Question 7-1: Is the state’s science assessment system constructed to provide information on students’ opportunity to learn what is needed to meet the state’s goals for science learning? Does the state continually monitor and periodically evaluate its education system to ensure that sufficient opportunity to learn is being maintained for all students?
Question 7-2: Are all components of the state assessment system designed to make them accessible to the widest range of students and to support valid interpretations about their performance? Does the development process for each component include consideration of ways to minimize challenges unrelated to the construct 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?
Question 7-4: Has the state set aside resources for making improvements in its science education system to remedy the inequities or inadequacies that may be revealed by assessment and evaluation data? Has it also set aside resources to promulgate exemplary practices that may be revealed by assessment results?
Question 7-5: Does the state monitor the assessment system’s effect on the recruitment and retention of high-quality teachers?