contributing to the valid evaluation of teachers, principals, and schools.monitoring the science achievement of students across schools, districts, states, and/or the nation to inform resource allocations, identify exemplary practices, and guide educational policy.
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illustrating sound instructional and assessment activities that are consistent with the framework and the NGSS.providing feedback to students, as well as their parents and teachers, on students’ academic progress.guiding and informing teachers’ day-to-day instructional decisions.In the last section we describe a set of components and the characteristics that an effective assessment system should have and recommend strategies for developing such a system.Īs discussed throughout this report, the purposes for which information about student learning is needed should govern the design and use of assessments. We begin with the rationale for a systems approach to assessment, describing how an assessment system influences student learning and curriculum and instruction directly and indirectly and discussing the influence that accountability goals can have on the design of an assessment system. Our intention is not to prescribe a single design for such a system, but to offer guidance for ensuring that any given system design supports attainment of the framework’s vision for science learning and student proficiency envisioned in the framework and the NGSS. Such a system might take various forms and would include a range of assessment tools that have each been designed and validated to serve specific purposes and to minimize unintended negative consequences.
#DIPLOMA 6 ASSESSMENT SYSTEM SERIES#
In addition, the system should include a series of indicators to monitor that the students are provided with adequate opportunity to learn science in the ways laid out in A Framework for K-12 Science Education: Practices,Ĭrosscutting Concepts, and Core Ideas (National Research Council, 2012a, Chapter 11, hereafter referred to as “the framework”) and the Next Generation Science Standards: For States, By States (NGSS Lead States, 2013, Appendix D). We propose that an assessment system should be composed both of assessments designed to support classroom teaching and learning ( Chapter 4) and those designed for monitoring purposes ( Chapter 5).
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Chapters 4 and 5 present examples and discuss strategies for developing assessments for use, respectively, in the classroom and to provide evidence for monitoring purposes. Chapter 3 describes approaches to developing these types of tasks so that they provide evidence to support the desired inference.
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The committee concludes that tasks composed of multiple interrelated questions would best serve this purpose. The chapter also discusses the types of tasks that are best suited to assessing students’ application of scientific and engineering practices in the context of disciplinary core ideas and crosscutting concepts, as well as simultaneously assessing the connections across concepts and disciplines. The assessment system we envision builds on discussion in the previous chapters of the report.Ĭhapter 2 explores the assessment challenges associated with evaluating students’ proficiency on the performance expectations of the Next Generation Science Standards (NGSS) and emphasizes that because of the breadth and depth of those expectations, students will need multiple opportunities to demonstrate their proficiencies using a variety of assessment formats and strategies.
#DIPLOMA 6 ASSESSMENT SYSTEM HOW TO#
In this chapter, we turn to the question of how to design a full assessment system and consider the components that should be included to adequately evaluate students’ science achievement.