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Project Information

Project Information


A Framework for Assessment of Science Proficiency in K-12


Project Scope:

The committee will make recommendations for strategies for developing assessments that validly measure student proficiency in science as laid out in the new K-12 science education framework. The committee will review recent and current, ongoing work in science assessment to determine which aspects of the necessary assessment system for the Framework’s vision can be assessed with available techniques and what additional research and development is required to create an overall assessment system for science education in K-12. The committee will prepare a report that includes a conceptual framework for science assessment in K-12, and will make recommendations to state and national policymakers, research organizations, assessment developers, and study sponsors about the steps needed to develop valid, reliable and fair assessments for the Framework’s vision of science education. The committee's report will discuss the feasibility and cost of its recommendations.

Status: Completed

PIN: DBASSE-BOTA-11-07

Project Duration (months): 24 month(s)

RSO: Elliott, Stuart



Geographic Focus:

Committee Membership

Committee Post Date: 06/20/2012

James W. Pellegrino - (Co-Chair)
University of Illinois at Chicago

is Liberal Arts and Sciences Distinguished Professor and Distinguished Professor of Education at the University of Illinois at Chicago (UIC). He also serves as Co-director of UIC's interdisciplinary Learning Sciences Research Institute. Dr. Pellegrino's research and development interests focus on children's and adult's thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. Much of his current work is focused on analyses of complex learning and instructional environments, including those incorporating powerful information technology tools, with the goal of better understanding the nature of student learning and the conditions that enhance deep understanding. A special concern of his research is the incorporation of effective formative assessment practices, assisted by technology, to maximize student learning and understanding. Increasingly, his research and writing has focused on the role of cognitive theory and technology in educational reform and translating results from the educational and psychological research arenas into implications for practitioners and policy makers. Dr. Pellegrino has served on numerous NRC boards and committees, including the Board on Testing and Assessment. He co-chaired the NRC committee that authored the report Knowing What Students Know: The Science and Design of Educational Assessment. Most recently he served as a member of the Committee on Conceptual Framework for New Science Education Standards, as well as the Committee on Test Design for K-12 Science Achievement, and the Committee on Science Learning: Games, Simulations and Education. He is a fellow of AERA, and a lifetime national associate of the National Academy of Sciences, and in 2007 he was elected to lifetime membership in the National Academy of Education. Dr. Pellegrino earned his B.A. in psychology from Colgate University and both his M.A. and Ph.D. from the University of Colorado.
Mark R. Wilson - (Co-Chair)
University of California, Berkeley

is professor of Policy, Organization, Measurement, and Evaluation Cognition and Development in the Graduate School of Education at University of California, Berkeley. He is also the developer of the Berkeley Evaluation and Assessment Research Center. His research focuses on educational measurement, survey sampling techniques, modeling, assessment design, and applied statistics. He currently advises the California State Department of Education on assessment issues as a member of the Technical Study Group. He is founding editor of the new journal Measurement: Interdisciplinary Research and Perspectives. Dr. Wilson has extensive experience with NRC projects. He served on the Committee on the Foundations of Assessment; the Committee on Development Outcomes and Assessment for Young Children; the Committee on Value-Added Methodology for Instructional Improvement, Program Evaluation, and Accountability; and the Committee on Best Practices for State Assessment Systems: Improving Assessment while Revisiting Standards. He chaired the Committee on Test Design for K-12 Science Achievement and currently serves on the Board on Testing and Assessment. He has a Ph.D. in measurement and educational statistics from the University of Chicago.
Richard M. Amasino
University of Wisconsin-Madison

