The current study expands on previous research on gender differences and similarities in science test scores. Using three different approaches -- differential item functioning, differential distractor functioning, and decision tree analysis -- we examine a high school science assessment administered to 3,849 10th-12th graders, of whom 2,021 are…

Critique and questioning are central to the practice of science; without argument and evaluation, the construction of reliable knowledge would be impossible. The challenge is to incorporate an understanding of the role of critique and, more importantly, the ability to engage in critique, within the teaching of science. The emphasis in both the US…

With only 34% of 8th grade students earning a rating of proficient or higher in science education (from the 2011 National Assessment of Education Progress data), much work is needed in our classrooms to achieve the new more rigorous performance expectations found in the "Next Generation Science Standards." For decades, researchers have…

Video games have become a popular medium in our society, and recent scholarship suggests that games can support substantial learning. This study stems from a project in which we created a video game enabling students to use biotechnology to solve a societal problem. As students engaged in the game, they necessarily interacted with the underlying…

This is an abridged version of the "Science Framework for the 2015 National Assessment of Educational Progress." The National Assessment of Educational Progress (NAEP) and its reports are a key measure in informing the nation on how well the goal of scientific literacy for all students is being met. The framework reflects the nature and…

The National Assessment of Educational Progress (NAEP) and its reports are a key measure in informing the nation on how well the goal of scientific literacy for all students is being met. The "Science Framework for the 2015 National Assessment of Educational Progress" sets forth the design of the NAEP Science Assessment. This document is…

The National Assessment of Educational Progress (NAEP) and its reports are a key measure in informing the nation on how well the goal of scientific literacy for all students is being met. The "Science Framework for the 2011 National Assessment of Educational Progress" sets forth the design of the NAEP Science Assessment. The 2011 NAEP…

Reports that, according to a survey conducted by the National Assessment of Educational Progress (NAEP), knowledge of fundamental scientific facts and principles declined among young American students between 1969 and 1973. Also discusses the philosophy and goals of NAEP, and the methodology used in this survey. (MLH) Aspect of National Assessment…

The major part of the newsletter contains a summary of the results of the administration of tests in science and writing to students aged 9, 13, 17, and to adults 26 - 35 in all regions of the United States. The data are compared on the basis of regions (North East, South East, Central, and Western); sex of respondent and size of community (big…

This report is part of the National Assessment on what children know and can do in science. The results are reported in terms of percentages of respondents who provide correct responses to specific exercises. Among the interesting results are the following: (1) Males performed better than females, increasingly through the four National Assessment…

This report summarizes two nationwide studies conducted by the National Assessment of Educational Progress (NAEP), in 1969-70 and 1972-73, in which information was gathered on the skills and knowledge in science of respondents aged 9, 13, and 17. Included in this report are: a description of the sample used and the science exercises used;…

Presented are five reviews of the National Assessment of Educational Progress results in science. Dr. Mildred Ballou discusses the objectives of the assessment by age level with concern over explanations for responses, social implications, and validity of testing exercises. Wilmer Cooksey comments on the results as viewed by the classroom teacher…

The general procedures used to develop educational objectives for the National Assessment of Educational Progress are outlined, as are the procedures used to develop science objectives. Four primary objectives of science education are stated: "Know fundamental facts and principles of science"; "possess the abilities and skills…

This publication, written for citizens and professional educators, releases about 40 percent of the data describing what groups of Americans know and can do in the area of science. Nine-year old elementary (28,000), thirteen-year old junior high (28,000), and senior high students were tested. In addition 10,000 adults, ages 26-35, were involved.…

This volume provides documentation and selected data for the exercises used by the National Assessment of Educational Progress (NAEP) in nationwide surveys to measure changes in science achievement of young Americans at four age levels: 9-year-olds, 13-year-olds, 17-year-olds, and adults ages 26-35. The exercise documentation includes a copy of…