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Classroom Assessment and the National Science Education Standards
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Classroom Assessment and the National Science Education Standards
INDEX
A
Ability, defining, 85
Accountability, 8
Achievement, grading and communicating, 1, 64-65, 68-69
Administrative support, 102
Advanced Placement examinations, 2
Alternative assessment, 31.
See also Science Education for Public Understanding Program
American College Testing (ACT) Program, 2
American Federation of Teachers (AFT), 69
Assessment, 33-49.
See also Formative assessment;
Summative assessment
at any time, 24
beyond a single test, 74
changing emphases in, 19
creating opportunities for, 42
defined, 12
design, selection and participation in, 16-17, 37
form matching purpose, 35-38
and high standards, 19-20
multiple purposes of, 20-21
nature and form of feedback, 39-40
providing time for, 101
questioning, 35
reflective practice in, 34
in scientific experimentation, 40-47
subject-matter goals, 38-39
in teaching standards, 50
terms used in, 31
timing of, 40
using to inform teaching or influence learning, 12
variety in, 30, 34-35
Assessment activities, 19, 60-64
table of, 63
Assessment-centered professional development, 83-88
articulating a plan, 86
establishing goals, 83-84
exploring conceptions of learning, 87-88
giving feedback to students, 86-87
identifying student understanding, 84-86
understanding of subject matter, 87
Assessment data
collecting, 49
involving teachers in using, 1, 9, 12, 24
managing, 52
uses for, 51-52, 56
Assessment in the classroom, 4, 7-58
consistent with pedagogy, 51
equity principle in, 52-55
examination of student work, 35
external standards-based summative, 73-74
formative, 13-15, 25-26, 30-32
goals for, 32-33, 49-52
key points, 21, 58
present state of, 33-49
school's role in, 18-19
strengthening, 11-21
student involvement in, 42, 48-49
student's role in, 17-18
teacher's role in, 15-17
validity and reliability of, 55-58
Authentic assessment, 31
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Classroom Assessment and the National Science Education Standards
C
Class discussions, 19, 23-24
Class size, 101-102
Classroom assessment, 7-58
case for strengthening, 11-21
equity principle in, 52-55
formative, 13-15, 25-26, 30-32
goals for, 32-33, 49-52
and high standards, 19-20
key points, 21, 58
multiple purposes of, 20-21
present situation, 33-49
school's role in, 18-19
student's role in, 17-18
teacher's role in, 15-17
validity and reliability of, 55-58
vignettes of, 5, 26-30, 43-47, 89-95
Collaboration, in professional development, 81-82
Committee on Science Education (COSE K-12), 3
Communicating achievement, 64-65, 68-69
Community involvement, and parents, 103
Conceptions of learning, 87-88
Conversations for assessment, 19
in vignettes of classrooms, 27
Criteria-setting, 1, 9, 32-33
Criterion-referenced tests (CRTs), 72
Cumulative assessment.
See Summative assessment
Current reform
in Connecticut, 76-77
in Delaware, 89-95
in Douglas, Colorado, 77
in Kentucky, 75
learning from, 74-76
in Queensland, Australia, 76
in Vermont, 75
D
D Data.
See Assessment data
Design of assessment, 16-17, 37
“Disclosure” issues, 54
District level, 99-102
administrative support, 102
class size, 101-102
professional development, 100
testing policies, 2, 98-99
time, 100-101
E
Embedded assessment, 31
Equity principle, 52-55
Esteem.
See Self-esteem
Evidence and Tradeoffs (ET) Variable, in SEPUP, 68
Experiments, assessment of scientific, 40-47
External assessment
for consistency, 2
large-scale, 2, 69, 71-73
standards-based summative, 73-74
F
Feedback
cognitive and affective, 15-16
giving to students, 86-87
Formative assessment, 4, 25-26, 30-32
defined, 12, 20, 25
framework for, 13-15
grading and communicating achievement, 64-65, 68-69
relationship to summative, 59-77
in scientific experimentation, 40-47
Forms
to match purpose, 35-38
performance assessments, 60-61
portfolios, 61-62
summative assessment in the classroom, 60-64
traditional tests, 62-64
Framework for formative assessment, 13-15
and science content, 14-15
G
Goal achievement, 1, 49-52
assessment consistent with pedagogy, 51
assessment data management, 52
use of assessment data, 51-52, 56
Goals
establishing, 83-84
learning, 39
Grading
of achievement, 64-65, 68-69
to convey information, 16
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Classroom Assessment and the National Science Education Standards
H
High standards, maintaining, 19-20
Higher education for teachers, 102-103
How People Learn, 84
I
Information, involving teachers in using, 1, 9, 12, 24
Inquiry and the National Science Education Standards, 86
Inservice training, 100
Intelligence, defining, 54, 85
J
Journals, 19, 48
in vignettes of classrooms, 27
K
Key points, 21, 58, 76-77
Knowledge, pedagogical, 14
L
Large-scale external assessment, 2, 69
the current system and needed reform, 71-73
Learning
exploring conceptions of, 87-88
lifelong, 33
not a solitary activity, 13
using assessment to influence, 12
Learning goals, 39
Lifelong learning, 33
M
Multiple entry points, to professional development, 82-83
Multiple purposes of assessment, 20-21
Multiple roles teachers play, 55
N
National Assessment of Educational Progress (NAEP), 2
National Council on Measurement in Education (NCME), 69
National Education Association (NEA), 69
National Research Council (NRC), 3
National Science Education Standards, 2, 7-9, 11-19, 24-26, 32-33, 52-55, 60, 97-98, 103
National Science Teachers Association (NSTA), 2
Nature and form of feedback, 39-40
Norm-referenced tests (NRTs), 72
NRC.