is Howard Hughes Medical Institute professor with the Department of Biochemistry at the University of Wisconsin, Madison. His research addresses the mystery of how a plant knows that it has been through a complete winter and that it is now safe to flower in response to the lengthening days of spring. Now, as an HHMI professor, the plant biologist plans to use plant genetics to involve undergraduates in original experiments and to develop appealing, accessible genetics-based teaching units for K-12 science. He has received numerous awards in biological science and was elected as a National Academy of Sciences member in 2006. With the NRC he is currently chair of Section 62: Plant, Soil, and Microbial Sciences, as well as a section representative for the 2012 NAS Class VI Membership Committee. He received his B.S. in biology from Pennsylvania State University and his M.S., and Ph.D. in biology/biochemistry from Indiana University.
Nancy Butler Songer
University of Michigan

is a professor at the University of Michigan. Her research interests focus on preparing all American students to become sophisticated thinkers of science. She is engaged in education research to engage and support complex thinkers of science and to improve science learning in high-poverty, urban, elementary and middle school classrooms. Recent recognition includes election as a fellow of the American Association for the Advancement of Science, and selection by the U.S. Secretary of Education for the Promising Educational Technology Award. In 1995, she received a National Science Foundation Presidential Faculty Fellowship from President Clinton, the first science educator to receive this recognition. Prior to coming to Michigan in 1996, Songer earned a M.S. in developmental biology from Tufts University and a Ph.D. in science education from the University of California, Berkeley.
Edward H. Haertel
Stanford University

is Jacks Family professor of education and associate dean for faculty affairs at the School of Education at Stanford University. His research centers on policy uses of achievement test data; the measurement of school learning; statistical issues in testing and accountability systems; and the impact of testing on curriculum and instruction. Dr. Haertel has been closely involved in the creation and maintenance of California's school accountability system both before and after passage of NCLB and has served on advisory committees for other states and for testing companies. In addition to technical issues in designing accountability systems and quantifying their precision, Dr. Haertel’s work is concerned with validity arguments for high-stakes testing, the logic and implementation of standard setting methods, and comparisons of trends on different tests and in different reporting metrics. He has served as president of the National Council on Measurement in Education and as a member of the National Assessment Governing Board. He is currently serving as chair of the Board on Testing and Assessment and previously was a member of the Committee on Review of Alternative Data Sources for the Limited-English Proficiency Allocation Formula Under Title III, Part A, Elementary and Secondary Education Act. He has served on numerous state and national advisory committees related to educational testing, assessment, and evaluation, including the Joint Committee responsible for the 1999 revision of the Standards for Educational and Psychological Testing. He currently serves on the technical advisory committee for the Smarter Balanced Assessment Consortium, funded by the Race to the Top initiative. He has been a fellow at the Center for Advanced Study in the Behavioral Sciences, is a fellow of the American Psychological Association and is a member of the National Academy of Education. He holds a Ph.D. in measurement, evaluation, and statistical analysis from the University of Chicago.
Joan Herman
University of California, Los Angeles

is director of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles. Her research has explored the effects of testing on schools and the design of assessment systems to support school planning and instructional improvement. Her recent work has focused on the validity and utility of teachers' formative assessment practices in mathematics and science. She also has wide experience as an evaluator of school reform and is noted in bridging research and practice. She is past president of the California Educational Research Association; has held a variety of leadership positions in the American Educational Research Association and Knowledge Alliance; is a member of the Joint Committee for the Revision of the Standards for Educational and Psychological Measurement, co-chairs of the Board of Education for Para Los Niños and is current editor of Educational Assessment. She currently serves on the technical advisory committee for the Smarter Balanced Assessment Consortium, funded by the USDOE’s Race to the Top initiative. Herman has extensive experience serving on NRC projects. She is currently a member of the Board on Testing and Assessment. She served as a member of the Committee on Test Design for K-12 Science Achievement, the Roundtable on Education Systems and Accountability, and the Committee on Best Practices for State Assessment Systems, and, most recently, chaired the BOTA workshop on 21st Century Skills. Herman received her doctorate of education in learning and instruction from the University of California, Los Angeles.
Richard Lehrer
Peabody College of Vanderbilt University

