Assessing the Life Science Knowledge of Students and Teachers Represented by the K-8 National Science Standards

Science.gov (United States)

Sadler, Philip M.; Coyle, Harold; Cook Smith, Nancy; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

2013-01-01

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test…

Taking Stock: Implications of a New Vision of Science Learning for State Science Assessment

Science.gov (United States)

Wertheim, Jill

2016-01-01

This article presents the author's response to the article "Taking Stock: Existing Resources for Assessing a New Vision of Science Learning" by Alonzo and Ke (this issue), which identifies numerous challenges that the Next Generation Science Standards (NGSS) pose for large-scale assessment. Jill Werthem comments that among those…

Chemistry in Past and New Science Frameworks and Standards: Gains, Losses, and Missed Opportunities

Science.gov (United States)

Talanquer, Vicente; Sevian, Hannah

2014-01-01

Science education frameworks and standards play a central role in the development of curricula and assessments, as well as in guiding teaching practices in grades K-12. Recently, the National Research Council published a new Framework for K-12 Science Education that has guided the development of the Next Generation Science Standards. In this…

Next Generation Science Standards: All Standards, All Students

Science.gov (United States)

Lee, Okhee; Miller, Emily C.; Januszyk, Rita

2014-01-01

The Next Generation Science Standards (NGSS) offer a vision of science teaching and learning that presents both learning opportunities and demands for all students, particularly student groups that have traditionally been underserved in science classrooms. The NGSS have addressed issues of diversity and equity from their inception, and the NGSS…

Perception of Science Standards' Effectiveness and Their Implementation by Science Teachers

Science.gov (United States)

Klieger, Aviva; Yakobovitch, Anat

2011-06-01

The introduction of standards into the education system poses numerous challenges and difficulties. As with any change, plans should be made for teachers to understand and implement the standards. This study examined science teachers' perceptions of the effectiveness of the standards for teaching and learning, and the extent and ease/difficulty of implementing science standards in different grades. The research used a mixed methods approach, combining qualitative and quantitative research methods. The research tools were questionnaires that were administered to elementary school science teachers. The majority of the teachers perceived the standards in science as effective for teaching and learning and only a small minority viewed them as restricting their pedagogical autonomy. Differences were found in the extent of implementation of the different standards and between different grades. The teachers perceived a different degree of difficulty in the implementation of the different standards. The standards experienced as easiest to implement were in the field of biology and materials, whereas the standards in earth sciences and the universe and technology were most difficult to implement, and are also those evaluated by the teachers as being implemented to the least extent. Exposure of teachers' perceptions on the effectiveness of standards and the implementation of the standards may aid policymakers in future planning of teachers' professional development for the implementation of standards.

Implications of the Next Generation Science Standards for Earth and Space Sciences

Science.gov (United States)

Wysession, M. E.; Colson, M.; Duschl, R. A.; Huff, K.; Lopez, R. E.; Messina, P.; Speranza, P.; Matthews, T.; Childress, J.

2012-12-01

The Next Generation Science Standards (NGSS), due to be released in 2013, set a new direction for K-12 science education in America. These standards will put forth significant changes for Earth and space sciences. The NGSS are based upon the recommendations of the National Research Council's 2011 report "A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas." The standards are being written by a large group of authors who represent many different constituencies, including 26 participating states, in a process led by Achieve, Inc. The standards encourage innovative ways to teach science at the K-12 level, including enhanced integration between the content, practices, and crosscutting ideas of science and greater assimilation among the sciences and engineering, and among the sciences, mathematics, and English language arts. The NGSS presents a greater emphasis on Earth and space sciences than in previous standards, recommending a year at both the middle and high school levels. The new standards also present a greater emphasis on areas of direct impact between humans and the Earth system, including climate change, natural hazards, resource management, and sustainability.

The "Next Generation Science Standards" and the Earth and Space Sciences

Science.gov (United States)

Wysession, Michael E.

2013-01-01

The "Next Generation Science Standards" ("NGSS"), due to be released this spring, represents a revolutionary step toward establishing modern, national K-12 science education standards. Based on the recommendations of the National Research Council's "A Framework for K-12 Science Education: Practices, Crosscutting…

Investigation of Science Inquiry Items for Use on an Alternate Assessment Based on Modified Achievement Standards Using Cognitive Lab Methodology

Science.gov (United States)

Dickenson, Tammiee S.; Gilmore, Joanna A.; Price, Karen J.; Bennett, Heather L.

2013-01-01

This study evaluated the benefits of item enhancements applied to science-inquiry items for incorporation into an alternate assessment based on modified achievement standards for high school students. Six items were included in the cognitive lab sessions involving both students with and without disabilities. The enhancements (e.g., use of visuals,…

How does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?

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Whittington, Kayla Lee

This study examined the impact of an inquiry based Next Generation Science Standard aligned science unit on elementary students' understanding and application of the eight Science and Engineering Practices and their relation in building student problem solving skills. The study involved 44 second grade students and three participating classroom teachers. The treatment consisted of a school district developed Second Grade Earth Science unit: What is happening to our playground? that was taught at the beginning of the school year. Quantitative results from a Likert type scale pre and post survey and from student content knowledge assessments showed growth in student belief of their own abilities in the science classroom. Qualitative data gathered from student observations and interviews performed at the conclusion of the Earth Science unit further show gains in student understanding and attitudes. This study adds to the existing literature on the importance of standard aligned, inquiry based science curriculum that provides time for students to engage in science practices.

Science standards: The foundation of evolution education in the United States

Directory of Open Access Journals (Sweden)

Elizabeth Watts

2016-12-01

Full Text Available Science standards and textbooks have a huge impact on the manner in which evolution is taught in American classrooms. Standards dictate how much time and what points have to be dedicated to the subject in order to prepare students for state-wide assessments, while the textbooks will largely determine how the subject is presented in the classroom. In the United States both standards and textbooks are determined at the state-level through a political process. Currently there is a tremendous amount of pressure arising from anti-evolutionists in the United States to weaken or omit the teaching of evolution despite recommendations from central institutions such as the National Academy of Science. Results from the Program for International Student Assessment (PISA showed that not only are American students performing below average, but also that their performance is declining as they scored worse in 2012 than they did in 2010. Interestingly PISA also found that the internal variation within a country is often greater than between countries with a variation of up to 300 points, which is equivalent to seven years of education pointing to the extreme heterogeneous quality of education within a country (OECD, 2012. An implementation of strong standards would not only help to increase the average performance of American students but could also alleviate the vast discrepancy between the highest and lowest scoring groups of American students. Although the Next Generation Science Standards have been in existence since 2013 and A Framework for K-12 Science Education has been available to the public since 2011 many American states still continue to create their own standards that, according to the Fordham study, are well below par (Lerner et al., 2012. Due to the political nature of the adoption procedure of standards and textbooks, there are many opportunities for interested individuals to get involved in the process of improving these fundamental elements of

Taking Stock: Existing Resources for Assessing a New Vision of Science Learning

Science.gov (United States)

Alonzo, Alicia C.; Ke, Li

2016-01-01

A new vision of science learning described in the "Next Generation Science Standards"--particularly the science and engineering practices and their integration with content--pose significant challenges for large-scale assessment. This article explores what might be learned from advances in large-scale science assessment and…

Standards for vision science libraries: 2014 revision.

