Classroom Assessment and the National Science Education Standards (2001) / Chapter Skim
Currently Skimming:
6 Beyond the Classroom -- System-Level Supports
6 Beyond the Classroom -- System-Level Supports
Pages 97-104
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 97... ...
There is no one best way to support teachers in their ongoing assessment and advancement of student learning. Changes should be consistent wig, and supportive of, We vision for science education set form in the Standards and the vision for classroom assessment set forth in this document.
|
From page 98... ...
Ideally, given carefully designed tests would allow districts to develop and implement assessments in core curriculum areas, such as science, that match their learning goals, demonstrate student achievement of standards, inform instruction, guide professional development, and demonstrate program impact. Teachers can take a role in the development of these assessments.
|
From page 99... ...
testing policies, responsibilities fall to district policy makers and school administrators to create structures that facilitate high-quality, classroom-based assessment. ProfessionaIdevelopment for teachers (Chapter 5)
|
From page 100... ...
In addition to We pressures levied by the external tests, constraints may include time, class size, resources, training, administrative support, and parental understanding and support. Time In schools and districts implementing standards-based science programs, time is built into the school day and week for teachers to meet and work with their colleagues so that they can engage In meaningful discussions about student work and learning; discuss assessment strategies; and learn how to appropriately use data from student work, observations and other formative assessments to inform their practice.
|
From page 101... ...
This provided teachers with the opportunity to observe students' work, to talk with them about what they were learning, and to use these observations to inform their teaching. Regular dine also needs to be provided dunug the school day for teachers to take part in professional growth ac~vides, conduct research on their teaching practices, observe other classrooms, use available external resources, and attend professional meetings and conferences (NRC, I996~.
|
From page 102... ...
policy makers factor an expectation of assessment literacy into teacher and principal qualifications. Improving assessment so that it truly works in the service of learning calls for research to be conducted at all levels- from the classroom to exploring We formative-summative link.
|
From page 103... ...
Because parents are major consumers of assessment data, all those responsible for providing education to childrenteachers, site-level and district-level BEYOND THE CLASSROOM—SYSTEM-lE\'EL SUPPORTS administrators, and state-level policy makers- must take some of Me responsibility for keeping them informed about assessment practices that are most likely to help their children learn.
|
From page 104... ...
. Furthermore, for the necessary levels of public confidence and trust in the process to develop, the procedures devised and employed when the teachers' role in summative judgments is increased must be made transparent School administrators and policy makers, as well as teachers themselves, have a responsibility to keep the public informed.
|
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.