is professor of science education in the Department of Teaching and Learning at Peabody College of Vanderbilt University. Previously he has taught in a number of different settings from high school science to the university level. He was also associate director of the National Center for Improving Student Learning and Achievement in Mathematics and Science as well as associate director of the National Center for Research in Mathematical Sciences Education. His research focuses on children's mathematical and scientific reasoning in the context of schooling, with a special emphasis on tools and notations for developing thought. Lehrer has been on a number of NRC committees covering K-12 science education and achievement, including the Committee on Test Design for K-12 Science Achievement. He is currently a member of the NRC study Toward Integrating STEM Education: Developing a Research Agenda. Lehrer received his B.S. in biology and chemistry from Rensselaer Polytechnic Institute, and his M.S. and Ph.D. in educational psychology and statistics from the University of New York at Albany.
Scott F. Marion
National Center for the Improvement of Educational Assessment

is a vice president with the National Center for the Improvement of Educational Assessment, Inc. where his current projects include developing and implementing a framework for evaluating the technical quality of state alternate assessment systems, exploring the instructional usefulness of interim assessment approaches, and helping states design valid accountability systems. Marion has become a recognized national leader in designing statewide assessment and accountability systems under No Child Left Behind and now advises states in their work with the Race to the Top assessment consortia. Previously, Marion served as Wyoming’s assessment director (1999-2003), where he managed the K-12 testing program, the Wyoming Comprehensive Assessment System, overseeing the state’s Uniform Reporting System, and generally overseeing all assessment-related activities at the Wyoming Department of Education. Prior to this he was a part time faculty member in the College of Education, University of Maine where he received his M.A. in science and environmental education. Marion previously served on the NRC’s Committee on Value-Added Methodology for Instructional Improvement, Program Evaluation, and Accountability, and the Committee on Best Practices for State Assessment Systems. A former high school science teacher, Marion received his Ph.D. from the University of Colorado, Boulder.
Peter McLaren
Rhode Island Department of Education

is a science and technology specialist at the Rhode Island Department of Education, where he has participated in a number of activities related to the Next Generation Science Standards. He also directs the administration of the New England Common Assessment Program (NECAP) science assessments and co-facilitates the Science Education Leadership Council. Mr. McLaren is also President of the Council of State Science Supervisors (CSSS) and currently serves as a member of the Next Generation Science Standards Writing Team for Achieve. Previously, he was a science teacher for 13 years at both the high school and middle levels. As an educator, McLaren was recognized with the Milken Family Foundation National Educator Award (2001) and as the Rhode Island Science Teacher of the Year (1995) by the Network of Educators of Science and Technology. McLaren has a B.S. in secondary education, and an M.A. in science education, both from the University of Rhode Island.
Knut Neumann
University of Kiel

is deputy director of the Department of Physics Education at the Leibniz-Institute for Science and Mathematics Education (IPN) and associate professor of physics education at the University of Kiel, Germany. He studied mathematics and physics for the teaching profession at the University of Düsseldorf. After graduation in 2001, he became a PhD student at the University of Education at Heidelberg. Having received his PhD in 2004 he moved to a post doc position in the Research Group and Graduate School “Teaching and Learning of Science” at the University Duisburg-Essen. In 2009 he was appointed vice head of physics education at IPN and associate professor (with tenure) at the University of Kiel. During his career Neumann developed a special interest in assessment. His dissertation research was concerned with assessing students’ experimental skills. At the University Duisburg-Essen he was part of a group of researchers who worked on what later became the assessment framework for benchmarking the National Education Standards for the science subjects. He currently supervises several projects focusing on the assessment of students understanding of core physics concepts (e.g. energy and matter) and skills (e.g. carrying out experiments). Aside from these activities, his major research interests are the development and empirical validation of learning progressions for core physics concepts and skills as well as the investigation and improvement of instructional quality in physics.
William Penuel
University of Colorado Boulder