Science.gov (United States)

Motte, Kristin; Caldwell, C Brooke; Lamson, Karen S; Ferimer, Suzanne; Nims, J Chris

2014-10-01

This Association of Vision Science Librarians revision of the "Standards for Vision Science Libraries" aspires to provide benchmarks to address the needs for the services and resources of modern vision science libraries (academic, medical or hospital, pharmaceutical, and so on), which share a core mission, are varied by type, and are located throughout the world. Through multiple meeting discussions, member surveys, and a collaborative revision process, the standards have been updated for the first time in over a decade. While the range of types of libraries supporting vision science services, education, and research is wide, all libraries, regardless of type, share core attributes, which the standards address. The current standards can and should be used to help develop new vision science libraries or to expand the growth of existing libraries, as well as to support vision science librarians in their work to better provide services and resources to their respective users.

Earth & Space Science in the Next Generation Science Standards: Promise, Challenge, and Future Actions. (Invited)

Science.gov (United States)

Pyle, E. J.

2013-12-01

The Next Generation Science Standards (NGSS) are a step forward in ensuring that future generations of students become scientifically literate. The NGSS document builds from the National Science Education Standards (1996) and the National Assessment of Educational Progress (NAEP) science framework of 2005. Design teams for the Curriculum Framework for K-12 Science Education were to outline the essential content necessary for students' science literacy, considering the foundational knowledge and the structure of each discipline in the context of learning progressions. Once draft standards were developed, two issues emerged from their review: (a) the continual need to prune 'cherished ideas' within the content, such that only essential ideas were represented, and (b) the potential for prior conceptions of Science & Engineering Practices (SEP) and cross-cutting concepts (CCC) to limit overly constrain performance expectations. With the release of the NGSS, several challenges are emerging for geoscience education. First, the traditional emphasis of Earth science in middle school has been augmented by new standards for high school that require major syntheses of concepts. Second, the integration of SEPs into performance expectations places an increased burden on teachers and curriculum developers to organize instruction around the nature of inquiry in the geosciences. Third, work is needed to define CCCs in Earth contexts, such that the unique structure of the geosciences is best represented. To ensure that the Earth & Space Science standards are implemented through grade 12, two supporting structures must be developed. In the past, many curricular materials claimed that they adhered to the NSES, but in some cases this match was a simple word match or checklist that bore only superficial resemblance to the standards. The structure of the performance expectations is of sufficient sophistication to ensure that adherence to the standards more than a casual exercise. Claims

Visual Representations on High School Biology, Chemistry, Earth Science, and Physics Assessments

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LaDue, Nicole D.; Libarkin, Julie C.; Thomas, Stephen R.

2015-01-01

The pervasive use of visual representations in textbooks, curricula, and assessments underscores their importance in K-12 science education. For example, visual representations figure prominently in the recent publication of the Next Generation Science Standards (NGSS Lead States in Next generation science standards: for states, by states.…

Informal Assessment of Competences in the Context of Science Standards in Austria

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Schiffl, Iris

2016-01-01

Science standards have been a topic in educational research in Austria for about ten years now. Starting in 2005, competency structure models have been developed for junior and senior classes of different school types. After evaluating these models, prototypic tasks were created to point out the meaning of the models to teachers. At the moment,…

The Next Generation Science Standards: The Features and Challenges

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Pruitt, Stephen L.

2014-01-01

Beginning in January of 2010, the Carnegie Corporation of New York funded a two-step process to develop a new set of state developed science standards intended to prepare students for college and career readiness in science. These new internationally benchmarked science standards, the Next Generation Science Standards (NGSS) were completed in…

The "Next Generation Science Standards" and the Earth and Space Sciences

Science.gov (United States)

Wysession, Michael E.

2013-01-01

In this article, Michael E. Wysession comments on the "Next Generation Science Standards" (NGSS), which are based on the recommendations of the National Research Council and represent a revolutionary step toward establishing modern, national K-12 science education standards. The NGSS involves significant changes from traditional…

NASA's Earth Science Data Systems Standards Process Experiences

Science.gov (United States)

Ullman, Richard E.; Enloe, Yonsook

2007-01-01

NASA has impaneled several internal working groups to provide recommendations to NASA management on ways to evolve and improve Earth Science Data Systems. One of these working groups is the Standards Process Group (SPC). The SPG is drawn from NASA-funded Earth Science Data Systems stakeholders, and it directs a process of community review and evaluation of proposed NASA standards. The working group's goal is to promote interoperability and interuse of NASA Earth Science data through broader use of standards that have proven implementation and operational benefit to NASA Earth science by facilitating the NASA management endorsement of proposed standards. The SPC now has two years of experience with this approach to identification of standards. We will discuss real examples of the different types of candidate standards that have been proposed to NASA's Standards Process Group such as OPeNDAP's Data Access Protocol, the Hierarchical Data Format, and Open Geospatial Consortium's Web Map Server. Each of the three types of proposals requires a different sort of criteria for understanding the broad concepts of "proven implementation" and "operational benefit" in the context of NASA Earth Science data systems. We will discuss how our Standards Process has evolved with our experiences with the three candidate standards.

The Next Generation Science Standards: A Focus on Physical Science

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Krajcik, Joe

2013-01-01

This article describes ways to adapt U.S. science curriculum to the U.S. National Research Council (NRC) "Framework for K-12 Science Education" and "Next Generation of Science Standards" (NGSS), noting their focus on teaching the physical sciences. The overall goal of the Framework and NGSS is to help all learners develop the…

Common Core Science Standards: Implications for Students with Learning Disabilities

Science.gov (United States)

Scruggs, Thomas E.; Brigham, Frederick J.; Mastropieri, Margo A.

2013-01-01

The Common Core Science Standards represent a new effort to increase science learning for all students. These standards include a focus on English and language arts aspects of science learning, and three dimensions of science standards, including practices of science, crosscutting concepts of science, and disciplinary core ideas in the various…

The Next Generation Science Standards

Science.gov (United States)

Pruitt, Stephen L.

2015-01-01

The Next Generation Science Standards (NGSS Lead States 2013) were released almost two years ago. Work tied to the NGSS, their adoption, and implementation continues to move forward around the country. Stephen L. Pruitt, senior vice president, science, at Achieve, an independent, nonpartisan, nonprofit education reform organization that was a lead…

Earth Science for Educators: Preparing 7-12 Teachers for Standards-based, Inquiry Instruction

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Sloan, H.

