Systems for State Science Assessment (2006) / Chapter Skim
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9 Supporting the Design, Implementation, and Evaluation of State Science Assessment Systems
9 Supporting the Design, Implementation, and Evaluation of State Science Assessment Systems
Pages 161-170
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From page 161... ...
Moreover, we conclude that such a system is the most effective means for providing decision makers at all levels of the education system with the information they need to support highquality science education. Throughout this volume we have laid out our reasoning in reaching these conclusions and have provided ideas, not for the creation of an ideal system (which does not exist)
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From page 162... ...
Question 3-1: Does the state's science assessment system target the knowledge, skills, and habits of mind that are necessary for science literacy? For example, does it include items, tasks, or tests that require students to describe, explain, and predict natural phenomena based on scientific principles, laws, and theories; un derstand articles about science; distinguish questions that can be answered scien tifically from those that cannot; evaluate the quality of information on the basis of its source; pose and evaluate arguments based on evidence; and apply conclu sions appropriately?
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From page 163... ...
As part of this process, has consideration been given to strategies such as doing a little bit each year, purchasing curriculum materials that include quality assess ments, collaborating with other states that have similar standards to develop as sessments or item banks, or developing an assessment system that uses existing personnel and assessment opportunities to assess aspects of science learning that might otherwise be too expensive to assess? Question 6-4: Is the state's assessment system plan closely aligned with the com plete array of its science standards, reflecting the breadth and depth of the science content knowledge, scientific skills and understandings, and cognitive demands that are articulated in the standards?
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From page 164... ...
Question 6-9: Do the state's teachers, school administrators, and policy makers have ongoing opportunities to build their understanding of current assessment practices and expand their skills in using and interpreting assessment results? Question 6-10: Do school, district, and state education administrative personnel possess sufficient assessment competence to use assessment information accu rately and to communicate it effectively to interested stakeholders?
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From page 165... ...
Does the development process for each com ponent include consideration of ways to minimize challenges unrelated to the con struct being measured? Question 7-3: Does the state's science assessment system include alternative assessments that can be used to assess the science achievement of students with significant cognitive disabilities?
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From page 166... ...
IMPROVING THE KNOWLEDGE BASE The committee concluded that the measurement of science achievement would be improved if state assessment systems are founded on research regarding the developmental nature of science learning. However, as has been noted throughout this report, research addressing the nature of student learning in individual science domains is far from complete.
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From page 167... ...
MULTIPLE APPROACHES AND UP-TO-DATE MEASURES NCLB requires that state science assessments be aligned with state content and achievement standards and that they include multiple up-to-date measures of student achievement that are valid and reliable for the purposes for which they will be used. To meet these requirements, states will need both assistance with developing and validating new forms of assessment and with better incorporating and aligning all aspects of their assessment and education systems while meeting standards for technical quality when systems of assessment are involved.
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From page 168... ...
BUILDING PROFESSIONAL CAPACITY NCLB requirements place a premium on high-quality science teaching, and the committee agrees that this as an essential element in improving science achievement. There is strong evidence that good assessment practices can support student success, but teachers need at least a minimum level of assessment literacy to make effective use of assessments and assessment results.
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From page 169... ...
Department of Education should require that states have an independent body evaluate their academic science standards and submit evidence of their quality as part of the required peer review process. The evaluation should not focus on the specific content that states choose to include, but rather on the degree to which the standards are clear, concrete, and complete; are rigorous and scientifically correct; embody a clear conceptual framework; reflect sound models of the way students learn science; are reasonable in scope; and describe performance expectations for students in clear and specific terms.
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From page 170... ...
At the same time, we urge the federal government and the other bodies mentioned above to take their responsibilities seriously and to join states in considering this an opportunity to bring about substantial improvements in science assessment and student learning. Recommendation 10: Federal agencies and others should support, with funding and expertise, the development and pilot testing of model assessment systems in order to assist states in their efforts to create such systems.
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