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|a Talsma, Valerie L.
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|a Comparing Apples and Oranges :
|b Using the National Science Education Standards as a Tool When Assessing Scientific Understandings /
|c Valerie L. Talsma and Joseph S. Krajcik.
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|a [Place of publication not identified] :
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|c 2002.
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|a Availability: For full text: http://www.pitt.edu/ṽtalsma/papers/narst2002.pdf.
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|a ERIC Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (New Orleans, LA, April 6-10, 2002). Some figures may not reproduce well.
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|a The National Science Education Standards (NRC 1996) present a vision where students are active learners who use inquiry and who create products to represent their emergent understandings. However, educators may find it challenging both to assess student achievement and to communicate students achievement effectively to educational stakeholders. This study employs the Standards as an assessment tool for students' understandings demonstrated in artifacts and as a tool to communicate student achievement. The tool was used to assess and analyze student understandings represented in essays, reports, models, and pre/post instruments across an 18-week watershed investigation. The tool shows some promise in addressing the issues of validity, reliability and impact on instruction. However, tool sensitivity needs further development to distinguish learning below the proficiency level defined by the Standards. Using the Standards as a frame of reference means information about student generated through different assessments in different contexts can now have common meaning and value in the science education community. This contrast with the traditional view of educational measurement that allows for comparisons only when research is based on parallel forms of the same instrument. (Contains 59 references.) (Author/MM)
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|a Krajcik, Joseph S.,
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