2002-05-01

"Earth Science for Educators" is an innovative, standards-based, graduate level teacher education curriculum that presents science content and pedagogic technique in parallel. The curriculum calls upon the resources and expertise of the American Museum of Natural History (AMNH) to prepare novice New York City teachers for teaching Earth Science. One of the goals of teacher education is to assure and facilitate science education reform through preparation of K-12 teachers who understand and are able to implement standard-based instruction. Standards reflect not only the content knowledge students are expected to attain but also the science skills and dispositions towards science they are expected to develop. Melding a list of standards with a curriculum outline to create inquiry-based classroom instruction that reaches a very diverse population of learners is extremely challenging. "Earth Science for Educators" helps novice teachers make the link between standards and practice by constantly connecting standards with instruction they receive and activities they carry out. Development of critical thinking and enthusiasm for inquiry is encouraged through engaging experience and contact with scientists and their work. Teachers are taught Earth systems science content through modeling of a wide variety of instruction and assessment methods based upon authentic scientific inquiry and aimed at different learning styles. Use of fieldwork and informal settings, such as the Museum, familiarizes novice teachers with ways of drawing on community resources for content and instructional settings. Metacognitive reflection that articulates standards, practice, and the teachers' own learning experience help draw out teachers' insights into their students' learning. The innovation of bring science content together with teaching methods is key to preparing teachers for standards-based, inquiry instruction. This curriculum was successfully piloted with a group of 28 novice teachers as

Implementing the Next Generation Science Standards

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Penuel, William R.; Harris, Christopher J.; DeBarger, Angela Haydel

2015-01-01

The Next Generation Science Standards embody a new vision for science education grounded in the idea that science is both a body of knowledge and a set of linked practices for developing knowledge. The authors describe strategies that they suggest school and district leaders consider when designing strategies to support NGSS implementation.

Evolution: Its Treatment in K-12 State Science Curriculum Standards

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Lerner, L. S.

2001-12-01

State standards are the basis upon which states and local schools build curricula. Usually taking the form of lists of what students are expected to learn at specified grades or clusters of grades, they influence statewide examinations, textbooks, teacher education and credentialing, and other areas in which states typically exercise control over local curriculum development. State science standards vary very widely in overall quality.1,2 This is especially true in their treatment of evolution, both in the life sciences and to a somewhat lesser extent in geology and astronomy. Not surprisingly, a detailed evaluation of the treatment of evolution in state science standards3 has evoked considerably more public interest than the preceding studies of overall quality. We here consider the following questions: What constitutes a good treatment of evolution in science standards and how does one evaluate the standards? Which states have done well, and which less well? What nonscientific influences have been brought to bear on standards, for what reasons, and by whom? What strategies have been used to obscure or distort the role of evolution as the central organizing principle of the historical sciences? What are the effects of such distortions on students' overall understanding of science? What can the scientific community do to assure the publication of good science standards and to counteract attacks on good science teaching? 1. Lerner, L. S., State Science Standards: An Appraisal of Science Standards in 36 States, The Thomas B. Fordham Foundation, Washington, D.C., March 1998. 2. Lerner, L. S. et al ., The State of State Standards 2000, ibid., January 2000. 3. Lerner, L. S., Good Science, Bad Science: Teaching Evolution In the States, ibid., September 2000.

Next generation science standards available for comment

Science.gov (United States)

Asher, Pranoti

2012-05-01

The first public draft of the Next Generation Science Standards (NGSS) is now available for public comment. Feedback on the standards is sought from people who have a stake in science education, including individuals in the K-12, higher education, business, and research communities. Development of NGSS is a state-led effort to define the content and practices students need to learn from kindergarten through high school. NGSS will be based on the U.S. National Research Council's reportFramework for K-12 Science Education.

The Nature of Science and the Next Generation Science Standards: Analysis and Critique

Science.gov (United States)

McComas, William F.; Nouri, Noushin

2016-08-01

This paper provides a detailed analysis of the inclusion of aspects of nature of science (NOS) in the Next Generation Science Standards (NGSS). In this new standards document, NOS elements in eight categories are discussed in Appendix H along with illustrative statements (called exemplars). Many, but not all, of these exemplars are linked to the standards by their association with either the "practices of science" or "crosscutting concepts," but curiously not with the recommendations for science content. The study investigated all aspects of NOS in NGSS including the accuracy and inclusion of the supporting exemplar statements and the relationship of NOS in NGSS to other aspects of NOS to support teaching and learning science. We found that while 92 % of these exemplars are acceptable, only 78 % of those written actually appear with the standards. "Science as a way of knowing" is a recommended NOS category in NGSS but is not included with the standards. Also, several other NOS elements fail to be included at all grade levels thus limiting their impact. Finally, NGSS fails to include or insufficiently emphasize several frequently recommended NOS elements such as creativity and subjectivity. The paper concludes with a list of concerns and solutions to the challenges of NOS in NGSS.

Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

Science.gov (United States)

Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

2015-06-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the Next Generation Science Standards, prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning environments grounded in students' thinking. To do so, teachers must learn to use high-leverage instructional practices, such as formative assessment, to engage students in scientific practices and connect instruction to students' ideas. However, teachers may not understand formative assessment or possess sufficient science content knowledge to effectively engage in related instructional practices. To address these needs, we developed and conducted research within an innovative course for preservice elementary teachers built upon two pillars—life science concepts and formative assessment. An embedded mixed methods study was used to evaluate the effect of the intervention on preservice teachers' (n = 49) content knowledge and ability to engage in formative assessment practices for science. Findings showed that increased life content knowledge over the semester helped preservice teachers engage more productively in anticipating and evaluating students' ideas, but not in identifying effective instructional strategies to respond to those ideas.

Building Standards based Science Information Systems: A Survey of ISO and other standards

Science.gov (United States)

King, Todd; Walker, Raymond

Science Information systems began with individual researchers maintaining personal collec-tions of data and managing them by using ad hoc, specialized approaches. Today information systems are an enterprise consisting of federated systems that manage and distribute both historical and contemporary data from distributed sources. Information systems have many components. Among these are metadata models, metadata registries, controlled vocabularies and ontologies which are used to describe entities and resources. Other components include services to exchange information and data; tools to populate the system and tools to utilize available resources. When constructing information systems today a variety of standards can be useful. The benefit of adopting standards is clear; it can shorten the design cycle, enhance software reuse and enable interoperability. We look at standards from the International Stan-dards Organization (ISO), International Telecommunication Union (ITU), Organization for the Advancement of Structured Information Standards (OASIS), Internet Engineering Task Force (IETF), American National Standards Institute (ANSI) which have influenced the develop-ment of information systems in the Heliophysics and Planetary sciences. No standard can solve the needs of every community. Individual disciplines often must fill the gap between general purpose standards and the unique needs of the discipline. To this end individual science dis-ciplines are developing standards, Examples include the International Virtual Observatory Al-liance (IVOA), Planetary Data System (PDS)/ International Planetary Data Alliance (IPDA), Dublin-Core Science, and the Space Physics Archive Search and Extract (SPASE) consortium. This broad survey of ISO and other standards provides some guidance for the development information systems. The development of the SPASE data model is reviewed and provides some insights into the value of applying appropriate standards and is used to illustrate

Planning Instruction to Meet the Intent of the Next Generation Science Standards

Science.gov (United States)

Krajcik, Joseph; Codere, Susan; Dahsah, Chanyah; Bayer, Renee; Mun, Kongju

2014-03-01

The National Research Council's Framework for K- 12 Science Education and the Next Generation Science Standards (NGSS Lead States in Next Generation Science Standards: For states, by states. The National Academies Press, Washington, 2013) move teaching away from covering many isolated facts to a focus on a smaller number of disciplinary core ideas (DCIs) and crosscutting concepts that can be used to explain phenomena and solve problems by engaging in science and engineering practices. The NGSS present standards as knowledge-in-use by expressing them as performance expectations (PEs) that integrate all three dimensions from the Framework for K- 12 Science Education. This integration of core ideas, practices, and crosscutting concepts is referred to as three-dimensional learning (NRC in Division of Behavioral and Social Sciences and Education. The National Academies Press, Washington, 2014). PEs state what students can be assessed on at the end of grade level for K-5 and at the end of grade band for 6-8 and 9-12. PEs do not specify how instruction should be developed nor do they serve as objectives for individual lessons. To support students in developing proficiency in the PEs, the elements of the DCIs will need to be blended with various practices and crosscutting concepts. In this paper, we examine how to design instruction to support students in meeting a cluster or "bundle" of PEs and how to blend the three dimensions to develop lesson level PEs that can be used for guiding instruction. We provide a ten-step process and an example of that process that teachers and curriculum designers can use to design lessons that meet the intent of the Next Generation of Science Standards.

