In the EDC K–12 Science Curriculum Dissemination Center's Curriculum Profiles (a Center for Science Education project), project staff profiled a number of exemplary K–12 science instructional materials that were developed in response to ambitious national and local performance goals. These materials were designed to help teachers pay close attention to the development of student ideas, and to provide learning experiences that build deep conceptual understanding. The intent is that student understanding builds over time, through carefully sequenced, developmentally appropriate investigations that become increasingly challenging and complex.
Because these instructional materials target deep understanding, they also require new strategies for collecting and interpreting evidence about what students know. As a result, the materials profiled by CSE all feature varied alternative assessment tools that teachers can use to track progress and achievement at every stage of the teaching and learning process (not just at the end). Students are assessed, for example, through performances, notebook entries, drawings, teacher observations, interviews, discussions, self-evaluations, and post-unit tests. They are assessed before a unit begins, while a unit unfolds, and after a unit comes to a close. Such a continuous, varied approach to assessment provides teachers with a rich body of evidence about student understanding.
Compelling research indicates that this kind of continuous approach has powerful links to student achievement (Black & Wiliam, 1998; Wilson & Sloane, 2000; Stiggins, 2002; Shepard, 2000). Studies indicate that data-rich classrooms—in which students receive frequent, informative feedback—are linked to improved learning outcomes for students. Researchers suggest that teachers in assessment-rich classroom environments make smarter, more targeted instructional decisions that directly tie to student success.
The goal of this introductory Web Guide is to familiarize educators with the kinds of assessments in the exemplary K–12 programs profiled by CSE. We anticipate that this will be a useful “magnifying tool” for educators who are already familiar with the featured materials, but who have not yet devoted considerable attention to the assessments. It will also be a useful tool for educators who want to learn more about the landscape of assessment in science, without necessarily becoming familiar with specific instructional materials.
References
- Black, P. & Wiliam, D. (1998). Inside the black box: raising standards through formative assessment. Phi Delta Kappan, 80(2), 139–148.
- Shepard, L. (2000). The role of classroom assessment in teaching and learning. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing.
- Stiggins, R. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758–765.
- Wilson, M. & Sloane, K. (2000) From principles to practice: An embedded assessment system. Applied Measurement in Education, 13(2): 181–208.
