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Suggested Citation:"Index." National Research Council. 2001. Classroom Assessment and the National Science Education Standards. Washington, DC: The National Academies Press. doi: 10.17226/9847.
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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

Suggested Citation:"Index." National Research Council. 2001. Classroom Assessment and the National Science Education Standards. Washington, DC: The National Academies Press. doi: 10.17226/9847.
×

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

Suggested Citation:"Index." National Research Council. 2001. Classroom Assessment and the National Science Education Standards. Washington, DC: The National Academies Press. doi: 10.17226/9847.
×

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

Suggested Citation:"Index." National Research Council. 2001. Classroom Assessment and the National Science Education Standards. Washington, DC: The National Academies Press. doi: 10.17226/9847.
×

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

Suggested Citation:"Index." National Research Council. 2001. Classroom Assessment and the National Science Education Standards. Washington, DC: The National Academies Press. doi: 10.17226/9847.
×

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

Suggested Citation:"Index." National Research Council. 2001. Classroom Assessment and the National Science Education Standards. Washington, DC: The National Academies Press. doi: 10.17226/9847.
×
Page 111
Suggested Citation:"Index." National Research Council. 2001. Classroom Assessment and the National Science Education Standards. Washington, DC: The National Academies Press. doi: 10.17226/9847.
×
Page 112
Suggested Citation:"Index." National Research Council. 2001. Classroom Assessment and the National Science Education Standards. Washington, DC: The National Academies Press. doi: 10.17226/9847.
×
Page 113
Suggested Citation:"Index." National Research Council. 2001. Classroom Assessment and the National Science Education Standards. Washington, DC: The National Academies Press. doi: 10.17226/9847.
×
Page 114
Suggested Citation:"Index." National Research Council. 2001. Classroom Assessment and the National Science Education Standards. Washington, DC: The National Academies Press. doi: 10.17226/9847.
×
Page 115
Classroom Assessment and the National Science Education Standards Get This Book
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The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know?

This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning.

Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system.

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