The use of content validity as the primary assurance of the measurement accuracy for science assessment examinations is questioned. An alternative accuracy measure, item validity, is proposed. Item validity is based on research using qualitative comparisons between (1) student answers to objective items, (2) clinical interviews, and (3) student…

Examines science achievement for similarities and differences by gender, race, and ethnicity. Uses the National Assessment of Educational Progress (NAEP) science proficiency data for 1990 and focuses on students' average proficiency scores in four science content areas. (DDR)

Describes the use of a quiz that asks elementary but probing questions about chemistry and delivers the message to students that they have much to gain from chemical education. Arises out of concern over lack of student motivation in chemistry. (DDR)

Studied content domain, format, and level of inquiry as factors contributing to the large variation in student performance across open-ended measures. Results for more than 1,200 eighth graders do not support the hypothesis that tasks similar in content, format, and level of inquiry would correlate higher with each other than with measures…

Studied the predictive value for success in medical school of three science tests, the secondary school matriculation examination, and learning-from-text (LFT) tasks taken by 109 Finnish medical students. Results show that the three science tests predicted medical course grades, and that the LFT tasks had predictive value for the pace of studying…

To examine the predictive utility of three scales provided in the released database of the Third International Mathematics and Science Study (TIMSS) (international plausible values, standardized percent correct score, and national Rasch score), information was obtained on the performance in state examinations in mathematics and science in 1996…

Assessment is an integral and vital part of teaching and learning, providing feedback on progress through the assessment period to both learners and teachers. However, if test items are flawed because of misconceptions held by the questions setter, then such test items are invalid as assessment tools. Moreover, such flawed items are also likely to…

For the past eight years the University of Michigan has offered two different styles of biochemistry courses each semester, one a standard lecture-based and discussion-section (SLB) course and one a self-paced, non-lecture Personalized System of Instruction (PSI) course. We tracked student responses to selected exam questions that were used in…

"The Condition of Education 2017" is a congressionally mandated annual report summarizing the latest data on education in the United States. This report is designed to help policymakers and the public monitor educational progress. This year's report includes 50 indicators on topics ranging from prekindergarten through postsecondary…

This policy research document is intended for Oklahoma policymakers to use when examining possible changes to the state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a head start in determining where they might,…

This policy research document is intended for New Mexico policymakers to use when examining possible changes to the state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a head start in determining where they might,…

The ACT National Curriculum Survey is a one-of-a-kind nationwide survey of educational practices and expectations conducted by ACT every 3 to 5 years. ACT surveys thousands of middle school/junior high school, secondary, and postsecondary teachers in English/writing, reading (including English language arts and social studies teachers),…

The purpose of this study is to compare the efficacy of three different approaches to professional development in Earth science education: preparing teachers to "adopt" expert-"design" curricula; preparing teachers to use a principled approach to design curricula; and preparing teachers to use a principled approach to "adapt" curricula. The claims…

This document sets forth recommendations for the design of a new science assessment. The assessment resulting from this framework will start a new NAEP science trend (i.e., measure of student progress in science) beginning in 2009. This framework represents a unique opportunity to build on previous NAEP science work as well as key developments in…

This document contains the framework and rationale for assessing science achievement of students throughout the United States in 1994. It provides a general overview of the National Assessment of Educational Progress (NAEP), describes the 1994 NAEP Science Framework adopted by the National Assessment Governing Board, and reviews the process by…