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.
Classroom Assessment and the National Science Education Standards
References
Airasian, P. W. ( 1991). Classroom assessment. New York: McGraw Hill.
American Educational Research Association, American Psychological Association, and National Council on Measurement and Education. ( 1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
American Federation of Teachers, National Council on Measurement in Education, and the National Education Association. ( 1990). Standards for teacher competence in educational assessment of students. Washington, DC: Author.
Ames, C. ( 1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology,84(3), 261-271.
Aschbacher, P. R. ( 1993). Issues in innovative assessment for classroom practice: Barriersand facilitators. (CSE Technical Report 359). Los Angeles, CA: National Center for Research on Evaluation, Standards and Student Testing.
Asp, E. ( 1998). The relationship between large-scale and classroom assessment: Compatibility or conflict? In R. Brandt (Ed.), Assessing student learning: New rules, new realities (17-46). Arlington, VA: Educational Research Service.
Atkin, J. M. ( 1992). Teaching as research: An essay. Teaching and Teacher Education,8(4), 381-390.
Atkin, J. M. ( 1994). Teacher research to change policy. In S. Hollingsworth and H. Hockett (Eds.), Teacher research and educational reform (103-120), 93rd Yearbook of the National Society for the Study of Education, Part I. Chicago, IL: University of Chicago Press.
Ball, D. L. ( 1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal,93(4), 373-397.
Bangert-Drowns, R. L., Kulik, C-L. C., Kulik, J. A., & Morgan, M. T. ( 1991). The instructional effect of feedback in test-like events. Review of Educational Research,61(2), 213 - 238.
Barber, J., Bergman, L., Goodman, J. M., Hosoume, K., Lipner, L., Sneider, C., & Tucker, L. ( 1995). Insights and outcomes: Assessments for great explorations in mathand science. Berkeley: University of California, Lawrence Hall of Science.
Baron, J. B. ( 1991). Strategies for the development of effective performance exercises . Applied Measurement in Education,4(4), 305-318.
Baxter, G. P., Elder, A. D., & Glaser, R. ( 1996). Knowledge-based cognition and performance assessment in the science classroom. Educational Psychologist,31, 133-140.
Baxter, G. P., & Glaser, R. ( 1998, Fall). Investigating the cognitive complexity of science assessments. Educational Measurements: Issues and Practices.
Baxter, G. P., & Shavelson, R. J. ( 1994). Science performance assessments: Benchmarks and surrogates. International Journal of Educational Research,21, 279
Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole. Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter.
Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 105
Classroom Assessment and the National Science Education Standards
References
Airasian, P. W. ( 1991). Classroom assessment. New York: McGraw Hill.
American Educational Research Association, American Psychological Association, and National Council on Measurement and Education. ( 1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
American Federation of Teachers, National Council on Measurement in Education, and the National Education Association. ( 1990). Standards for teacher competence in educational assessment of students. Washington, DC: Author.
Ames, C. ( 1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
Aschbacher, P. R. ( 1993). Issues in innovative assessment for classroom practice: Barriers and facilitators. (CSE Technical Report 359). Los Angeles, CA: National Center for Research on Evaluation, Standards and Student Testing.
Asp, E. ( 1998). The relationship between large-scale and classroom assessment: Compatibility or conflict? In R. Brandt (Ed.), Assessing student learning: New rules, new realities (17-46). Arlington, VA: Educational Research Service.
Atkin, J. M. ( 1992). Teaching as research: An essay. Teaching and Teacher Education, 8(4), 381-390.
Atkin, J. M. ( 1994). Teacher research to change policy. In S. Hollingsworth and H. Hockett (Eds.), Teacher research and educational reform (103-120), 93rd Yearbook of the National Society for the Study of Education, Part I. Chicago, IL: University of Chicago Press.
Ball, D. L. ( 1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373-397.
Bangert-Drowns, R. L., Kulik, C-L. C., Kulik, J. A., & Morgan, M. T. ( 1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61(2), 213 - 238.
Barber, J., Bergman, L., Goodman, J. M., Hosoume, K., Lipner, L., Sneider, C., & Tucker, L. ( 1995). Insights and outcomes: Assessments for great explorations in math and science. Berkeley: University of California, Lawrence Hall of Science.