Using science soundly: The Yucca Mountain standard

International Nuclear Information System (INIS)

Fri, R.W.

1995-01-01

Using sound science to shape government regulation is one of the most hotly argued topics in the ongoing debate about regulatory reform. Even though no one advaocates using unsound science, the belief that even the best science will sweep away regulatory controversy is equally foolish. As chair of a National Research Council (NRC) committee that studied the scientific basis for regulating high-level nuclear waste disposal, the author learned that science alone could resolve few of the key regulatory questions. Developing a standard that specifies a socially acceptable limit on the human health effects of nuclear waste releases involves many decisions. As the NRC committee learned in evaluating the scientific basis for the Yucca Mountain standard, a scientifically best decision rarely exists. More often, science can only offer a useful framework and starting point for policy debates. And sometimes, science's most helpful contribution is to admit that it has nothing to say. The Yucca mountain study clearly illustrates that excessive faith in the power of science is more likely to produce messy frustration than crisp decisions. A better goal for regulatory reform is the sound use of science to clarify and contain the inevitable policy controversy

Design and validation of a standards-based science teacher efficacy instrument

Science.gov (United States)

Kerr, Patricia Reda

National standards for K--12 science education address all aspects of science education, with their main emphasis on curriculum---both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous---basing the theoretical underpinnings on the work of either Rotter's Locus of Control theory or on Bandura's explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together---K--12 science standards, teacher education standards, and efficacy beliefs---in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura's explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers' responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA

Relationships Between the Way Students Are Assessed in Science Classrooms and Science Achievement Across Canada

Science.gov (United States)

Chu, Man-Wai; Fung, Karen

2018-04-01

Canadian students experience many different assessments throughout their schooling (O'Connor 2011). There are many benefits to using a variety of assessment types, item formats, and science-based performance tasks in the classroom to measure the many dimensions of science education. Although using a variety of assessments is beneficial, it is unclear exactly what types, format, and tasks are used in Canadian science classrooms. Additionally, since assessments are often administered to help improve student learning, this study identified assessments that may improve student learning as measured using achievement scores on a standardized test. Secondary analyses of the students' and teachers' responses to the questionnaire items asked in the Pan-Canadian Assessment Program were performed. The results of the hierarchical linear modeling analyses indicated that both students and teachers identified teacher-developed classroom tests or quizzes as the most common types of assessments used. Although this ranking was similar across the country, statistically significant differences in terms of the assessments that are used in science classrooms among the provinces were also identified. The investigation of which assessment best predicted student achievement scores indicated that minds-on science performance-based tasks significantly explained 4.21% of the variance in student scores. However, mixed results were observed between the student and teacher responses towards tasks that required students to choose their own investigation and design their own experience or investigation. Additionally, teachers that indicated that they conducted more demonstrations of an experiment or investigation resulted in students with lower scores.

Aligning Science Achievement and STEM Expectations for College Success: A Comparative Study of Curricular Standardization

Directory of Open Access Journals (Sweden)

Siqi Han

2016-04-01

Full Text Available Lack of preparation in science leads to high rates of attrition among science, technology, engineering, and mathematics (STEM majors, even among students who are highly oriented toward STEM. Using data for twenty-seven countries from the 2006 Program for International Student Assessment, we compare the United States with other industrialized countries in terms of fifteen-year-olds’ science achievement and their expectations to focus on STEM in the future. The United States trails most countries in the mean science achievement of the general student population and among students expecting to pursue STEM majors or careers. Lack of curricular standardization in the United States is related to this lower science achievement. Countries with higher curricular standardization exhibit higher average science achievement scores; science achievement and students’ future orientation toward science are also better aligned in these countries. We discuss the implications of these findings for American colleges and universities as they seek to reduce student attrition in STEM fields.

The Nature of Science and the "Next Generation Science Standards": Analysis and Critique

Science.gov (United States)

McComas, William F.; Nouri, Noushin

2016-01-01

This paper provides a detailed analysis of the inclusion of aspects of nature of science (NOS) in the "Next Generation Science Standards" (NGSS). In this new standards document, NOS elements in eight categories are discussed in Appendix H along with illustrative statements (called exemplars). Many, but not all, of these exemplars are…

The international development of forensic science standards - A review.

Science.gov (United States)

Wilson-Wilde, Linzi

2018-04-16

Standards establish specifications and procedures designed to ensure products, services and systems are safe, reliable and consistently perform as intended. Standards can be used in the accreditation of forensic laboratories or facilities and in the certification of products and services. In recent years there have been various international activities aiming at developing forensic science standards and guidelines. The most significant initiative currently underway within the global forensic community is the development of International Organization for Standardization (ISO) standards. This paper reviews the main bodies working on standards for forensic science, the processes used and the implications for accreditation. This paper specifically discusses the work of ISO Technical Committee TC272, the future TC272 work program for the development of forensic science standards and associated timelines. Also discussed, are the lessons learnt to date in navigating the complex environment of multi-country stakeholder deliberations in standards development. Crown Copyright © 2018. Published by Elsevier B.V. All rights reserved.

Implementing the Next Generation Science Standards: Impacts on Geoscience Education

Science.gov (United States)

Wysession, M. E.

2014-12-01

This is a critical time for the geoscience community. The Next Generation Science Standards (NGSS) have been released and are now being adopted by states (a dozen states and Washington, DC, at the time of writing this), with dramatic implications for national K-12 science education. Curriculum developers and textbook companies are working hard to construct educational materials that match the new standards, which emphasize a hands-on practice-based approach that focuses on working directly with primary data and other forms of evidence. While the set of 8 science and engineering practices of the NGSS lend themselves well to the observation-oriented approach of much of the geosciences, there is currently not a sufficient number of geoscience educational modules and activities geared toward the K-12 levels, and geoscience research organizations need to be mobilizing their education & outreach programs to meet this need. It is a rare opportunity that will not come again in this generation. There are other significant issues surrounding the implementation of the NGSS. The NGSS involves a year of Earth and space science at the high school level, but there does not exist a sufficient workforce is geoscience teachers to meet this need. The form and content of the geoscience standards are also very different from past standards, moving away from a memorization and categorization approach and toward a complex Earth Systems Science approach. Combined with the shift toward practice-based teaching, this means that significant professional development will therefore be required for the existing K-12 geoscience education workforce. How the NGSS are to be assessed is another significant question, with an NRC report providing some guidance but leaving many questions unanswered. There is also an uneasy relationship between the NGSS and the Common Core of math and English, and the recent push-back against the Common Core in many states may impact the implementation of the NGSS.

