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The issues surrounding the comparability of various tests used to
assess performance in schools received broad public attention
during congressional debate over the Voluntary National Tests
proposed by President Clinton in his 1997 State of the Union
Address. Proponents of Voluntary National Tests argue that there is
no widely understood, challenging benchmark of individual student
performance in 4th-grade reading and 8th-grade mathematics, thus
the need for a new test. Opponents argue that a statistical linkage
among tests already used by states and districts might provide the
sort of comparability called for by the president's proposal.
Public Law 105-78 requested that the National Research Council
study whether an equivalency scale could be developed that would
allow test scores from existing commercial tests and state
assessments to be compared with each other and with the National
Assessment of Education Progress. In this book, the committee
reviewed research literature on the statistical and technical
aspects of creating valid links between tests and how the content,
use, and purposes of education testing in the United States
influences the quality and meaning of those links. The book
summarizes relevant prior linkage studies and presents a picture of
the diversity of state testing programs. It also looks at the
unique characteristics of the National Assessment of Educational
Progress. Uncommon Measures provides an answer to the question
posed by Congress in Public Law 105-78, suggests criteria for
evaluating the quality of linkages, and calls for further research
to determine the level of precision needed to make inferences about
linked tests. In arriving at its conclusions, the committee
acknowledged that ultimately policymakers and educators must take
responsibility for determining the degree of imprecision they are
willing to tolerate in testing and linking. This book provides
science-based information with which to make those decisions. Table
of Contents Front Matter Executive Summary 1 Tests and the
Challenge of Linkage 2 Technical Aspects of Links 3 Challenges of
Linking to NAEP 4 Tests and Testing in the United States: A Picture
of Diversity 5 Conclusions References Glossary Biographical
Sketches
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Systems for State Science Assessment (Hardcover)
National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Board on Testing and Assessment, Committee on Test Design for K-12 Science Achievement; Edited by …
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R1,328
Discovery Miles 13 280
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Ships in 12 - 17 working days
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In response to the No Child Left Behind Act of 2001 (NCLB), Systems
for State Science Assessment explores the ideas and tools that are
needed to assess science learning at the state level. This book
provides a detailed examination of K-12 science assessment: looking
specifically at what should be measured and how to measure it.
Along with reading and mathematics, the testing of science is a key
component of NCLB?it is part of the national effort to establish
challenging academic content standards and develop the tools to
measure student progress toward higher achievement. The book will
be a critical resource for states that are designing and
implementing science assessments to meet the 2007-2008 requirements
of NCLB. In addition to offering important information for states,
Systems for State Science Assessment provides policy makers, local
schools, teachers, scientists, and parents with a broad view of the
role of testing and assessment in science education. Table of
Contents Front Matter Executive Summary 1 Introduction 2 A Systems
Approach to Assessment 3 Science Literacy: Implications for
Assessment 4 The Centrality of Standards 5 Designing Science
Assessment 6 Implementation and Support 7 Issues of Equity and
Adequacy 8 Evaluation and Monitoring 9 Supporting the Design,
Implementation, and Evaluation of State Science Assessment Systems
References Appendix A Practical Tips Appendix B Background Papers
Appendix C Biographical Sketches of Committee, Staff, and Working
Group Members Index
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