Systems for State Science Assessment (2006) / Chapter Skim
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Index A recommendations, 170 supplementary data, 75 Accommodations, 8, 12, 138-140, 168, 208 validation of, 75-76 Accountability variability in, 74-75 California system, 151 Adequacy. See Equity and adequacy issues classroom-based assessment, 33, 167 Administration of tests, 119-120, 194 in content standards, 62 frequency, 12 CRESST quality standards, 149, 157 Alaska, 57 designing assessments for, 35, 78 American Association for the Advancement of equity and resource issues, 136, 141, 143 Science, 17, 19, 38, 111, 133, 153 and inclusion, 168 American Chemical Society, 17 instructionally supportive tests, 32-33, 63 American College Testing Program, 151 monitoring effects of, 157 American Educational Research Association, NCLB goals, 11, 16, 158 148 use of assessments for, 19, 61, 120 American Federation of Teachers, 56, 58-59, 64, Achieve, Inc., 56, 153 128 Achievement standards.
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222 INDEX content standards aligned with, 30, 35, 57, Consortium for Policy Research in Education, 58, 68, 69 65 defined, 16 Constitutional concerns, 142 district-level, 31, 45, 49 Construct triangle concept, 81, 86-87, 89 modeling approach, 86, 87-88, 89-90 Atlas for Science Literacy, 69, 133 specification, 87, 90, 91-94, 111 Atomic-molecular theory, 18, 42, 95, 106-110 Constructed-response items, 33, 94 Augmented norm-referenced assessments, 12 Content knowledge Australia, 36, 124 advisory groups, 6, 112, 116-117 context-bound, 40-41 improving, 166-167 B organizing around big ideas, 39-40, 57, 65, 66, 69-71, 79, 81, 106-112 Benchmarks for Science Literacy, 42-43, 55, 93 research needs, 166-167 94, 133 transfer of, 40, 50, 52 Big ideas in science Content standards and assessment design, 79, 81, 106-112 accountability component, 62 curriculum framework, 109-110 and achievement standards, 68 knowledge organized around, 39-40 assessment-related information in, 30, 35, content standards organized around, 3, 40, 57, 58, 68, 69 56-57, 65, 66, 69-71, 110-112 clarity, detail, and completeness, 2, 3, 57-58, Bundling activities, 29 63-65, 156, 169 Buros Center for Testing, 153 cognitive validity, 105 conceptual framework, 2, 65, 67, 69 curriculum aligned with, 57, 63, 65, 67, 68 C 69, 105 California, 30, 64, 151 district-level models, 31 Center for Research on Education, Standards, and instructional planning, 67, 68-69 and Student Testing, 149, 157 key features, 57, 62-68 Check sheets, 49 learning performances and, 3, 91-94, 111 Classroom assessment, 26 lesson support materials, 68-69 for accountability purposes, 33, 167 as model of learning, 2, 67 design considerations, 33-35, 86-87, 91, 95, NCLB requirements, 54, 56, 146, 167 120 organizing around big ideas, 3, 40, 56-57, inquiry, 45 65, 66, 69-71, 110-112 practice and feedback opportunities, 49-50, performance expectations, 2, 68 120, 132, 158 review and revision, 2, 9, 19, 61-62 of prior knowledge, 48-49 rigor and scientific correctness, 65, 67 professional development and, 126-127 scientific terminology as, 57, 60-61 quality standards, 148-149 scope, 65, 66 sample, 33-35 state variation in, 55-61 of science literacy, 48-50, 52 supplementary guidance material, 68-71 Classroom Focused Multi-Level Assessment Core assessment, 31 Model, 34 Council for Basic Education, 58-59 n.4 Colorado, 151-152 Council of Chief State School Officers, 55, 137, Commission on Instructionally Supportive 188 Assessments, 32 Creative writing, 29 Competency standards, 130 Criterion-referenced assessments, 12, 33, 115 Concept mapping, 29, 40, 49, 111 Curriculum. See also Instruction Connecticut, 45, 46-47, 120 assessment design linked to, 109-110, 206 big ideas in science as framework, 109-110
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From page 223... ...