recently joined the faculty at the University of Colorado at Boulder as professor in educational psychology and the learning sciences. Prior to this he was a director of evaluation research with SRI. Penuel’s research focuses on teacher learning and organizational processes that shape the implementation of educational policies, school curricula, and afterschool programs. One strand of his research focuses on designs for teacher professional development in Earth science education. A second strand examines the role of research-practice partnerships in designing supports for teacher learning in school districts. He is currently associate editor of the Social and Institutional Analysis section at the American Educational Research Journal, and he is on the editorial board for Teachers College Record, American Journal of Evaluation, and Cognition and Instruction. Penuel received his Ph.D. in developmental psychology from Clark University.
Helen R. Quinn
SLAC National Accelerator Laboratory

is a professor emerita of particle physics at Stanford University where she also serves as education and public outreach manager at the Stanford Linear Accelerator Center of Stanford University. Quinn is a theoretical physicist who was inducted into the National Academies in 2003. Her interests include particle physics and K-12 Education. She was an active contributor to the California State Science Curriculum Reforms and is the president of Contemporary Physics Education Project, a world-wide non-profit organization of teachers, educators, and physicists. She is also co-chair of the Stanford K-12 Initiative. Quinn is an internationally recognized theoretical physicist who holds both the Dirac Medal (from Italy) and the Klein Medal (from Sweden) for her contributions to the field. She is an elected member of the American Academy of Arts and Sciences, the National Academy of Sciences and the American Philosophical Society. She served as the president of the American Physical Society in 2004. She is an honorary officer of the Order of Australia. Quinn is currently chair of the NRC Board on Science Education. She has also served on numerous other NRC panels including, most recently, as chair of the Committee on a Conceptual Framework for New Science Education Standards. Quinn received a Ph.D. in physics from Stanford University.
Brian Reiser
Northwestern University

is professor of learning sciences in the School of Education and Social Policy at Northwestern University. Reiser’s research examines how to make scientific practices such as argumentation, explanation, and modeling meaningful and effective for classroom teachers and students. This design research investigates the cognitive and social interaction elements of learning environments supporting scientific practices, and design principles for technology-infused curricula that embed science learning in investigations of contextualized data-rich problems. Reiser is also on the leadership team for IQWST (Investigating and Questioning our World through Science and Technology), a collaboration with the University of Michigan, developing a middle school project-based science curriculum. Reiser was a founding member of the first graduate program in learning sciences, created at Northwestern, and chaired the program from 1993, shortly after its inception, until 2001. He was co-principal investigator in the NSF Center for Curriculum Materials in Science, exploring the design and enactment of science curriculum materials. His NRC work includes the recent Committee on a Conceptual Framework for New Science Education Standards and the committee that authored Taking Science to School. Reiser received his Ph.D. in cognitive science from Yale University.
Kathleen Scalise
University of Oregon

is an associate professor at the University of Oregon in the Department of Educational Methodology, Policy and Leadership. Her main research areas are technology-enhanced assessments in science and mathematics education, item response models with innovative item types, dynamically delivered content in e-learning, computer adaptive testing, and applications to equity studies. She recently served as a core member of the methodological group for the Assessment and Teaching of 21st Century Skills project created by Cisco, Intel and Microsoft; for the Oregon state task force writing legislation for virtual public schools; as co-director of the UC Berkeley Evaluation and Assessment Research Center (BEAR), and for the U.S. Department of Education on the Race to the Top Assessment competition. She has been a visiting scholar in the Department of Chemistry at UC Berkeley and will be a visiting research scientist with the Department of Neuroscience at Columbia University in 2012-13. She currently is on the expert’s group for PISA 2015, which has major domain focus in science education and collaborative problem-solving for the 2015 assessment cycle. She also served with the Curriculum Frameworks and Instructional Resources Division of the California Department of Education for development of the state science framework. Dr. Scalise holds teaching credentials for K-12 physical and life sciences, and has experience in middle and secondary science instruction as well as at the post-secondary and graduate education level in measurement, statistics, instructional technology and analysis of teaching and learning. She received her Ph.D. in quantitative measurement at the University of California, Berkeley, in 2004.
Jerome M. Shaw
University of California, Santa Cruz