First Results from the Test Of Astronomy STandards (TOAST) Assessment Instrument

Science.gov (United States)

Slater, Stephanie

2009-01-01

Considerable effort in the astronomy education research over the past several years has focused on developing assessment tools in the form of multiple-choice conceptual diagnostics and content knowledge surveys. This has been critically important in advancing astronomy as a sub-discipline of physics education research, allowing researchers to establish the initial knowledge state of students as well as to attempt to measure some of the impacts of innovative instructional interventions. Before now, few of the existing instruments were constructed upon a solid list of clearly articulated and widely agreed upon learning objectives. Moving beyond the 10-year old Astronomy Diagnostics Test, we have developed and validated a new assessment instrument that is tightly aligned to the consensus learning goals stated by the American Astronomical Society - Chair's Conference on ASTRO 101, the American Association of the Advancement of Science's Project 2061 Benchmarks, and the National Research Council's National Science Education Standards. Researchers from the Cognition in Astronomy, Physics and Earth sciences Research (CAPER) Team at the University of Wyoming's Science and Math Teaching Center (UWYO SMTC) designed a criterion-referenced assessment tool, called the Test Of Astronomy STandards (TOAST). Through iterative development, this multiple-choice instrument has a high degree of reliability and validity for instructors and researchers needing information on students’ initial knowledge state at the beginning of a course and can be used, in aggregate, to help measure the impact of course-length duration instructional strategies for undergraduate science survey courses with learning goals tightly aligned to the consensus goals of the astronomy education community.

Hormesis in Regulatory risk assessment - Science and Science Policy.

Science.gov (United States)

Gray, George

2011-01-01

This brief commentary will argue that whether hormesis is considered in regulatory risk assessment is a matter less of science than of science policy. I will first discuss the distinction between science and science policy and their roles in regulatory risk assessment. Then I will focus on factors that influence science policy, especially as it relates to the conduct of risk assessments to inform regulatory decisions, with a focus on the U.S. Environmental Protection Agency (EPA). The key questions will then be how does hormesis interact with current concepts of science and science policy for risk assessment? Finally, I look ahead to factors that may increase, or decrease, the likelihood of hormesis being incorporated into regulatory risk assessment.

Development of the Test Of Astronomy STandards (TOAST) Assessment Instrument

Science.gov (United States)

Slater, Timothy F.; Slater, S. J.

2008-05-01

Considerable effort in the astronomy education research (AER) community over the past several years has focused on developing assessment tools in the form of multiple-choice conceptual diagnostics and content knowledge surveys. This has been critically important in advancing the AER discipline so that researchers could establish the initial knowledge state of students as well as to attempt measure some of the impacts of innovative instructional interventions. Unfortunately, few of the existing instruments were constructed upon a solid list of clearly articulated and widely agreed upon learning objectives. This was not done in oversight, but rather as a result of the relative youth of AER as a discipline. Now that several important science education reform documents exist and are generally accepted by the AER community, we are in a position to develop, validate, and disseminate a new assessment instrument which is tightly aligned to the consensus learning goals stated by the American Astronomical Society - Chair's Conference on ASTRO 101, the American Association of the Advancement of Science's Project 2061 Benchmarks, and the National Research Council's National Science Education Standards. In response, researchers from the Cognition in Astronomy, Physics and Earth sciences Research (CAPER) Team at the University of Wyoming's Science & Math Teaching Center (UWYO SMTC) have designed a criterion-referenced assessment tool, called the Test Of Astronomy STandards (TOAST). Through iterative development, this instrument has a high degree of reliability and validity for instructors and researchers needing information on students’ initial knowledge state at the beginning of a course and can be used, in aggregate, to help measure the impact of course-length duration instructional strategies for courses with learning goals tightly aligned to the consensus goals of our community.

Science Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) during School Year 2014-2015. Synthesis Report 99

Science.gov (United States)

Rogers, Christopher M.; Thurlow, Martha L.; Lazarus, Sheryl S.

2015-01-01

Federal law requires that all students, including students with disabilities, participate in state assessments used for accountability purposes. It also requires states to assess students in several content areas, including science. Most students with disabilities take the general science assessment with or without accommodations, but a few…

How Climate Science got to be in the Next Generation Science Standards (Invited)

Science.gov (United States)

Wysession, M. E.

2013-12-01

Climate science plays a prominent role in the new national K-12 Next Generation Science Standards (NGSS). This represents the culmination of a significant amount of effort by many different organizations that have worked hard to educate the public on one of the most interesting, complex, complicated, and societally important aspects of geoscience. While there are significant challenges to the full implementation of the NGSS, especially those aspects that relate to climate change, the fact that so many states are currently adopting the NGSS represents a significant milestone in geoscience education. When grade 6-12 textbooks were written ten years ago, such as Pearson's high school Physical Science: Concepts in Action (Wysession et al., 2004), very little mention of climate change was incorporated because it did not appear in state standards. Now, climate and climate change are an integral part of the middle school and high school NGSS standards, and textbook companies are fully incorporating this content into their programs. There are many factors that have helped the shift toward teaching about climate, such as the IPCC report, Al Gore's 'An Inconvenient Truth,' and the many reports on climate change published by the National Research Council (NRC). However, four major community-driven literacy documents (The Essential Principles of Ocean Science, Essential Principles and Fundamental Concepts for Atmospheric Science Literacy, The Earth Science Literacy Principles, and The Essential Principles of Climate Science) were essential in that they directly informed the construction of the Earth and Space Science (ESS) content of the NRC's 'Framework for K-12 Science Education' by the ESS Design Team. The actual performance expectations of the NGSS were then informed directly by the disciplinary core ideas of the NRC Framework, which were motivated by the community-driven literacy documents and the significant credentials these bore. The work in getting climate science

Assessing clinical competency in the health sciences

Science.gov (United States)

Panzarella, Karen Joanne

To test the success of integrated curricula in schools of health sciences, meaningful measurements of student performance are required to assess clinical competency. This research project analyzed a new performance assessment tool, the Integrated Standardized Patient Examination (ISPE), for assessing clinical competency: specifically, to assess Doctor of Physical Therapy (DPT) students' clinical competence as the ability to integrate basic science knowledge with clinical communication skills. Thirty-four DPT students performed two ISPE cases, one of a patient who sustained a stroke and the other a patient with a herniated lumbar disc. Cases were portrayed by standardized patients (SPs) in a simulated clinical setting. Each case was scored by an expert evaluator in the exam room and then by one investigator and the students themselves via videotape. The SPs scored each student on an overall encounter rubric. Written feedback was obtained from all participants in the study. Acceptable reliability was demonstrated via inter-rater agreement as well as inter-rater correlations on items that used a dichotomous scale, whereas the items requiring the use of the 4-point rubric were somewhat less reliable. For the entire scale both cases had a significant correlation between the Expert-Investigator pair of raters, for the CVA case r = .547, p performances on the ISPE with other independent estimates of students' competence. The unique integration questions of the ISPE were judged to have good content validity from experts and students, suggestive that integration, a most crucial element of clinical competence, while done in the mind of the student, can be practiced, learned and assessed.

