In assessing the quality of science teaching for an effort such as the National Assessment of Educational Progress (NAEP), it is important to understand what is meant by scientific thinking--the search for explanations. Instruction should involve higher-order cognitive skill development, but it is difficult to measure reasoning and understanding…

This summary report of test data provides meaningful demographic information about students in the Albuquerque (New Mexico) Public Schools taking the Scholastic Aptitude Test (SAT) and the American College Testing (ACT) Program tests. The district's scores for the 1986-87 year were higher on the ACT than were those of students across the nation.…

The purpose of this project was to find and make clarifications about the uniqueness and similarities on various aspects of science education programs in Japan, the Republic of Korea, the United States, and the Philippines that could provide the basic considerations on curriculum development. Included are: (1) an introduction to the research; (2)…

The California Assessment Program (CAP) collects a wide range of achievement and demographic data to help local schools and districts improve their instructional programs. Tests in the areas of English/language arts, mathematics, history-social science and science designed by California educators are administered to students in grades 3, 6, 8, and…

This document contains most of the evaluation instruments and instructions for evaluation used in the 1973-76 field test of Levels I, II, and III of the Biological Sciences Curriculum Study (BSCS) Human Sciences Program, a 3-year, interdisciplinary science program for 11- to 14-year olds. Since the materials were retrieved from teachers guides,…

The Connecticut Assessment of Educational Progress (CAEP) is a continuing program designed to measure the efficiency of educational programs offered by public schools. During 1979-80, grades 4, 8, 11 were tested in science. The assessment goals were: to provide information on the quality of education in Connecticut; to collect and compare data…

Results of teacher ratings of test questions, performance of students, and analyses of achievement test scores indicate that the College Board Science Achievement Tests are now equally appropriate for students in both regular and special courses in biology, chemistry, and physics. (MS)

The purpose of this study was to determine patterns of gender and ethnic differences in science and mathematics achievement of fifth graders, taking into account student ability, item response format, and strands of learning outcomes. Subjects were 2,551 fifth graders from a large urban area in Ohio. The Ohio Off-Grade Proficiency Test was used.…

Reviews four computer software packages including: "The Physical Science Series: Sound" which demonstrates making waves, speed of sound, doppler effect, and human hearing; "Andromeda" depicting celestial motions in any direction; "Biology Quiz: Humans" covering chemistry, cells, viruses, and human biology; and…

Guidelines for developing performance assessments in science education allied with current research and reform are presented. The guidelines are applied to 3 hands-on science investigations performed by over 300 fifth and sixth graders and scored by science educators. Although difficult to develop, such assessments can be scored reliably. (SLD)

Figural response items (FRIs) in science were administered to 347 fourth graders, 365 eighth graders, and 322 twelfth graders. Item and test statistics from parallel FRIs and multiple-choice questions illustrate FRIs' more difficult and more discriminating nature. Relevance of guessing to FRIs and diagnostic value of the item type are highlighted.…

The performance of 254 Israeli twelfth graders on multiple-choice tests with positive or negative item stems was studied. For items requiring low cognitive reasoning, performance does not differ, but, for items requiring high cognitive reasoning, the negative mode is more difficult. Implications for test construction are discussed. (SLD)

Recent international studies note that countries whose students perform well on international science assessments report the need to change science education. Some countries use assessments for diagnostic purposes to assist teachers in addressing their students' needs. However, in the United States, standards-based reform has focused the national…

Presented at the Annual National Council on Measurement in Education (NCME) in New York in March 2008. This presentation explores how different item weighting can affect the effective weights, validity coefficents and test reliability of composite scores among test takers.

The perceptions of elementary school teachers toward the initiation of the New York State program evaluation tests (PETs) in science and social studies were studied. In New York, the PETs are intended to assess the local instructional program, rather than evaluate students. The social studies (grade 6) and science (grade 4) PETs were implemented…