is an associate professor of science education at the University of California, Santa Cruz. He has over 30 years experience in education with a focus on understanding and improving science teaching and learning for culturally and linguistically diverse students. As a classroom teacher in California public schools, Shaw taught science at the elementary and secondary levels in mainstream, bilingual (Spanish-English), and structured English immersion classrooms. Shaw's research examines science teaching and learning for culturally and linguistically diverse students with an explicit focus on the relationship of assessment to this larger process. Conceptually, his research agenda explores the overlap among science teaching and learning, assessment of student learning, and equity and diversity issues in education. The unifying theme across these intersections is a focus on English Language Learners. Operationally, Shaw's research program is organized along four strands: (a) clarifying the nature of the achievement gap, (b) identifying fairness issues posed by assessment practices, (c) developing new performance assessments, and (d) enhancing the ability of teachers to provide effective instruction and assessment. These strands, though distinct, are interrelated and complementary. Shaw received a B.A. in spanish, an M.A. in education, and a doctorate in science education, all from Stanford University. He holds a lifetime California teaching credentials for high school biology, Spanish, and social studies as well as multiple elementary subjects coupled with a certificate of bilingual-bicultural competency.
Roberta Tanner
Loveland High School

is a physics teacher at Loveland high school in Colorado. She has a keen interest in science and engineering education and a fascination with understanding how people learn. She taught physics, math, engineering and other science courses for 21 years at a high school in the Thompson School District in Loveland, Colorado. Wanting to spur her students to higher levels of achievement, she brought Advanced Placement Physics and integrated Physics/Trigonometry to the district and taught those for 15 years. She also designed and taught Microcomputer Projects, an award winning project-oriented microchip and electrical engineering course. In addition, she was privileged to work for a year as Teacher in Residence with the Physics Education Research group at the University of Colorado, Boulder. There she learned a great deal about how students learn. She also taught introductory Physics at the University of Colorado. Roberta was honored with the International Intel Excellence in Teaching Award in 2004 and the Amgen Award for Science Teaching Excellence in 2011. She served five years on the Teacher Advisory Council, an advisory board to the National Academy of Science. She also served on a committee of the National Academy of Engineering, investigating the advisability of National K-12 Engineering Standards. In her free time, Roberta likes to bike, hike, and garden. Roberta completed her undergraduate work in Physics and Mechanical Engineering at Kalamazoo College and Michigan State University. She earned her teaching certificate and a Master’s degree in education at the University of Colorado, Boulder.
Catherine J. Welch
The University of Iowa

is professor with the Department of Psychological and Quantitative Foundations and Educational Measurement and Statistics Program at the University of Iowa. In addition to teaching courses in educational measurement and conducting measurement related research, Welch directs the Iowa Testing Programs. Prior to joining the faculty at the University of Iowa, she served as an assistant vice president with ACT, where she worked on a variety of assessment programs for over 22 years, predominantly with ACT’s Performance Assessment Center. At ACT, Welch worked with state and national education officials and measurement experts on a broad range of testing issues and became widely recognized as an authority on large-scale assessments. Her research interests include educational assessment, college readiness, validity evaluation, and educational measurement and statistics. Welch has served on the board of directors for the National Council on Measurement in Education, and she recently received the distinguished research award through the Iowa Educational Research and Evaluation Association. Welch received her M.A. and Ph.D. in educational measurement and statistics from the University of Iowa.