INDEX 223 content standards aligned with, 57, 63, 65, measurement models, 17, 86-87, 89, 90, 95, 67, 68-69, 105 99, 102-103, 139, 167 system perspective, 22, 24 outcome space, 90, 98-99 Cut scores, 72, 73-74, 75 presentation process, 89 program evaluation context, 89 purpose of assessment and, 3-4, 5, 86-87, D 91, 95, 191 questions for states, 52-53, 112-113, 162, Data management, 133 163 Delaware, 57, 99, 104, 105 research needs, 159, 166, 167 Designing science assessments response processing, 89, 109, 110 accommodations, 139-140 rotating key concepts, 32-33 accountability component, 32-33, 35, 63, 78 sample designs, 31-35 activity selection process, 89 science literacy and, 1, 50-53 ancillary skills identified in, 139-140 standards aligned in, 89, 91, 109, 110, 154 approaches, 17-18, 27-31, 77, 78-81, 82-85, 156, 158, 167, 191 106-112, 153, 207 summary scoring process, 89 assessment triangle concept, 81, 86-87, 89 systems approach, 4, 21, 32-35, 77, 87, 150, backward design process, 95-98, 100-103 153, 161, 206 bias and sensitivity reviews, 140, 155 target skills identified in, 139-140 building blocks, 89-90, 91-104 task selection, 94-98 classroom assessments, 86-87, 91, 95, 120 technology support, 34-35 cognitive validity, 104-105 test delivery architecture, 89; see also collaboration in, 112 individual formats competency standards, 130 time limits, 140-141 computerized system for, 34-35, 89, 131 universal design, 139 conceptual framework, 88-89, 205-209 Diagnostic assessments, 33, 89 construct modeling approach, 86, 87-88, 89 Disabilities, students with, 137, 138, 168. See 90 also Accommodations; Inclusion construct specification, 87, 90, 91-94, 111 Distractors, 95, 100-101 curriculum linked to, 109-110, 190, 206 District-level developmental approach, 78-81, 82-85, 106 assessments, 31, 45, 49 112 content standards, 31 distractors, 95, 100-101 evaluation and monitoring, 140, 154-156, 158 evidence-centered approach, 77, 87-89 E evolutionary biology example, 110-112 field testing, 140, 155 Editorial Projects in Education, 56 influences on committee thinking, 81, 86-90 Education administrators, 128, 130 instructionally supportive accountability Education journalists, 129 tests, 32-33, 63 Education Leaders Council, 121 item design, 90, 94-98, 100-103, 108, 109, Elementary and Secondary Education Act.
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224 INDEX opportunity to learn, 7-8, 24, 136-138, 142, I 145, 165 questions for states, 145, 165 Illinois, 57 resources, 141-144, 145, 165 Implementing science assessment systems. See school finance burdens, 141-142, 143-144 also Test development/developers taxpayer equity, 142 administration of tests, 12, 119-120, 194 Evaluation and monitoring.
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INDEX 225 Interstate New Teacher Assessment and research needs, 48, 125-126, 166 Support Consortium, 128 standards elaborated through, 3, 69-71 Item design, 90, 94-98, 108, 109, 110. See also Literacy.
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From page 226... ...
226 INDEX National Science Teachers Association, 17, 38 Performance expectations, 2, 68 Nebraska STARS, 33, 45, 119 Performance standards, 72-73, 74, 76, 99, 156, Nevada, 57 170 New Jersey, 57 Physical science, 32 New York, 45, 120 Plate tectonics theory, 41, 64 New Zealand, 36 Porter, Andrew C., 153 No Child Left Behind Act, 118, 170 Practical investigations, 29, 50 achievement standards, 2, 12, 54-55, 72, 74, Practical tests, 29 75, 141-142, 146, 167 Presentations, 29 access to teachers, 137, 141 Prior knowledge and misconceptions, 48-49, 67, content standards, 54, 56, 146, 167 68-69, 77, 95, 98, 99, 100-101, 127, 128 deadlines for implementing assessments, 12, Problem solving, 29 13, 17 Professional development evaluation and monitoring requirements, alignment with standards, 2, 152 146, 169 assessment literacy, 33, 119, 125-130, 158, goals, 4, 7, 11, 16, 45, 136, 141, 157, 158 168-169, 208 inclusion requirements, 8 certification standards and, 7, 128, 129, 169 Peer Review Guidance, 147 education administrators, 128, 130 professional development requirements, 168 in-service programs, 7, 126, 128 reporting requirements, 19, 123 NCLB requirements, 168 science requirements, 1, 4-5, 11, 12-16, 27, preservice programs, 7, 126, 169 31, 157, 161, 204-205 questions for states, 135, 164-165 validation of assessments, 155 recommendation, 169 Norm-referenced assessments, 12, 115 systems approach, 2, 24, 152 teachers, 6-7, 125-128, 166, 168, 169, 208 and use of assessment results, 125-127, 129, O 130 Program evaluation, 89 Observing students, 29, 45, 127 Programme