156
Views
2
CrossRef citations to date
0
Altmetric
Commentaries

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

References

  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 7–74. doi:10.1080/0969595980050102
  • Council of Chief State School Officers. (2015). Science Assessment Item Collaborative Assessment Framework for the Next Generation Science Standards. Washington, DC.
  • Darling-Hammond, L., & Adamson, F. (2010). Beyond basic skills: The role of performance assessment in achieving 21st century standards of learning. Stanford, CA: Stanford University, Stanford Center for Opportunity Policy in Education.
  • Gorin, J. S., & Mislevy, R. J. (2013, September). Inherent measurement challenges in the next generation science standards for both formative and summative assessment. Presented at the Invitational Research Symposium on Science Assessment, K-12 Center at ETS, Princeton, NJ.
  • Heller, R. (2016, October 11). ESSA and performance assessments: Where states go from here. Education Week. Retrieved from blogs.edweek.org/edweek/learning_deeply/2016/10/moving_forward_on_performance_assessment_keep_an_eye_on_virginia.html?cmp=eml-enl-eu-news3
  • National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press.
  • National Research Council. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academies Press.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academy Press.
  • National Research Council. (2014). Developing assessments for the next generation science standards. Washington, DC: National Academies Press.
  • Osborne, J., Pecheone, R., Quinn, H., Holthuis, N., Schultz, S., Wertheim, J. & Martin, P. (2015). A system of assessments for NGSS science in California: A discussion document. Palo Alto, CA: Stanford University, Stanford Center for Assessment, Learning, and Equity.
  • Pellegrino, J. W. (2013). Proficiency in science: Assessment challenges and opportunities. Science, 340(6130), 320–323. doi:10.1126/science.1232065
  • Ruiz-Primo, M. A., & Shavelson, R. J. (1996). Rhetoric and reality in science performance assessments: An update. Journal of Research in Science Teaching, 33(10), 1045–1063. doi:10.1002/(ISSN)1098-2736
  • Wertheim, J., Osborne, J., Quinn, H., Pecheone, R., Holthuis, N., Schultz, S., & Martin, P. (2016). An Analysis of Existing Science Assessments and the Implications for Developing Assessment Tasks for the NGSS. Palo Alto, CA: Stanford University, Stanford Center for Assessment, Learning, and Equity.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.