Events



Location:

Chicago, IL
Event Type :  
-

Registration for Online Attendance :   
NA

Registration for in Person Attendance :   
NA


If you would like to attend the sessions of this event that are open to the public or need more information please contact

Contact Name:  Kelly Iverson
Contact Email:  Kniverson@nas.edu
Contact Phone:  2023343776

Agenda
This meeting is closed in its entirety
Supporting File(s)
-
Is it a Closed Session Event?
Yes

Publication(s) resulting from the event:

-


Location:

Keck Center
500 5th St NW, Washington, DC 20001
Event Type :  
-

Registration for Online Attendance :   
NA

Registration for in Person Attendance :   
NA


If you would like to attend the sessions of this event that are open to the public or need more information please contact

Contact Name:  Kelly Iverson
Contact Email:  kniverson@nas.edu
Contact Phone:  202-334-3776

Agenda
This meeting is closed in its entirety.
Supporting File(s)
-
Is it a Closed Session Event?
Yes

Closed Session Summary Posted After the Event

The following committee members were present at the closed sessions of the event:

Mark Wilson
Jim Pellegrino
Brian Reiser
Richard Amasino
Richard Lehrer
Jerome Shaw
Knut Neumann
Roberta Tanner
Joan Herman
Ed Haertel
Bill Penuel
Nancy Songer
Scott Marion
Peter McLaren
Helen Quinn


The following topics were discussed in the closed sessions:

Update on the NGS; Reflections on Revisions to NGSS, Implications for Chapter 2, Discussion of Report Draft: Chapter 3- 6; Discussed conclusions and recommendations; Review and restructuring of report outline; plan for remaining chapters; assignments for the report and next meeting

The following materials (written documents) were made available to the committee in the closed sessions:

Draft the report

Date of posting of Closed Session Summary:
December 06, 2012
Publication(s) resulting from the event:

-


Location:

National Academy of Sciences Building
2101 Constitution Ave NW, Washington, DC 20418
Event Type :  
-

Registration for Online Attendance :   
NA

Registration for in Person Attendance :   
NA


If you would like to attend the sessions of this event that are open to the public or need more information please contact

Contact Name:  Kelly Iverson
Contact Email:  Kniverson@nas.edu
Contact Phone:  202-334-3776

Agenda
8:30 Registration, check in for workshop

9:00-9:15 Welcome, Introductions, Overview of the agenda
Speakers: TBA

Part I: Problem Statement: Laying out the Problem/Challenges
This session will review the Framework and what it calls for and discuss the challenges that it poses for assessment.

Moderator: Mark Wilson, University of California at Berkeley, Committee Co-Chair

9:15-10:15 What is the vision of learning and instruction laid out in the Framework? What are the implications for assessment?

(9:15) Helen Quinn, Sanford University, Committee Member

(9:35) Jim Pellegrino, University of Illinois at Chicago, Committee Co-Chair

Reactions and Questions
(9:55) James Woodland, Nebraska Department of Education
(10:00) Robin Anglin, West Virginia Department of Education
(10:05) Audience Q and A

10:15-10:30 Break

Part II: Exploring Alternatives: Strategies for Assessing Learning as Envisioned in the Framework
Assessing the proficiencies depicted in the Framework will require changes to the status quo. Innovative assessment formats and technology enhancements may offer the means for assessing some of the skills and performances on large-scale, external tests. Some of the skills and performances may not be well suited to large-scale, external testing formats, but other ways of measuring them may produce results that can be utilized in new ways. This session will focus in detail on some of the alternatives.

10:30-12:00 Large-scale Assessments
In this session a series of panelists will discuss examples of large-scale assessments that assess science practices in conjunction with core ideas and cross cutting concepts, similar to those depicted in the Framework. Focus will be on how these strategies can be used to measure learning as envisioned in the Framework.

Moderators:
Catherine Welch, University of Iowa, Committee Member
Kathleen Scalise, University of Oregon, Committee Member

Presenters will address the following questions:
1. How are content knowledge, crosscutting concepts, and science practices assessed in the program? If possible, please provide one or more sample tasks and discuss the content and practices that are assessed.

