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Appendix B Background Papers
Pages 202-209

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From page 202...
... Patz, Aptos, CA (leader) Mark Reckase, Michigan State University, East Lansing Joseph Martineau, Michigan State University, East Lansing Contact: rpatz@mindspring.com "Classroom-Based Assessment System for Science: A Model" Barbara S
From page 203...
... Smith, University of Massachusetts, Boston Marianne Wiser, Clark University Charles W Anderson, Michigan State University, East Lansing (leader)
From page 204...
... Quellmalz, Center for Technology in Learning, SRI International, Menlo Park, CA Geneva D Haertel, Center for Technology in Learning, SRI International, Menlo Park, CA "The Vertical Scaling of Science Achievement Tests" Mark Reckase, Michigan State University, East Lansing Joseph Martineau, Michigan State University, East Lansing SCOPE OF WORK: MODEL SCIENCE ASSESSMENT SYSTEMS DESIGN TEAMS Overview The National Research Council's Committee on Test Design for K­12 Science Achievement requests that each design team prepare a paper that lays out its conception of a model for a state system of science assessments.
From page 205...
... Reports should include both descriptive and diagnostic information. The committee encourages design teams to move beyond these specific requirements in proposing a model for building a system of high-quality science assessments that is standards-based and strives to improve science learning among the nation's students.
From page 206...
... Instructional, Curricular, and Content Issues The design team should lay out a strategy by which the state can develop a system of science assessments in which curriculum, instruction, and assessments across grade levels and topics are aligned with each other and with state science standards. For the purposes of this report and to provide a common basis for describing this process, the design team should use the National Science Education Standards to exemplify how the strategy might be implemented.
From page 207...
... Thus, the proposed model should include discussion of ways to implement appropriate scaling and equating procedures that will enable maintenance of performance trends. Given that NCLB calls for reporting results according to performance standards, the model should include discussion about processes for determining and setting performance levels.
From page 208...
... Details should be included for ways to provide professional development activities that educate teachers and administrators about how best to prepare students for the assessment, understanding assessment results, and using them to make instructional decisions. Including and Accommodating Students with Special Needs In developing its model, the design team should keep in mind that a primary objective of NCLB is to include all students in the assessment system and should propose ways for accomplishing this objective.
From page 209...
... Meeting Standards for Technical Quality Design teams should consider and incorporate professional technical standards for content and testing as detailed in the National Science Education Standards (National Research Council, 1996) and in Standards for Educational and Psychological Testing (American Educational Research Association, American Psychological Association, and National Council on Measurement in Education, 1999)


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