for International Student Open-ended items, 52, 115, 118, 124, 132, 139 Assessment, 23 Opportunity to learn, 7-8, 24, 136-138, 142, Progress maps, 124 145, 165 Project 2061, 17, 153 Oral examination, 49 Ordered Multiple Choice, 95, 98, 100-101 Oregon, 132 Q Outcome space, 90, 98-99 Quality of assessments AERA/APA/NCME, 148, 209 P continuous improvement plan, 115 CRESST accountability standards, 149, 157 PADI (Principled Assessment Design for deeper conception of quality, 150 Inquiry) , 89, 131 NSES, 148-149, 209 Paper-and-pencil tests, 29, 44, 115, 124, 131 validity of inferences, 147, 167 Peer assessments, 29, 32 Performance assessments, 52 achievement standards and, 72 R applications, 94 buoyancy concept example, 99, 102-103 Reading, 19, 141, 143, 151-152, 153, 155, 157 classroom-administered, 115-116 Reporting assessment results, 208 open-ended tasks, 118 comparison groups, 124 scoring rubrics, 45, 49, 99, 102-103, 131 computerized data management, 133 Performance categories, 33 disaggregated group, 139
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INDEX 227 format, 123-124, 125 Science assessment systems. See also Designing for inquiries, 45 science assessments; Implementing interpretive material, 124-125 science assessment systems as learning progressions, 123, 124 classroom-based, 26, 33-34 monitoring plan for, 156 coherence in, 5-9, 25-27, 75, 122, 126, 152, NCLB requirements, 19, 123 158, 161 needs analysis, 6, 115 constructs, 38; see also Science achievement; progress maps, 124 Science literacy; Scientific inquiry public availability, 19, 24 economic issues, 132 questions for states, 135, 164 feasibility studies, 157 research needs, 125 federal support of, 9, 170 samples of student work, 124, 133 feedback in, 25, 26, 49, 120, 147 standard-specific, 123 goals for learning aligned with, 30, 44 for subgroups, 136, 157-158 high-quality, 28, 167 subscores, 67, 124 instructionally supportive accountability test development questions, 194-195 tests, 32-33, 63 uncertainty and error information, 125 international examples, 35-36 use of results and, 123 intrastate collaboration, 34-35 validity of interpretations, 124-125 multiple measures and measurement Requests for proposals approaches, 5, 12, 17, 27-31, 119, 125, authority, 189 147, 167 background and contextual information, 190 NCLB requirements, 1, 4-5, 11, 12-16, 27, budget, 189 31, 157, 161, 204-205 contract period, 189 psychometric and practical considerations, eligible offerers, 189 35 laws, rules, and guidelines, 189 questions for states, 36-37, 162 ownership of test items, 189-190 sample designs, 31-35 questions to be addressed, 189-190, 191-192 science literacy and, 49-52, 69-71 specification of products, 190 statutory requirements, 11, 12-16 test development, 190 Science education system timeline, 190 coherence in, 24-25, 54 Research needs, 9, 18-19, 48, 125-126, 152, 153, effects of science assessment, 21 159, 166-167, 168 goal of, 22, 54 Resource allocation, 24 influences on, 23-24 equity and adequacy issues, 8, 141-144, 145, standards and, 22 165 Science for All Americans, 136 minority and economically disadvantaged Science learning districts, 143 developmental nature of, 45, 48-49, 77, 106 school finance burdens, 141-142, 143-144 112, 150, 166-167 teacher demand and supply, 8, 141, 143, evolutionary biology, 110-112 144, 157 learning progression and, 46, 77, 106-112 use of assessment results for, 129 matter and atomic molecular theory, 42, Response processing, 89, 109, 110 106-110 Rhode Island, 57, 58 measurement approaches, 30, 86 prior knowledge and misconceptions, 48 49, 67, 68-69, 77, 95, 99 S professional development needs, 166 progress maps, 78, 79-80, 82-85, 124 Sanctions, 11 research recommendations, 166-167 Scaling, vertical, 35 standards as a model of, 2, 67 Science achievement Science literacy multiple measures of, 30-31, 115, 119, 167 assessment of, 48-52, 91, 112
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228 INDEX coherence in science education system and, Standards. See Science standards; State science 24 standards common elements, 38-39 Standards for Educational and Psychological content knowledge, 1, 39-41 Testing, 78 defined, 38-39 State Coalition for Assessment of Learning inquiry and, 1, 17, 42-45, 46-47, 167-168 Environments Using Technology memorization and, 50, 52 (SCALE Tech)
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From page 229... ...
INDEX 229 Teachers. See also Classroom assessment; U Professional development assessment competence, 6-7, 23, 24, 124- Universal design, 139 128, 129, 132 U.S.
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