2. How is the assessment administered? How long does it take and what materials and/or technologies are needed?

3. How are the tasks scored and how are scores reported? Are scores reported separately for content knowledge, crosscutting concepts, and practices or is a composite score created?

4. What steps, if any, are taken to ensure that scores are comparable from one administration to the next?

5. What was involved in developing the assessment tasks/items? What challenges were encountered and how were they handled?


(10:30) NAEP 2009 Science Assessment: Hands On and Interactive Computer Tasks
Alan Friedman, New York Hall of Science
Representative from NCES

(10:50) College Board’s Advanced Placement Tests in Biology
Rosemary Reshetar, College Board

(11:10) SimScientists
Edys Quellmalz, WestEd


Reactions and Questions
(11:30) Moderators’ follow up questions to panelists
(11:40) Yvette Mcculley, Iowa Department of Education
(11:50) Audience Q and A

12:00-1:00 Lunch in Great Hall

1:00-2:30 Assessments Embedded in Curricular Units
The Framework calls for an approach to instruction and assessment that utilizes learning progressions and associated curricular units. What assessment strategies can be used to measure students’ achievement in relation to a learning progression? What types of activities/tasks allow us to make inferences about where a student is on the progression? This session will feature examples of work to develop assessments of learning progressions in conjunction with curricular units.

Moderator: Mark Wilson

Assessing Science Knowledge that Inextricably Links Core Disciplinary Ideas and Practices
(1:00) Joe Krajcik, University of Michigan
(1:15) Nancy Butler Songer, University of Michigan, Committee Member
(1:30) Brian Reiser, Northwestern University, Committee Member
(1:45) Rich Lehrer, Vanderbilt University, Committee Member

Reactions and Questions
(2:00) Roberta Tanner, Loveland High School, Committee Member
(2:10) Beverly Vance, North Carolina Department of Public Instruction
(2:20) Audience Q and A

2:30-3:15 Measurement Challenges
This session will consider the featured sample assessments – both large-scale and curriculum-embedded – and discuss the measurement challenges associated with these approaches. The session will focus on issues such as: (1) to what extent do these approaches offer viable alternatives for assessing science learning consistent with the Framework; (2) to what extent are these approaches likely to yield scores that support the desired inferences and policy purposes; (3) what practical, technical, and psychometric challenges might arise with these approaches?

(2:30) Ed Haertel, Stanford University, Committee Member


Reactions and Questions
(2:50) Anita Bernhardt, Maine Department of Education
(2:57) Jeff Grieg, Connecticut State Department of Education
(3:05) Audience Q and A

3:15-3:30 Break

Part III: Developing Systems of Assessments
This session will address different strategies for gathering assessment information – some based on summative assessment, some based on end-of-course assessments, and some based on collection of classroom work – and consider how to integrate/combine the information. The session will discuss models used in other countries and settings that provide ways to integrate a broad range of assessment information.

3:30-4:30 Moderator: Jerome Shaw, University of California, Santa Cruz, Committee Member

Presenters
(3:30) Joan Herman, CRESST, Committee Member
(3:45) Knut Neumann, University of Kiel, Committee Member

Reactions and Questions:
(4:00) Patricia Talbot, Michigan Department of Education
(4:10) Mindy Curless, Kentucky Department of Education
(4:20) Audience Q and A

Part IV: Synthesis

4:30-5:30 Moderators: Jim Pellegrino, Mark Wilson

Panel
(4:30) Peter McLaren, Rhode Island Department of Elementary and Secondary Education, Committee Member
(4:45) Richard Amasino, University of Wisconsin, Madison, Committee Member
(5:00) Shelly Lee, Wisconsin Department of Public Instruction
(5:15) Matt Krehbiel, Kansas State Department of Education

Questions for Discussion
• What are the main takeaway points from the workshop discussions?
• Considering the sample assessments discussed during the workshop, which approaches to assessment seem most promising and consistent with the goals of the Framework? What challenges do they help solve? What challenges would still need to be solved?
• What additional issues should the committee explore?