The Next Generation of Science Standards: Implications for Biology Education

Science.gov (United States)

Bybee, Rodger W.

2012-01-01

The release of A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) provides the basis for the next generation of science standards. This article first describes that foundation for the life sciences; it then presents a draft standard for natural selection and evolution. Finally, there is a…

Assessment that Matters: Integrating the "Chore" of Department-Based Assessment with Real Improvements in Political Science Education

Science.gov (United States)

Deardorff, Michelle D.; Folger, Paul J.

2005-01-01

Assessment requirements often raise great concerns among departments and faculty: fear of loss of autonomy, distraction from primary departmental goals, and the creation of alien and artificial external standards. This article demonstrates how one political science department directly responded to their own unique circumstances in assessing their…

From Standards to Standard Practice: A Critical Look at the Perceptions and Process of Integrating the Next Generation Science Standards in the Nation's Schools

Science.gov (United States)

Mercadante, Katie Lynn

The Next Generation Science Standards (NGSS) are the culmination of reform efforts spanning more than three decades and are the first major reform movement in science education since Sputnik. When implementing these new standards, teachers are faced with many barriers. NGSS requires critical thinking, cross-curricular learning, and key changes in teaching, learning, and assessment. Implementation nationwide has been slow, due to sweeping changes, and controversial content within the standards. Resistance to implementation occurs in nearly all levels for these reasons. The purpose of this descriptive study was to determine the perceptions of in-service teachers of the NGSS Framework, to identify barriers that inhibit implementation, and to identify commonalities among teachers who have successfully implemented the Framework, as well as assist others who may do the same in the future. Teachers from public, private, and charter schools from across the United States participated in the study. Based upon teacher response, a three-stage action plan and series of necessary recommendations were developed to assist teachers and administrators in K-12 schools to develop plans to implement the NGSS.

Integrated Science Assessment (ISA) of Ozone and Related ...

Science.gov (United States)

EPA announced the availability of the final report, Integrated Science Assessment of Ozone and Related Photochemical Oxidants. This document represents a concise synthesis and evaluation of the most policy-relevant science and will ultimately provide the scientific bases for EPA’s decision regarding the adequacy of the current national ambient air quality standards for ozone to protect human health, public welfare, and the environment. Critical evaluation and integration of the evidence on health and environmental effects of ozone to provide scientific support for the review of the NAAQS for ozone.

Teaching the "Geo" in Geography with the Next Generation Science Standards

Science.gov (United States)

Wysession, Michael E.

2016-01-01

The Next Generation Science Standards (NGSS; Achieve 2014, 532; Figure 1A) represent a new approach to K-12 science education that involves the interweaving of three educational dimensions: Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs). Unlike most preexisting state science standards for…

76 FR 38650 - Draft Integrated Science Assessment for Lead

Science.gov (United States)

2011-07-01

... Science Assessment for Lead AGENCY: Environmental Protection Agency. ACTION: Notice of extension of public... Lead'' (EPA/600/R-10/075A). The original Federal Register notice announcing the public comment period... review of the National Ambient Air Quality Standards (NAAQS) for Lead. DATES: The public comment period...

World-Class Ambitions, Weak Standards: An Excerpt from "The State of State Science Standards 2012"

Science.gov (United States)

American Educator, 2012

2012-01-01

A solid science education program begins by clearly establishing what well-educated youngsters need to learn about this multifaceted domain of human knowledge. The first crucial step is setting clear academic standards for the schools--standards that not only articulate the critical science content students need to learn, but that also properly…

Is It Working? Distractor Analysis Results from the Test Of Astronomy STandards (TOAST) Assessment Instrument

Science.gov (United States)

Slater, Stephanie

2009-05-01

The Test Of Astronomy STandards (TOAST) assessment instrument is a multiple-choice survey tightly aligned to the consensus learning goals stated by the American Astronomical Society - Chair's Conference on ASTRO 101, the American Association of the Advancement of Science's Project 2061 Benchmarks, and the National Research Council's National Science Education Standards. Researchers from the Cognition in Astronomy, Physics and Earth sciences Research (CAPER) Team at the University of Wyoming's Science and Math Teaching Center (UWYO SMTC) have been conducting a question-by-question distractor analysis procedure to determine the sensitivity and effectiveness of each item. In brief, the frequency each possible answer choice, known as a foil or distractor on a multiple-choice test, is determined and compared to the existing literature on the teaching and learning of astronomy. In addition to having statistical difficulty and discrimination values, a well functioning assessment item will show students selecting distractors in the relative proportions to how we expect them to respond based on known misconceptions and reasoning difficulties. In all cases, our distractor analysis suggests that all items are functioning as expected. These results add weight to the validity of the Test Of Astronomy STandards (TOAST) assessment instrument, which is designed to help instructors and researchers measure the impact of course-length duration instructional strategies for undergraduate science survey courses with learning goals tightly aligned to the consensus goals of the astronomy education community.

Next Generation Science Standards: Adoption and Implementation Workbook

Science.gov (United States)

Peltzman, Alissa; Rodriguez, Nick

2013-01-01

The Next Generation Science Standards (NGSS) represent the culmination of years of collaboration and effort by states, science educators and experts from across the United States. Based on the National Research Council's "A Framework for K-12 Science Education" and developed in partnership with 26 lead states, the NGSS, when…

Assessing Ethics in Secondary Science

Science.gov (United States)

Reiss, Michael J.

2011-01-01

An increasing number of science courses now include consideration of the ethical implications of science. However, there is little agreement about how ethical reasoning in science should be assessed. This article highlights the conclusions of a seminar on the assessment of ethics in science that was organized by the Nuffield Foundation Curriculum…

The Impact of the Next Generation Science Standards on Future Professional Development and Astronomy Education Research

Science.gov (United States)

Buxner, Sanlyn

2013-06-01

The Next Generation Science Standards will have a profound impact on the future science education of students and professional development for teachers. The science and engineering practices, crosscutting concepts, and disciplinary core ideas laid out in the Framework for K-12 Science Education (NRC, 2011) will change the focus and methods of how we prepare teachers to meet these new standards. Extending beyond just the use of inquiry in the classroom, teachers will need support designing and implementing integrated experiences for students that require them to apply knowledge of content and practices. Integrating the three dimensions central to the new standards will pose curricular challenges and create opportunities for innovative space science projects and instruction. The science research and technology community will have an important role in supporting authentic classroom practices as well as training and support of teachers in these new ways of presenting science and technology. These changes will require a new focus for teacher professional development and new ways to research impacts of teacher training and changes in classroom practice. In addition, new and innovative tools will be needed to assess mastery of students’ knowledge of practices and the ways teachers effectively help students achieve these new goals. The astronomy education community has much to offer as K-12 and undergraduate level science educators rethink and redefine what it means to be scientifically literate and figure out how to truly measure the success of these new ways of teaching science.