Baron, J. B. ( 1991). Strategies for the development of effective performance exercises . Applied Measurement in Education, 4(4), 305-318.
Baxter, G. P., Elder, A. D., & Glaser, R. ( 1996). Knowledge-based cognition and performance assessment in the science classroom. Educational Psychologist, 31, 133-140.
Baxter, G. P., & Glaser, R. ( 1998, Fall). Investigating the cognitive complexity of science assessments. Educational Measurements: Issues and Practices.
Baxter, G. P., & Shavelson, R. J. ( 1994). Science performance assessments: Benchmarks and surrogates. International Journal of Educational Research, 21, 279
OCR for page 106
Classroom Assessment and the National Science Education Standards
298.
Bernauer, J. A., & Cress, K. ( 1997). How school communities can help redefine accountability assessment . Phi Delta Kappan, 79(1), 71-75.
Black, P. J. ( 1993). Formative and summative assessment by teachers. Studies in Science Education, 21, 49-97.
Black, P. J. ( 1997). Testing: Friend or foe ? Theory and practice of assessment and testing. London, England: Falmer Press.
Black, P., & Atkin, M. J. ( 1996). Changing the subject: Innovations in science, mathematics and technology education. London, England: Routledge.
Black, P., & Wiliam, D. ( 1998a). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.
Black, P. & Wiliam, D. ( 1998b) Inside the black box: Raising standards through classroom assessment . Phi Delta Kappan, 80(2), 139-148.
Bol, L., & Strange, A. ( 1996). The contradiction between teachers' instructional goals and their assessment practices in high school biology courses. Science Education, 80(2), 145-163.
Bracey, G. W. ( 1998). Put to the test: An educator's and consumer's guide to standardized testing. Bloomington, IN: Phi Delta Kappa International.
Brown, A. L. ( 1994). The advancement of learning. Educational Researcher, 23(8), 4-12.
Burger, D. ( 1998). Designing a sustainable standards-based assessment system: What's noteworthy. Aurora, CO: Mid-continent Regional Educational Laboratory.
Butler, J. ( 1995). Teachers judging standards in senior science subjects: Fifteen years of the Queensland experiment. Studies in Science Education, 26, 135-157.
Butler, R. ( 1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest and performance. Journal of Educational Psychology, 79(4), 474-482.
Butler, R. ( 1988). Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, 1-14.
Butler, R., & Neuman, O. ( 1995). Effects of task and ego-achievement goals on help-seeking behaviours and attitudes. Journal of Educational Psychology, 87(2), 261-271.
Cameron, J., & Pierce, D. P. ( 1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64(3), 363-423.
Cangelosi, J. S. ( 1990). Designing tests for evaluating student achievement. New York: Longman.
Cochran-Smith, M., & Lytle, S. ( 1999). Teacher learning in communities. In A Iran-Nejad and C. D. Pearson (Eds.), Review of research in education (249-306). Washington, DC: American Educational Research Association.
Coffey, J. ( 2001). Making connections: Student participation in assessment. Unpublished doctoral dissertation, Stanford University, CA.
Cole, K., Coffey, J., & Goldman, S. V. ( 1999). Using assessments to improve equity in mathematics. Educational Leadership, 56(6), 56-58.
Cooper, B., & Dunne, M. ( 2000). Constructing the real goal of a ‘realistic' math item: A comparison of 10-11 and 13-14 year olds. In A. Filer (Ed.), Assessment: Social practice and social product (87-109). London, England: RoutledgeFalmer.
Covington, M. L. ( 1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge, UK: Cambridge University Press.
Crooks, T. J. ( 1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58(4), 438-481.
Cunningham, G. K. ( 1997). Assessment in the classroom. London, England: Falmer Press.
Darling-Hammond, L. ( 1994). Performance-based assessment and educational equity. Harvard Educational Review, 64(1), 5-30.
Darling-Hammond, L., Ancess, J., & Falk, B. ( 1995). Authentic assessment in action: Studies of schools and students at work. New York: Teachers College Press.
Delaware Science Coalition. ( 1999). Delaware Comprehensive Assessment Program. Dover, DE: Author.
Doran, R., Chan, F., & Tamir, P. ( 1998). Science educators guide to assessment.