5:30-5:45 Wrap Up, Adjourn
Jim Pellegrino, Mark Wilson

Supporting File(s)
-
Is it a Closed Session Event?
Yes

Closed Session Summary Posted After the Event

The following committee members were present at the closed sessions of the event:

Mark Wilson
Jim Pellegrino
Brian Reiser
Richard Amasino
Richard Lehrer
Jerome Shaw
Knut Neumann
Kathleen Scalise
Roberta Tanner
Joan Herman
Ed Haertel
Nancy Songer
Peter McLaren
Helen Quinn


The following topics were discussed in the closed sessions:

Discussed materials presented at workshop, reviewed outline of the report, went over next steps

The following materials (written documents) were made available to the committee in the closed sessions:

None

Date of posting of Closed Session Summary:
November 26, 2012
Publication(s) resulting from the event:

-


Location:

Moore Foundation, Palo Alto, CA
Event Type :  
-

Registration for Online Attendance :   
NA

Registration for in Person Attendance :   
NA


If you would like to attend the sessions of this event that are open to the public or need more information please contact

Contact Name:  Kelly Iverson
Contact Email:  Kniverson@nas.edu
Contact Phone:  202-334-3776

Agenda
8:30 – 9:15 Welcome
Director of BOTA, Stuart Elliott
Director of BOSE, Martin Storksdeick

Remarks from the Sponsors
Andres Henriquez, Carnegie Corporation of New York (by phone)
Susan Harvey, The S.D. Bechtel, Jr. Foundation (by phone)

Introductions and Overview of the Project
Committee Co-chairs: Jim Pellegrino and Mark Wilson


9:15 – 10:15 Overview of A Framework for K-12 Science Education
Moderator: Mark Wilson

Key Aspects as They Pertain to Committee Charge (30 min.)
Helen Quinn
Brian Reiser
Jim Pellegrino

Discussion (30 min.)


10:15 – 10:30 Break


10:30 – 11:30 Current Status of Science Standards Development
Moderator: Jim Pellegrino

Update on the Standards (20 min.)
Stephen Pruitt, Achieve (by phone)

Discussion (40 min.)

11:30 – 12:30 Race to the Top Assessment Consortia Work in Mathematics and English/Language Arts
Moderator: Mark Wilson

11:30 Partnership for Assessment of Readiness for College and Careers (PARCC) (15 min.)
Lani Dunthorn, Achieve (tentative, by phone)
Susan Van Gundy (tentative, by phone)

11:45 Smarter Balanced Assessment Consortium (SBAC) (15 min.)
Joe Wilhoft, SBAC
Stan Rabinowitz, Wested


Discussion of Implications for Work on Science Assessment (30 min.)


12:30 Adjourn Open Session


Supporting File(s)
-
Is it a Closed Session Event?
Yes

Closed Session Summary Posted After the Event

The following committee members were present at the closed sessions of the event:

Mark Wilson
Richard Lehrer
Diana Pullin
Bill Penuel
Knut Neumann
Kathleen Scalise
Joan Herman
Nancy Songer
Scott Marion
Richard Amasino
Ed Haertel
Peter McLaren
Helen Quinn
Jerome Shaw
Brian Reiser

The following topics were discussed in the closed sessions:

Measurement Issues in Developing Assessments for the Framework, Strategies for Assessing the Frameworks, Next steps, timeline, Planning for fall workshop, Overall plan for the committee, Balance and composition discussion.

The following materials (written documents) were made available to the committee in the closed sessions:

None

Date of posting of Closed Session Summary:
July 16, 2012
Publication(s) resulting from the event:

-

Publications

  • Publications having no URL can be seen at the Public Access Records Office