See National Research Council
NRTs.
See Norm-referenced tests
O
Opportunities, creating, 42
P
Parental involvement, and community, 103
Participation in assessment, 16-17, 37
Pedagogical knowledge, 14
Pedagogy, assessment consistent with, 51
Peer assessment by students, 19, 48-49
Performance assessments, 12, 19, 31, 60-61
Performance criteria, for teachers, 87
Placement, assessment for, 12
Plans for assessment, 16
articulating, 86
Policy impacts, 97-98
Portfolio assessments, 18-19, 31, 61-62
Practice, professional development rooted in, 80
Professional development, 4, 79-96, 100
agenda for assessment-centered, 83-88
articulating a plan for, 86
basic features of, 96
collaboration in, 81-82
establishing goals for, 83-84
exploring conceptions of learning, 87-88
giving feedback to students, 86-87
identifying student understanding, 84-86
key points for, 96
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Classroom Assessment and the National Science Education Standards
multiple entry points, 82-83
providing time for, 100-101
supporting student involvement in assessment, 88-96
and understanding of subject matter, 87
Project Zero, 95
Projects, 19, 24
in vignettes of classrooms, 26-27
Purposes of assessment, multiple, 20-21
Q
Questioning assessment, 35
Quizzes, 19
R
Rationale, for strengthening assessment in the science classroom, 11-21
Reflective practice, 19
in assessment, 34
in professional development, 80-81
Reform
going beyond a single test, 74
involving teachers, 75-76
learning from, 74-76
Reliability concerns, 55-58
applying to classroom teaching, 71
in classroom terms, 57-58
defined, 56
in summative assessments, 69-71
Responding to students, 86-87
Responsibility for assessment, sharing, 1, 9
Roles played in assessment
by schools, 18-19
by students, 17-18
by teachers, 15-17
S
Scholastic Achievement Test (SAT), 2
School districts.
See District level
School level, 99-102
administrative support, 102
class size, 101-102
professional development, 100
role in assessment, 18-19
time, 100-101
Science content, 14-15, 29
complexity of, 12, 60
Science Education for Public Understanding Program (SEPUP), 65-69
Evidence and Tradeoffs Variable, 68
Selection in assessment, 16-17, 37
Self-assessment by students, 17-18, 48-49
Self-esteem, focusing on, 16, 30
Self-reflection, 19
SEPUP.
See Science Education for Public Understanding Program
Shared responsibility, 1, 9
Standards
maintaining high, 19-20
teacher's role in implementing, 15
Standards-based summative assessment system, 60
external, 73-74
State level testing policies, 2, 98-99
Student-Involved Classroom Assessment, 37
Student involvement in assessment, 17-18, 42, 48-49
peer assessment, 19, 48-49
professional development for supporting, 88-96
self-assessment, 17-18, 48-49
Student understanding, identifying, 84-86
Student work, examination of, 35
Subject-matter goals, 38-39
and professional development, 87
Summative assessment, 4
in the classroom, 60-64
defined, 12, 20, 25
external standards-based, 73-74
grading and communicating achievement, 64-65, 68-69
relationship to formative, 59-77
serving the standards, 60
validity and reliability in, 69-71
Support
administrative, 102
system-level, 97-104
System-level supports, 4, 97-104
from community and parents, 103
district and school level, 99-102
district and state testing policies, 98-99
external science assessments, 99
goal setting, 103-104
higher education, 102-103
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Classroom Assessment and the National Science Education Standards
T
Teacher involvement, 15-17, 75-76
in developing and interpreting standards, 17
in implementing standards, 15
role in design, selection and participation, 16-17, 37
role in external science assessments, 99
role in feedback, cognitive and affective, 15-16
using assessment to inform teaching, 1, 9, 12-13, 24
Teachers
higher education for, 102-103
performance criteria for, 87
playing multiple roles, 55
Teaching standards, 50
developing and interpreting, 17
implementing, 15
Testing
criterion-referenced, 72
district and state policies, 2, 98-99
norm-referenced, 72
traditional, 19, 62-64
Testing policies, impacts of, 97-98
Third International Mathematics and Science Study (TIMSS), 2
Time for professional development, providing, 100-101
Timing of assessment, 40
Traditional tests and quizzes, 19
using differently, 62-64
U
Understanding
defining, 36, 85
identifying, 84-86
V
Validity concerns, 55-58
applying to classroom teaching, 71
in classroom terms, 57-58
in summative assessments, 69-71
Variety in assessment, 30, 34-35
Vignettes of classrooms, 5, 26-30, 43-47, 89-95
