Taking Stock: Implications of a New Vision of Science Learning for State Science Assessment

Autor/in	Wertheim, Jill
Titel	Taking Stock: Implications of a New Vision of Science Learning for State Science Assessment
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 14 (2016) 4, S.158-161 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
DOI	10.1080/15366367.2016.1256162
Schlagwörter	Stellungnahme; Measurement; Science Tests; Educational Assessment; Academic Standards; Science Education; Performance Based Assessment; California; Kentucky; New Hampshire; Virginia + Suchen Sie Ihr Suchwort? Messverfahren; Education; assessment; Bewertungssystem; Naturwissenschaftliche Bildung; Leistungsermittlung; Kalifornien
Abstract	This article presents the author's response to the article "Taking Stock: Existing Resources for Assessing a New Vision of Science Learning" by Alonzo and Ke (this issue), which identifies numerous challenges that the Next Generation Science Standards (NGSS) pose for large-scale assessment. Jill Werthem comments that among those challenges is how to create assessments that reflect the vision of science literacy outlined in the Framework. She writes that Alonzo and Ke identify the following challenge as the most salient for assessment: "The Framework emphasizes that learning about science and engineering involves integration of the knowledge of scientific explanations (i.e., content knowledge) and the practices needed to engage in scientific inquiry and engineering design. (NRC, 2012, p. 11). Wertheim responds that while addressing this point, Alonzo and Ke raise important questions about the recommendation made in the 2014 National Research Council (NRC) report that items developed for NGSS might comprise sets of questions, each of which measures a single dimension of a three-dimensional performance expectation. Although unidimensionality has long been standard practice for high-quality assessment, the NGSS is pushing this standard to change for state science assessment (Gorin & Mislevy, 2013). Wertheim remarks that If assessments are to serve the purpose of monitoring progress toward the vision of science literacy outlined above, they must provide the kind of information that teachers and students need to guide improvement toward those goals (Black and Wiliam, 1998; NRC, 2001). (ERIC).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01