1. High-stakes Testing in Science Education Rosemary V. Camp EDCI 553 Fall 2002

2. What is “high-stakes testing”? A.a process for encouraging greater teacher accountability B.a new food product available only at high altitudes C.a system to measure student performance D.Both A and C, but not B

3. What is “high-stakes testing”? Test-driven Assessments: Achievement based on student responses to pencil-paper exam items Easy to administer and inexpensive to score Fails to show all facets of school success Performance-based Assessments: Achievement based on outcomes of authentic tasks Provides overall perspective of school success Expensive to administer and difficult to score

4. What is “high-stakes testing”? Criterion-referenced Tests: Compare student performance on a set of items against a set of pre-determined objectives Norm-referenced Tests: Compare student performance on a set of items against a larger student population

5. Why is testing important? Gauge student performance Criterion-referenced tests Compare groups of students Norm-referenced tests Improve instruction Use item analysis data to enhance teaching methods

6. How is testing used? Rate teacher effectiveness Based on student performance Measure student progress Mastery of pre-determined objectives Evaluate school district performance Tied to state and national funding

7. How does testing influence teaching? Encourages teacher collaboration Leads to more effective teaching Prompts restructuring of course curricula Improves instruction for students Encourages examination of vertical curricular alignment Eliminates redundancy in curriculum

8. Websites Missouri Department of Elementary and Secondary Education Missouri Assessment Program American College Testing Program The College Board SAT National Assessment of Educational Progress National Science Teachers Association National Science Education Standards

9. References Elmore, R. F. (2002). Unwarranted Intrusion. www.educationnext.orgwww.educationnext.org Finson, K. D., & Beaver, J. B. (1992). A litmus test for performance assessment. Science Scope, 15(6), 23 – 24. Kellogg, T. M. (1987). Science and state assessment programs. Science and Children, 24(7), 23 – 29. Lawson, A. E. (1990). Science education in Japan and the United States: Are the Japanese beating us at our own game? Science Education, 74(4), 495 – 501. Liftig, I. F., Liftig, B., & Eaker, K. (1992). Making assessment work: What teachers should know before they try it. Science Scope, 15(6), 4 – 8. Morgensterm, C. F., & Renner, J. W. (1984). Measuring thinking skills with standardized science tests. Journal of Research in Science Teaching, 21(6), 639 – 648. Rezba, R. J., Cothron, J. H., & Giese, R. N. Traditional labs + new questions = improved student performance. Science Scope, 15(5), 39 – 44. Roth, W. (1996). Tests, representations, and power. Journal of Research in Science Teaching, 33(8), 817 – 819. Smith, P. S., Hounshell, P. B., Copolo, C., & Wilkerson, S. (1992). The impact of end-of-course testing in chemistry on curriculum and instruction. Science Education, 76(5), 523 – 530. Tippins, D. J., & Dana, N. F. (1992). Culturally relevant alternative assessment. Science Scope, 15(6), 50 – 53.