The following HTML text is provided to enhance online
readability. Many aspects of typography translate only awkwardly to HTML.
Please use the page image
as the authoritative form to ensure accuracy.
References for Further Reading
Baron, J.B. 1992. SEA Usage of Alternative Assessment: The Connecticut Experience. In Focus on Evaluation and Measurement, vol. 1 and 2. Proceedings of the National Research Symposium on Limited English Proficient Student Issues‥ Washington, DC.
Baxter, G.P., R.J. Shavelson, and J. Pine. 1992. Evaluation of procedure-based scoring for hands-on science assessment. Journal of Educational Measurement, 29 (1): 1-17.
Champagne, A.B., and S.T. Newell. 1992. Directions for Research and Development: Alternative Methods of Assessing Scientific Literacy. Journal of Research in Science Teaching 29 (8): 841-860.
Glaser, R. 1992. Cognitive Theory as the Basis for Design of Innovative Assessment: Design Characteristics of Science Assessments. Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing.
Koretz, D., B. Stecher, S. Klein, and D. McCaffrey. 1994. The Vermont Portfolio Assessment Program: Findings and Implications. Educational Measurement: Issues and Practice, 13 (3): 5-16.
Loucks-Horsley, S., R. Kapitan, M.O. Carlson, P.J. Kuerbis, R.C. Clark, G.M. Nelle, T.P. Sachse, and E. Walton. 1993. Elementary School Science for the '90s. Andover, MA: The Network, Inc.
Messick, S. 1994. The interplay of evidence and consequences in the validation of performance assessments. Educational Researcher, 23 (2): 13-23.
Moss, P.A. 1994. Can there be validity without reliability? Educational Researcher, 23 (2): 13-23.
NRC (National Research Council). 1991. Improving Instruction and Assessment in Early Childhood Education: Summary of a Workshop Series. Washington, DC: National Academy Press.
NRC (National Research Council). 1989. Fairness in Employment Testing: Validity Generalization, Minority Issues, and the General Aptitude Test Battery. J.A. Hartigan, and A.K. Wigdor, eds. Washington, DC: National Academy Press.
Oakes, J., T. Ormseth, R. Bell, and P. Camp. 1990. Multiplying Inequalities: The Effect of Race, Social Class, and Tracking on Students' Opportunities to Learn Mathematics and Science. Santa Monica, CA: RAND Corporation.
Raizen, S.A., J.B. Baron, A.B. Champagne, E. Haertel, I.V. Mullis, and J. Oakes. 1990. Assessment in Science Education: The Middle Years. Washington, DC: National Center for Improving Science Education.
Raizen, S.A., J.B. Baron, A.B. Champagne, E. Haertel, I.V. Mullis, and J. Oakes. 1989. Assessment in Elementary School Science Education. Washington, DC: National Center for Improving Science Education.
Ruiz-Primo, M.A., G.P. Baxter, and R.J. Shavelson. 1993. On the stability of performance assessments. Journal of Educational Measurement, 30 (1): 41-53.
Shavelson, R.J. 1991. Performance assessment in science. Applied Measurement in Education, 4 (4): 347-62.
Shavelson, R.J., G. Baxter, and J. Pine. 1992. Performance assessments: Political rhetoric and measurement reality. Educational Researcher, 21 (4): 22-27.
Marking the culmination of a three-year, multiphase process, on April 10th, 2013, a 26-state consortium released the Next Generation Science Standards (NGSS), a detailed description of the key scientific ideas and practices that all students should learn by the time they graduate from high school.