Building a Better Assessment Future 2022August 3 - 4, 2022
Why Build a Better Assessment Future? More than at any other time in recent history, educators and policymakers recognize the need to provide an education…
In support of our mission to improve student learning and achievement for all students, we address the current circumstances facing our schools in responding to the growing public rejection of racial inequity in American society and call for societal changes that ensure equity of opportunity and safety for Black students and other people of color.
A key challenge in shaping science learning for the 21st century will be to develop new measures of learning that take into account what it means to be proficient in science (Pellegrino, 2013). The emergent view on proficiency, grounded in learning sciences research, emphasizes using and applying knowledge in the context of disciplinary practices. Referred to as knowledge-in-use, this perspective on science proficiency is a centerpiece of the National Research Council’s (NRC) Framework for K-12 Science Education (NRC, 2012), embodied in the new U.S. national standards (NGSS Lead States, 2013) and emphasized in the NRC report on developing assessments to measure science proficiency (Pellegrino, Wilson, Koenig, & Beatty, 2014). Central to this view is that disciplinary content and practices should be integrated so that as students apply knowledge to make sense of phenomena and solve problems, they deepen. In this presentation, we describe a systematic and scalable approach for designing assessment items that measure student proficiency with new science learning goals that blend disciplinary core ideas and crosscutting concepts with practices. In doing so we also consider how this approach relates to the process of building coherent systems of science assessment that operate across levels from the classroom to district and state monitoring levels, including some of the options for building such a system from the “bottom up.”
Measuring what Matters: Opportunities and Challenges in the Equitable Assessment of Science Proficiency