OCR for page 107
Classroom Assessment and the National Science Education Standards
Arlington, VA: National Science Teachers Association.
Duschl, R.D., & Gitomer, D.H. ( 1997). Strategies and challenges to changing the focus of assessment and instruction in science classrooms. Educational Assessment, 4(1), 37-73.
Dweck, C. S. ( 1986). Motivational processes affecting learning. Psychological Science and Education [Special Issue]. American Psychologist, 41(10), 1040-1048.
Elliot, J. ( 1987). Educational theory, practical philosophy, and action research. British Journal of Educational Studies, XXXV(2), 149-169.
Frederiksen, J. R., & Collins, A. ( 1989). A systems approach to educational testing. Educational Researcher, 18(9) 27-32.
Frederiksen, N. ( 1984). The real test bias: Influences of testing on teaching and learning . American Psychologist, 39, 193-202.
Fuchs, L. S., & Fuchs, D. ( 1986). Effects of systematic formative evalustion: A meta-analysis. Exceptional Children, 53(3), 199-208.
Gallagher, J. D. ( 1998). Classroom assessment for teachers. Upper Saddle River, NJ: Merrill.
Gifford, B.R., & O'Connor, M.C. (Eds.). ( 1992). Changing assessments: Alternative views of aptitude, achievement and instruction. Boston: Kluwer.
Gipps, C.V. ( 1994). Beyond testing: Towards a theory of educational assessment. London, England: Falmer Press.
Goldman, S.V. ( 1996). Unfinished business: How assessment work is managed in school. Paper presented at the 1996 annual American Anthropology Association meeting, Philadelphia, PA.
Goodlad, J.I. ( 1984). A place called school: Promise for the future. New York: McGraw-Hill.
Gronlund, N. E. ( 1998). Assessment of student achievement (6th edition). Boston: Allyn and Bacon.
Hacker, D. J., Dunlosky, J., & Graesser, A.C. (Eds.). ( 1998). Metacognition in educational theory and practice. Mahwah, NJ: Lawrence Erlbaum.
Hambleton, R. K., Jaeger, R. M., Koretz, D., Linn, R. L., Millman, J., & Phillips, S.E. ( 1995). Review of the measurement quality of the Kentucky Instructional Results Information System, 1991-1994. Frankfort: Kentucky General Assembly.
Haney, W., & Madaus, G. (1994). Effects of standardized testing and the future of the national assessment of educational progress. Chestnut Hill, MA: Center for the Study of Testing, Evaluation and Educational Policy .
Hardy, R. A. ( 1995). Examining the costs of performance assessment. Applied Measurement in Education, 8(2), 121-134.
Hargreaves, A. ( 1998). International handbook of educational change. Dordrecht: Kluwer.
Hein, G., & Price, S. ( 1994). Active assessment for active science. Portsmouth, NH: Heinemann.
Herman, J. L., Gearhart, M., & Baker, E. L. ( 1993). Assessing writing portfolios: Issues in the validity and meaning of scores. Educational Assessment, 1(3), 201-224.
Kluger, A. N., & deNisi, A. ( 1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284.
Koretz, D., Stecher, B., Klein, S., McCaffrey, D., & Deibert, T. ( 1993). Can portfolios assess student performance and influence instruction? The 1991-92 Vermont experience. (CSE Technical Report Number 371). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing.
Koretz, D., Stecher, B., Klein, S., & McCaffrey, D. ( 1994). The Vermont portfolio assessment program: Findings and implications . Educational Measurement: Issues and Practices, 13(3), 5-16.
Linn, R. ( 2000). Assessments and accountability. Educational Researcher, 29(2), 4-14.
Linn, R. L., & Burton, E. ( 1994). Performance-based assessment: Implications of task specificity. Educational Measurement: Issues and Practice, 13(1), 5-8, 15.
Loucks-Horsley, S., Hewson, P.W., Love, N., & Stiles, K.E. ( 1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.
Love, N. ( 1999 Spring). Hands-on! 22(1).
OCR for page 108
Classroom Assessment and the National Science Education Standards
Loyd, B. H., & Loyd, D. E. ( 1997). Kindergarten through grade 12 standards: A philosophy of grading. In G. D. Phye (Ed.), Handbook of classroom assessment: Learning, adjustment, and achievement (481-490). San Diego, CA: Academic Press.
