National Science Education Standards (1996) / Chapter Skim
Currently Skimming:
5 Assessment in Science Education
5 Assessment in Science Education
Pages 75-102
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 75... ...
By identifying essential characteristics of exemplary assessment practices, the standards serve as guides for develop ing assessment tasks, practices, and policies. These standards can be applied equally to the assessment of students, teachers, and programs; to summative and formative assessment practices; and to classroom assessments as well as large-scale, external assessments.
|
From page 76... ...
Recogn i ti on of the importance of assessment to contem two sample assessment tasks, one to probe porary educational reform has catalyzed s tu dents' understanding of the natural world research, development, and implem en t a ti on and another to probe their ability to inquire. of new methods of data co ll ection along In the vision described by the National with new ways of judging data quality.
|
From page 77... ...
For example, teachers use student achievement data to plan and modify teaching practices,and business leaders use per capita educational expenditures to locate businesses. The variety of uses,users,methods,and data contributes to the complexity and importance of the assessment process.
|
From page 78... ...
of purpose and process is achieved through An important assumption underlying the thoughtful planning that is available for assessment standards is that states and local public review. districts can develop mechanisms to mea sure students' achievement as specified in A S S E S S M E N TS ARE DELIBERAT E LY the content standards and to measure the D E S I G N E D
|
From page 79... ...
For and to the assessment of student ex a m p l e ,i f the purpose is to decide if a school district's management system should achievement. be con ti nu ed ,a s s e s s m ent data might be col- ACHIEVEMENT DATA COLLECTED FOCUS See Teaching lected about student achievement.
|
From page 80... ...
ing questions to the class. Imagine an insect SCIENCE CO N T E N T: The 5-8 Physical and a spider on a lily pad floating down a Science Content Standard includes an stream.
|
From page 81... ...
M during this class and asked her to reference frame, the lily pad.
|
From page 82... ...
powerful indicators of opportunity to learn This assessment standard highlights the com- are teachers' professional knowledge,includ plexity of the content standards while ing content knowledge, pedagogical knowl addressing the importance of collecting data edge,and understanding of students; the on all aspects of student science achievement. extent to which content, teaching, profesSee Content Educational measurement theory and prac- sional development, and assessment are Standards B, C,and tice have been well developed primarily to coordinated; the time available for teachers D (all grade levels)
|
From page 83... ...
senting them provide data that are sufficiently stable to lead to the same ASSESSMENT TASKS ARE AUTHENTIC. decisions if used at different times.
|
From page 84... ...
The relationship of some of dents' grade level, and must be as free from those forms of assessment tasks to the goals bias as possible. of science education are not as obvious as ASSESSMENT TASKS AND THE METH others.
|
From page 85... ...
REFLECT THE PE R S PECTIVES OR EXPE s Assessment tasks must be reviewed RIENCES OF A PA RT I C U LAR GRO U P, for the use of stereotypes, for assump- FOR LA N G UAGE T H AT MIGHT BE tions that reflect the perspectives or OFFENSIVE TO A PA RT I C U LAR GRO U P, experiences of a particular group, for AND FOR OTHER FEATURES T H AT language that might be offensive to a MIGHT DISTRACT STUDENTS FRO M particular group, and for other fea- THE INTENDED TA S K . Those who plan tures that might distract students and implement science assessments must from the intended task.
|
From page 86... ...
ASSESSMENT TASKS MUST BE MODI Even when assessments are well planned and FIED APPRO P R I AT E LY TO ACCO M M O the quality of the re su l ting data high, the D ATE THE NEEDS OF STUDENTS W I T H interpretations of the empirical evidence can PH YS I CAL DISABILITIES, L E A R N I N G result in quite different conclusions. Making D I S A B I L I T I E S , OR LIMITED ENGLISH inferences involves looking at empirical data P RO F I C I E N C Y
|
From page 87... ...
Assessment tasks also and make adjustments to their teaching on provide important clues to students about the basis of their interpretation of that what is important to learn.
|
From page 88... ...
tions of s tu dent work should exemplify scien Conversations among a teacher and stu tific practice in making judgments. The stan dents about assessment tasks and the dards for judging the significance,soundness, teacher's evaluation of performance provide and creativity of work in professional scien ti f students with necessary information to ic work are complex, but they are not arbi assess their own work.
|
From page 89... ...
