Systems for State Science Assessment (2006) / Chapter Skim
Currently Skimming:
Executive Summary
Executive Summary
Pages 1-10
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 1... ...
providing advice and guidance and making recommendations that will be useful to states in designing, developing, and implementing quality science assessments to meet the 20072008 implementation requirements of the No Child Left Behind Act; and (2) fostering communication and collaboration between the NRC committee and key stakeholders in states and schools in order that the guidance provided by the NRC committee's report is responsive and can be practically implemented.
|
From page 2... ...
This report, therefore, provides guidance that is specific enough to address the important issues raised by NCLB science requirements, but general enough to be adaptable to a wide range of contexts. The committee's advice to states is offered in the form of questions that all those responsible for designing and implementing state assessment programs should ask themselves as they develop science assessments.
|
From page 3... ...
ASSESSMENT Assessment, which includes everything from classroom observations to national tests such as the National Assessment of Educational Progress, is a systematic process for gathering information about student achievement. It provides critical information for many parts of the education system, including guiding instructional decisions, holding schools accountable for meeting learning goals, and monitoring program effectiveness.
|
From page 4... ...
The committee therefore recommends that states develop a system of science assessment that can meet the various purposes of NCLB and provide education decision makers with assessment-based information that is appropriate for each specific purpose for which it will be used. The system should be comprised of a variety of assessment strategies, designed in ways that are fundamentally different from each other and which collectively would meet NCLB requirements.
|
From page 5... ...
Similarly, a single assessment strategy cannot provide all of the information that education decision makers in classrooms, schools, school districts, and states need to support student learning. Teachers need ongoing information on how well their students are learning so they can target instruction; students need timely feedback on how they are meeting expectations so they can adjust their learning strategies; districts need information on the effectiveness of their programs; and policy makers need to know how well their policies are working and where resources might best be targeted.
|
From page 6... ...
One of the advisory groups should advise the state about the technical measurement issues associated with a testing program; other groups should focus on the content areas that are part of the assessment program. Science content committees should include scientists, science educators, researchers who study science assessment, and individuals with expertise on how people learn science.
|
From page 7... ...
In-service professional development could then build on this knowledge by including opportunities for teachers to refine or learn about and practice new assessment strategies. Because the course requirements for teacher preparation programs are largely set by state licensure requirements, the committee calls on states to include in their standards for certification and recertification a provision that teachers demonstrate assessment competence as a condition for teacher licensure.
|
From page 8... ...
As a state raises the stakes, the demand for high-quality science education may also increase. Financial incentives may be needed to encourage qualified science teachers to enter teaching or to remain in schools that serve disadvantaged students.
|
From page 9... ...
We call on the research community to propose and conduct studies on the ways in which students' understanding of the big ideas of science develop over time and the ways in which students represent their understanding of these ideas as they develop competence. Results of this research should be used to help states develop state science standards and create valid assessments of students' understanding of key scientific concepts as such understanding develops and changes over time.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.