Valid and Reliable Science Content Assessments for Science Teachers

Science.gov (United States)

Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

2013-01-01

Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper…

U.S. initiatives to strengthen forensic science & international standards in forensic DNA

Science.gov (United States)

Butler, John M.

2015-01-01

A number of initiatives are underway in the United States in response to the 2009 critique of forensic science by a National Academy of Sciences committee. This article provides a broad review of activities including efforts of the White House National Science and Technology Council Subcommittee on Forensic Science and a partnership between the Department of Justice (DOJ) and the National Institute of Standards and Technology (NIST) to create the National Commission on Forensic Science and the Organization of Scientific Area Committees. These initiatives are seeking to improve policies and practices of forensic science. Efforts to fund research activities and aid technology transition and training in forensic science are also covered. The second portion of the article reviews standards in place or in development around the world for forensic DNA. Documentary standards are used to help define written procedures to perform testing. Physical standards serve as reference materials for calibration and traceability purposes when testing is performed. Both documentary and physical standards enable reliable data comparison, and standard data formats and common markers or testing regions are crucial for effective data sharing. Core DNA markers provide a common framework and currency for constructing DNA databases with compatible data. Recent developments in expanding core DNA markers in Europe and the United States are discussed. PMID:26164236

Answers to Teachers' Questions about the Next Generation Science Standards

Science.gov (United States)

Workosky, Cindy; Willard, Ted

2015-01-01

K-12 teachers of science have been digging into the "Next Generation Science Standards" ("NGSS") (NGSS Lead States 2013) to begin creating plans and processes for translating them for classroom instruction. As teachers learn about the NGSS, they have asked about the general structure of the standards document and how to read…

Beginning science teachers' performances: Assessment in times of reform

Science.gov (United States)

Budzinsky, Fie K.

2000-10-01

The current reform in science education and the research on effective teaching and student learning have reinforced the importance of teacher competency. To better measure performances in the teaching of science, performance assessment has been added to Connecticut's licensure process for beginning science teachers. Teaching portfolios are used to document teaching and learning over time. Portfolios, however, are not without problems. One of the major concerns with the portfolio assessment process is its subjectivity. Assessors may not have opportunities to ask clarifying or follow-up questions to enhance the interpretation of a teacher's performance. In addition, portfolios often contain components based on self-documentation, which are subjective. Furthermore, the use of portfolios raises test equity issues. These concerns present challenges for persons in charge of establishing the validity of a portfolio-based licensure process. In high-stakes decision processes, such as teaching licensure, the validity of the assessment instruments must be studied. The primary purpose of this study was to explore the criterion-related validity of the Connecticut State Department of Education's Beginning Science Teaching Portfolio by comparing the interpretations of performances from science teaching portfolios to those derived from another assessment method, the Expert Science Teaching Educational and Evaluation Model, (ESTEEM). The analysis of correlations between the Beginning Science Teaching Portfolio and ESTEEM instrument scores was the primary method for establishing support for validity. The results indicated moderate correlations between all Beginning Science Teaching Portfolio and ESTEEM category and total variables. Multiple regression was used to examine whether differences existed in beginning science teachers' performances based on gender, poverty group, school level, and science discipline taught. None of these variables significantly contributed to the

Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark

Science.gov (United States)

Earle, Sarah

2014-05-01

Background:Since the discontinuation of Standard Attainment Tests (SATs) in science at age 11 in England, pupil performance data in science reported to the UK government by each primary school has relied largely on teacher assessment undertaken in the classroom. Purpose:The process by which teachers are making these judgements has been unclear, so this study made use of the extensive Primary Science Quality Mark (PSQM) database to obtain a 'snapshot' (as of March 2013) of the approaches taken by 91 English primary schools to the formative and summative assessment of pupils' learning in science. PSQM is an award scheme for UK primary schools. It requires the science subject leader (co-ordinator) in each school to reflect upon and develop practice over the course of one year, then upload a set of reflections and supporting evidence to the database to support their application. One of the criteria requires the subject leader to explain how science is assessed within the school. Sample:The data set consists of the electronic text in the assessment section of all 91 PSQM primary schools which worked towards the Quality Mark in the year April 2012 to March 2013. Design and methods:Content analysis of a pre-existing qualitative data set. Text in the assessment section of each submission was first coded as describing formative or summative processes, then sub-coded into different strategies used. Results:A wide range of formative and summative approaches were reported, which tended to be described separately, with few links between them. Talk-based strategies are widely used for formative assessment, with some evidence of feedback to pupils. Whilst the use of tests or tracking grids for summative assessment is widespread, few schools rely on one system alone. Enquiry skills and conceptual knowledge were often assessed separately. Conclusions:There is little consistency in the approaches being used by teachers to assess science in English primary schools. Nevertheless

Peer Assessment of Elementary Science Teaching Skills

Science.gov (United States)

Kilic, Gulsen Bagci; Cakan, Mehtap

2007-01-01

In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

U.S. initiatives to strengthen forensic science & international standards in forensic DNA.

Science.gov (United States)

Butler, John M

2015-09-01

A number of initiatives are underway in the United States in response to the 2009 critique of forensic science by a National Academy of Sciences committee. This article provides a broad review of activities including efforts of the White House National Science and Technology Council Subcommittee on Forensic Science and a partnership between the Department of Justice (DOJ) and the National Institute of Standards and Technology (NIST) to create the National Commission on Forensic Science and the Organization of Scientific Area Committees. These initiatives are seeking to improve policies and practices of forensic science. Efforts to fund research activities and aid technology transition and training in forensic science are also covered. The second portion of the article reviews standards in place or in development around the world for forensic DNA. Documentary standards are used to help define written procedures to perform testing. Physical standards serve as reference materials for calibration and traceability purposes when testing is performed. Both documentary and physical standards enable reliable data comparison, and standard data formats and common markers or testing regions are crucial for effective data sharing. Core DNA markers provide a common framework and currency for constructing DNA databases with compatible data. Recent developments in expanding core DNA markers in Europe and the United States are discussed. Published by Elsevier Ireland Ltd.

Brain-Based Learning and Standards-Based Elementary Science.

Science.gov (United States)

Konecki, Loretta R.; Schiller, Ellen

This paper explains how brain-based learning has become an area of interest to elementary school science teachers, focusing on the possible relationships between, and implications of, research on brain-based learning to the teaching of science education standards. After describing research on the brain, the paper looks at three implications from…

Standardization in library and information science in selected European countries

Science.gov (United States)

Matysek, Anna

2015-02-01

Standardization plays an important role in library and information science (LIS), because it gives rules to identify, classify, access, select, exploit, communicate, exchange and preserve information. Standards are developed by national, European and international organizations. The objective of the study is to present the situation of standardization in library and information science in the countries that joined the European Union in 2004. The research covered Technical Committees that take the problems of LIS, their cooperation with European Committee for Standardization (CEN) and International Organization for Standardization (ISO). The second part of the study is an analysis of LIS standards published in the last 10 years. Data on published documents were gathered from online standards directories. The documents were searched using International Classification for Standards. Retrieved standards were analyzed for their origin and status. The research illustrates the changes in the national standardization, most popular topics and the growing importance of international cooperation in standardization.

