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Download full textRuiz-Primo, Maria Araceli; Furtak, Erin Marie – Center for Research on Evaluation Standards and Student Testing CRESST, 2004
This paper provides information on an exploratory study about informal formative assessment practices in three science classrooms implementing a physical science curriculum focusing in buoyancy. We provide a framework for examining these practices based on three components of formative assessment (eliciting, recognizing and using information) and…
Descriptors: Student Evaluation, Science, Formative Evaluation, Teaching Methods
Herman, Joan L.; Baker, Eva L.; Linn, Robert L. – Center for Research on Evaluation Standards and Student Testing CRESST, 2004
This focus of this newsletter asserts that if one accepts that accountability systems are intended to serve both symbolic and technical functions, one can ask how well they are operating symbolically to motivate action and how well they are doing in providing adequate technical information to support intended inferences. In this column, it is…
Descriptors: Educational Improvement, Performance Based Assessment, Evaluation Methods, Student Evaluation
Baker, Eva L. – Center for Research on Evaluation Standards and Student Testing CRESST, 2004
The goal of scaling up of educational innovation is to produce robust, effective, replicable outcomes. This report addresses requirements to support scale-up of scientifically vetted innovation (or new ideas that are built on the findings of quality research and development). In this report, a number of issues are considered: the context of…
Descriptors: Research Utilization, Scientific Research, Evaluation Methods, Research Design
Choi, Kilchan; Seltzer, Michael; Herman, Joan; Yamashiro, Kyo – Center for Research on Evaluation Standards and Student Testing CRESST, 2004
The No Child Left Behind Act (NCLB, 2002) establishes ambitious goals for increasing student learning and attaining equity in the distribution of student performance. Schools must assure that all students, including all significant subgroups, show adequate yearly progress toward the goal of 100% proficiency by the year 2014. In this paper, we wish…
Descriptors: Federal Legislation, Compliance (Legal), Academic Achievement, Achievement Gains