McTighe, J., & Ferrara, S. ( 1998). Assessing learning in the classroom. Washington, DC: National Education Association.
Messick, S. ( 1989). Validity. In R.L. Linn (Ed.), Educational measurement (3rd edition) (13-103). New York: Macmillan.
Messick, S. ( 1994). The interplay of evidence and consequences in the validation of performance assessments. Educational Researcher, 23(2), 13-23.
Mills, R. P., ( 1996). State portfolio assessment: The Vermont experience. In J. Baron and D. Wolf (Eds.), Performance-based student assessment: Challenges and possibilities (192-214). Chicago, IL: National Society for the Study of Education.
Minstrell, J. ( 1992). Teaching science for understanding. In M. Pearsal (Ed.), Scope, sequence and coordination of secondary school science: Relevant research volume 2 (237-251). Arlington, VA: National Science Teachers Association.
Moss, P. A. ( 1994). Can there be validity without reliability? Educational Researcher, 23(2), 5-12.
Moss, P. A. ( 1996) Enlarging the dialogue in educational measurement: Voices from interpretive research traditions. Educational Researcher, 25(1), 20-28, 43.
National Research Council. ( 1981). Ability testing: Uses, consequences and controversies. A.K. Wigdor & W.R. Garner (Eds.), Committee on Ability Testing, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
National Research Council. ( 1987). Education and learning to think. L. R. Resnick (Ed.), Committee on Mathematics, Science, and Technology Education, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
National Research Council. ( 1996). National science education standards. National Committee on Science Education Standards and Assessment. Washington, DC: National Academy Press.
National Research Council. ( 1999a). How people learn: Brain, experience and school. J.R. Bransford, A.L. Brown, & R.R. Cocking (Eds.), Committee on Developments in the Science of Learning, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
National Research Council. ( 1999b). Testing, teaching, and learning: A guide for states and school districts. R. Elmore & R. Rothman (Eds.), Committee on Title I Testing and Assessment, Commission on Behavioral and Social Sciences Education. Washington DC: National Academy Press.
National Research Council. ( 2000). Inquiry and the national science education standards: A guide for teaching and learning. S. Olson & S. Loucks-Horsley (Eds.), Committee on the Development of an Addendum to the National Science Education Standards on Scientific Inquiry. Washington, DC: National Academy Press.
Oakes, J. ( 1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
Oakes, J. ( 1990). Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. Santa Monica, CA: RAND.
Popham, W. J. ( 1992). A tale of two-test specification strategies. Educational Measurement: Issues and Practice, 11(2), 16-17, 22.
Quellmalz, E. S. ( 1991). Developing criteria for performance assessments: The missing link . Applied Measurement in Education, 4(4), 319-332.
Resnick, L.B, & Resnick, D.P. ( 1991). Assessing the thinking curriculum: New tools for educational reform . In B. Gifford (Ed.) Changing assessments: Alternative views of aptitude, achievement and instruction. Boston, MA: Kluwer.
Roberts, L., Wilson, M., & Draney, K. ( 1997, June). The SEPUP assessment system: An overview. (BEAR Report Series, SA-97-1). Berkeley: University of California Press.
Rosenbaum., J. E. ( 1980). Social implications of educational grouping. In D.C. Berliner (Ed.) Review of research in education (361
OCR for page 109
Classroom Assessment and the National Science Education Standards
401). Washington, DC: American Educational Research Association.
Rosenthal, R., & Jacobsen, L. ( 1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development. New York: Holt, Rinehart and Winston.
Rothman, R. ( 1995). Measuring up: Standards, assessment and school reform. San Francisco: Jossey-Bass.
Rowe, M. B. ( 1974). Wait time and rewards as instructional variables, their influence on language, logic and fate control: Part one–Wait time. Journal of Research in Science Teaching, 11, 87-94.
Rudd, T. J., & Gunstone, R.F. ( 1993). Developing self-assessment skills in grade 3 science and technology: The importance of longitudinal studies of learning. Paper presented at the Annual National Association for Research in Science Teaching, April, Atlanta, GA.
Ruiz-Primo, M. A., & Shavelson, R.J. ( 1996). Rhetoric and reality in science performance assessments: An update . Journal of Research in Science Teaching, 33(10), 1045-1063.
