Assessment in Support of K-12 Science Learning

Friday, 13 February 2015: 1:00 PM-2:30 PM
Room LL21F (San Jose Convention Center)
This session will offer a thoughtful discussion of the benefits and challenges of assessing what students know about science. The problem of knowing whether students learn anything of significance in K-12 science classes has plagued scientists and science education for decades. In the United States and internationally, efforts are underway to address this problem by better defining what meaningful science learning looks like -- expressed as standards -- and identifying new ways to measure this learning internationally, nationally, and in the classroom. This session will begin with a vision for K-12 science assessment in the U.S., some possible ways of implementing that vision, and examples of appropriate science assessments. Presentations will discuss the role of assessment in improving the quality of science instruction in the United Kingdom and other European countries, describe experiences of developing systems for assessing meaningful science learning in the U.S. and internationally, and analyze the strengths and limitations of the Program for International Student Assessment (PISA) and National Assessment of Educational Progress (NAEP) for these purposes. The panel will discuss features of effective systems of science assessment, how those systems might be developed, and some challenges of implementing those systems in the U.S.
Natalie Nielsen, National Academy of Sciences
Heidi Schweingruber, National Academy of Sciences
Heidi Schweingruber, National Academy of Sciences
Mark R. Wilson, University of California
James W. Pellegrino, University of Illinois
A Vision for Assessing Science Learning in the United States
Scott Marion, National Center for the Improvement of Educational Assessment
State-Level Systems of Science Assessment
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