Overcoming this lack of trust Assessments may be conducted by requires that teachers use assessment plans authorities external to the classroom for the for monitoring student progress and for purposes of grading. Clearly relating assessment tasks s Formulating policy.
|
From page 90... ...
In ad d i ti on , all data co ll ected are science achievement in comparison with stu analyzed, sample sizes are well rationalized, dents in another state, it is sufficient to obtain and the sample is representative of the pop- data from a scientifically defined sample of the ulation of interest. This section discusses the s tu dents in the state.
|
From page 91... ...
Products of s tu dent work include examina To illustrate the assessment standards, two examples are provided below. The con- Clearly relating assessment tasks and tent standards are stated in terms of understandings and abilities; therefore,the first products of student work to the valued example is about understanding the natural goals of science education is integral world.
|
From page 92... ...
about the degree to which individual stu- The situation, a plant in a closed jar, can be dents or groups of them understand the described to students verbally, with a dia- See Teaching natural world. The example that follows gram, or with the actual materials, thus Standard B illustrates how explanations of the natural eliminating reading as a bar rier to a student world can be a rich source of information response.
|
From page 93... ...
The standard response developed by Because a target population has not been the team of teachers will include concepts See Content identified,and rubrics need to function in from the physical, life, and earth sciences, as Standards B, C,and the communities that develop them, this well as unifying concepts in science. All are D (all grade levels)
|
From page 94... ...
physiology, plant growth, photosynthesis, A deeper understanding of science might respiration, plant diseases, and plant and be inferred from a prediction and justifica insect interaction.Still other concepts are tion that included knowledge of the physical from the earth sciences, such as soil types, chemistry of photosynthesis and respira composition of the atmosphere, water cycle, tion. Photosynthesis is a process in which solar energy, and mineral cycle.
|
From page 95... ...
Student S has the scoring rubrics for students at different constructed a less satisfactory response but grade levels requires consideration of the has not completely missed the point. science experiences and developmental level of the students.
|
From page 96... ...
So that's why I tained in a justification requires con s en su s think that how much the plant will grow will depend on the minerals in the soil. on the information contained in it and then using certain standards to compare that The gases, oxygen, carbon dioxide and water vapor just keep getting used over and over.
|
From page 97... ...
Student E's response is well structured Developing scoring rubrics through modand consistent with the prediction. The era ti on requires highly informed teachers statements form a connected progression.
|
From page 98... ...
Students prepare written reviews of and skills in manipulating laboratory or their classmate's proposals, commenting on field equipment. the quality of the research question and the As in understanding the natural world, rationale for investigating it.
|
From page 99... ...
That report also includes data that the natural world, understanding of the have been collected and preliminary analy- l i fe , physical, and earth scien ce s , as well as sis. Based on peer feedback, the groups the quality and extent of their scien ti f i c modify their procedures and continue data knowl ed ge and their capacity to reason collection.
|
From page 100... ...
CHAN GI NG E MPHASES The National Science Education Standards envision change throughout the system. The assessment standards encompass the following changes in emphases: LESS EMPHASIS ON MORE EMPHASIS ON Assessing what is easily measured Assessing what is most highly valued Assessing discrete knowledge Assessing rich, well-structured knowledge Assessing scientific knowledge Assessing scientific understanding and reasoning Assessing to learn what students do not know Assessing to learn what students do understand Assessing only achievement Assessing achievement and opportunity to learn End of term assessments by teachers Students engaged in ongoing assessment of their work and that of others Development of external assessments by Teachers involved in the development measurement experts alone of external assessments 100 5 A S S E S S M E N T I N S C I E N C E E D U C AT I O N
|
From page 101... ...
Assessment in Elementary School Science Koretz, D., B Stecher, S
|
From page 102... ...
observe Learn Change Students need knowledge and understanding in phys i ca l ,l i fe, and earth and space science to apply science.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.