Sadler, R. ( 1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.
Schunk, D. H., & Zimmerman, B.J. ( 1998). Self-regulated learning: From teaching to self-reflective practice. New York: Guilford Press.
Science Education for Public Understanding Program. ( 1995). Issues, evidence and you (teacher's guide). Ronkonkoma, NY: LabAids.
Seidel, S., Walters, J., Kirby, E., Olff, N., Powell, K., Scripp, L., & Veenema, S. ( 1997). Portfolio practices: Thinking through the assessment of student work. Washington, DC: National Education Association.
Shavelson, R. J., Baxter, G. P., & Pine, J. ( 1991). Performance assessment in science. Applied Measurement in Education [Special Issue: R. Stiggins and B. Plake, Guest Editors], 4(4), 347-362.
Shavelson, R.J ., & Ruiz-Primo, M. A. ( 1999). On the assessment of science achievement. Unterrichts Wissenschaft, 2(27), 102-127.
Shepard, L. A. ( 1995). Using assessment to improve learning. Educational Leadership, February, 38-43.
Skaalvik, E. M. ( 1990). Attribution of perceived academic results and relations with self-esteem in senior high school students. Scandinavian Journal of Educational Research, 34, 259-269.
Smith, M. L., & Rottenberg, C. ( 1991). Unintended consequences of external testing in elementary schools . Educational Measurement: Issues and Practice, 10(4), 7-11.
Smith, P. S., Hounshell, P. B., Copolo, C., & Wilkerson, S. ( 1992). The impact of end-of-course testing in chemistry on curriculum and instruction. Science Education, 76(5), 523-530.
Stecher, B. M., & Herman, J. L. ( 1997). Using portfolios for large-scale assessment. In G. D. Phye, (Ed.), Handbook of classroom assessment (491-517). San Diego, CA: Academic Press.
Stiggins, R. J. ( 1999). Learning teams for assessment literacy. (Reprinted from the Journal of Staff Development, 20(3), 17-21.)
Stiggins, R. J. ( 2001) Student-involved classroom assessment (3rd edition). Columbus, OH: Merrill Prentice Hall.
Tobin, K., & Garnett, P. ( 1988). Exemplary practice in science classrooms. Science Education, 72(2), 197-208
Vispoel, W. P., & Austin, J. R. ( 1995). Success and failure in junior high school: A critical incident approach to understanding students' attributional beliefs. American Educational Research Journal, 32(2), 377-412.
Vygotsky, L. S. ( 1962). Thought and language. New York: Wiley.
Wenger, E. ( 1998). Communites of practice: Learning, meaning and identity. Cambridge, MA: Cambridge University Press.
White, B.Y., & Frederiksen, J. R. ( 1998). Inquiry, modeling and meta-cognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118.
Wiggins, G. ( 1998). Educative assessment. San Francisco: Jossey-Bass.
Wiliam, D. ( 1996). National curriculum assessments and programmes of study: Validity and impact. British Educational Research Journal, 22(1), 129-141.
Wiliam, D., & Black, P. J. ( 1996). Meanings and consequences: A basis for distinguish
OCR for page 110
Classroom Assessment and the National Science Education Standards
ing formative and summative functions of assessment? British Educational Research Journal, 22(5), 537-548.
Wilson, M., & Sloane, K. ( 1999). From principles to practice: An embedded assessment system. (BEAR Report Series, SA-99-3). Berkeley: University of California Press.
Wilson, M., & Draney, K. ( 1997, July). Developing maps for student progress in the SEPUP assessment system. (BEAR Report Series, SA-97-2.) Berkeley: University of California Press.
Wolf, D., Bixby, J., Glen, J. III, & Gardner, H. ( 1991). To use their minds well: Investigating new forms of student assessment. In G. Grant (Ed.), Review of research in education (31-74). Washington, DC: American Educational Research Association.
Wood, D., Bruner, J. S., & Ross, G. ( 1976). The role of tutoring in problem solving, Journal of Child Psychology and Psychiatry and Allied Disciplines, 17, 89-100.
Wood, R. ( 1991) Assessment and testing: A survey of research. Cambridge, MA: Cambridge University Press.
