may discourage teachers from spending the time needed for effective laboratory learning.

Some state science standards call for students to engage in laboratory experiences and to attain other goals of laboratory experiences, such as developing scientific reasoning and understanding the nature of science. However, assessments in these states rarely include items designed to measure student attainment of these goals. Current large-scale assessments are not designed to accurately measure student attainment of all of the goals of laboratory experiences. Developing and implementing improved assessments to encourage effective laboratory teaching would require large investments of funds.


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