content standards aligned with, 30, 35, 57, 58, 68, 69

defined, 16

district-level, 31, 45, 49

triangle concept, 81, 86-87, 89

Atlas for Science Literacy, 69, 133

Atomic-molecular theory, 18, 42, 95, 106-110

Augmented norm-referenced assessments, 12

Australia, 36, 124

B

Benchmarks for Science Literacy, 42-43, 55, 93-94, 133

Big ideas in science

and assessment design, 79, 81, 106-112

curriculum framework, 109-110

knowledge organized around, 39-40

content standards organized around, 3, 40, 56-57, 65, 66, 69-71, 110-112

Bundling activities, 29

Buros Center for Testing, 153

C

California, 30, 64, 151

Center for Research on Education, Standards, and Student Testing, 149, 157

Check sheets, 49

Classroom assessment, 26

for accountability purposes, 33, 167

design considerations, 33-35, 86-87, 91, 95, 120

inquiry, 45

practice and feedback opportunities, 49-50, 120, 132, 158

of prior knowledge, 48-49

professional development and, 126-127

quality standards, 148-149

sample, 33-35

of science literacy, 48-50, 52

Classroom Focused Multi-Level Assessment Model, 34

Colorado, 151-152

Commission on Instructionally Supportive Assessments, 32

Competency standards, 130

Concept mapping, 29, 40, 49, 111

Connecticut, 45, 46-47, 120

Consortium for Policy Research in Education, 65

Constitutional concerns, 142

Construct

modeling approach, 86, 87-88, 89-90

specification, 87, 90, 91-94, 111

Constructed-response items, 33, 94

Content knowledge

advisory groups, 6, 112, 116-117

context-bound, 40-41

improving, 166-167

organizing around big ideas, 39-40, 57, 65, 66, 69-71, 79, 81, 106-112

research needs, 166-167

transfer of, 40, 50, 52

Content standards

accountability component, 62

and achievement standards, 68

assessment-related information in, 30, 35, 57, 58, 68, 69

clarity, detail, and completeness, 2, 3, 57-58, 63-65, 156, 169

cognitive validity, 105

conceptual framework, 2, 65, 67, 69

curriculum aligned with, 57, 63, 65, 67, 68-69, 105

district-level models, 31

and instructional planning, 67, 68-69

key features, 57, 62-68

learning performances and, 3, 91-94, 111

lesson support materials, 68-69

as model of learning, 2, 67

NCLB requirements, 54, 56, 146, 167

organizing around big ideas, 3, 40, 56-57, 65, 66, 69-71, 110-112

performance expectations, 2, 68

review and revision, 2, 9, 19, 61-62

rigor and scientific correctness, 65, 67

scientific terminology as, 57, 60-61

scope, 65, 66

state variation in, 55-61

supplementary guidance material, 68-71

Core assessment, 31

Council for Basic Education, 58-59 n.4

Council of Chief State School Officers, 55, 137, 188

Creative writing, 29

Criterion-referenced assessments, 12, 33, 115

Curriculum.

See also Instruction

assessment design linked to, 109-110, 206

big ideas in science as framework, 109-110

Front Matter (R1-R18)

Executive Summary (1-10)

1 Introduction (11-20)

2 A Systems Approach to Assessment (21-37)

3 Science Literacy: Implications for Assessment (38-53)

4 The Centrality of Standards (54-76)

5 Designing Science Assessment (77-113)

6 Implementation and Support (114-135)

7 Issues of Equity and Adequacy (136-145)

8 Evaluation and Monitoring (146-160)

9 Supporting the Design, Implementation, and Evaluation of State Science Assessment Systems (161-170)

References (171-184)

Appendix A Practical Tips (185-201)

Appendix B Background Papers (202-209)

Appendix C Biographical Sketches of Committee, Staff, and Working Group Members (210-220)

Index (221-230)