Using Educative Assessments to Support Science Teaching for Middle School English-language Learners

Science.gov (United States)

Buxton, Cory A.; Allexsaht-Snider, Martha; Suriel, Regina; Kayumova, Shakhnoza; Choi, Youn-jeng; Bouton, Bobette; Baker, Melissa

2013-03-01

Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students' emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers' instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students' emergent understandings, and how teacher-researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers' instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.

A comparative analysis of Science-Technology-Society standards in elementary, middle and high school state science curriculum frameworks

Science.gov (United States)

Tobias, Karen Marie

An analysis of curriculum frameworks from the fifty states to ascertain the compliance with the National Science Education Standards for integrating Science-Technology-Society (STS) themes is reported within this dissertation. Science standards for all fifty states were analyzed to determine if the STS criteria were integrated at the elementary, middle, and high school levels of education. The analysis determined the compliance level for each state, then compared each educational level to see if the compliance was similar across the levels. Compliance is important because research shows that using STS themes in the science classroom increases the student's understanding of the concepts, increases the student's problem solving skills, increases the student's self-efficacy with respect to science, and students instructed using STS themes score well on science high stakes tests. The two hypotheses for this study are: (1) There is no significant difference in the degree of compliance to Science-Technology-Society themes (derived from National Science Education Standards) between the elementary, middle, and high school levels. (2) There is no significant difference in the degree of compliance to Science-Technology-Society themes (derived from National Science Education Standards) between the elementary, middle, and high school level when examined individually. The Analysis of Variance F ratio was used to determine the variance between and within the three educational levels. This analysis addressed hypothesis one. The Analysis of Variance results refused to reject the null hypothesis, meaning there is significant difference in the compliance to STS themes between the elementary, middle and high school educational levels. The Chi-Square test was the statistical analysis used to compare the educational levels for each individual criterion. This analysis addressed hypothesis two. The Chi-Squared results showed that none of the states were equally compliant with each

State Standards and State Assessment Systems: A Guide to Alignment. Series on Standards and Assessments.

Science.gov (United States)

La Marca, Paul M.; Redfield, Doris; Winter, Phoebe C.

Alignment of content standards, performance standards, and assessments is crucial. This guide contains information to assist states and districts in aligning their assessment systems to their content and performance standards. It includes a review of current literature, both published and fugitive. The research is woven together with a few basic…

Students Explaining Science--Assessment of Science Communication Competence

Science.gov (United States)

Kulgemeyer, Christoph; Schecker, Horst

2013-01-01

Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is…

Scientific Literacy Matters: Using Literature to Meet Next Generation Science Standards and 21st Century Skills

Directory of Open Access Journals (Sweden)

Cynthia Tomovic

2017-04-01

Full Text Available Scientific literacy matters. It matters because it is vitally important to the education and development of America’s children, tomorrow's workforce, and the keepers of our future. If the future of American individual decision making, engagement in civic and cultural affairs, and valuable contributions to economic development is to be protected, it is critical that American students become more scientifically literate than they are today. Today, most Americans, including students, are considered scientifically illiterate. Recognizing the need to develop and enhance scientific literacy (also known as science literacy, science educators have worked diligently at developing new science standards, new approaches to science teaching, and new techniques aimed at engaging students in the practice of science. In this article, the use of literature is discussed as one method to augment or supplement the teaching of science. In the context of making a literature selection, a new conceptual approach is proposed that includes attention to meeting the Next Generation Science Standards while being responsive to the importance of 21st Century Skills. Additionally, a Literary Assessment Tool is shared that demonstrates how science educators can evaluate a literary selection in terms of how well it will help them to enhance scientific literacy.

California teachers' perceptions of standards-based reform in middle school science: A mixed-methods study

Science.gov (United States)

Leggett, Allison Gail Wilson

The No Child Left Behind (NCLB) Act of 2001 presented one of the most significant and comprehensive literacy reforms in many years (McDonnell, 2005; U.S. Department of Education, 2006). The era of school accountability and standards based reform has brought many challenges and changes to public schools. Increasingly, public officials and educational administrators are asked to use standards based assessments to make high-stakes decisions, such as whether a student will move on to the next grade level or receive a diploma (American Psychological Association, 2005). It is important to understand any shifts in teachers' perceptions and to identify the changes teachers are making as they implement standards-based reform. This mixed-methods study was designed to assess teachers' perceptions of changes related to standards-based reform as supported by Fullan's (2001) change theory and transformational leadership theory. Survey questions sought to identify teacher perceptions of changes in curriculum, instruction and daily practice as schools documented and incorporated standards-based reform and began focusing on preparing students for the California Standards Test in Science (CSTS). Using descriptive statistical analysis and in-depth interviews, results show favorable insight towards standards-based reform. The survey was distributed to 30 middle school science teachers from 10 low-performing schools in Los Angeles, California. Results were analyzed using Spearman rank-ordered correlations. Interviews were conducted on middle school teachers represented by each grade level. Teachers who receive more support from administrators have more positive attitudes toward all aspects of SBR and the CSTS as measured in this study. No school should overlook the potential of a supportive administration in its effort to improve school programs.

An assessment of collections at the University of Wisconsin-Madison Health Sciences Libraries: drug resistance.

Science.gov (United States)

Bergen, P L; Nemec, D

1999-01-01

In December 1997, the authors completed an in-depth collection assessment project at the University of Wisconsin-Madison Health Sciences Libraries. The purpose was to develop a framework for future collection assessment projects by completing a multifaceted evaluation of the libraries' monograph and serial collections in the subject area of drug resistance. Evaluators adapted and synthesized several traditional collection assessment tools, including shelflist measurement, bibliography and standard list checking, and citation analysis. Throughout the project, evaluators explored strategies to overcome some of the problems inherent in the application of traditional collection assessment methods to the evaluation of biomedical collections. Their efforts resulted in the identification of standard monographs and core journals for the subject area, a measurement of the collections' strength relative to the collections of benchmark libraries, and a foundation for future collection development within the subject area. The project's primary outcome was a collection assessment methodology that has potential application to both internal and cooperative collection development in medical, pharmaceutical, and other health sciences libraries.

Integrated Science Assessment (ISA) for Sulfur Oxides ...

Science.gov (United States)

This draft document provides EPA’s evaluation and synthesis of the most policy-relevant science related to the health effects of sulfur oxides. When final, it will provide a critical part of the scientific foundation for EPA’s decision regarding the adequacy of the current primary (health-based) National Ambient Air Quality Standard (NAAQS) for sulfur dioxide. The references considered for inclusion in or cited in the external review draft ISA are available at https://hero.epa.gov/hero/sulfur-oxides. The intent of the ISA, according to the CAA, is to “accurately reflect the latest scientific knowledge expected from the presence of [a] pollutant in ambient air” (U.S. Code, 1970a, 1970b). It includes an assessment of scientific research from atmospheric sciences, exposure sciences, dosimetry, mode of action, animal and human toxicology, and epidemiology. Key information and judgments formerly found in the Air Quality Criteria Documents (AQCDs) for sulfur oxides (SOx) are included; Annexes provide additional details supporting the ISA. Together, the ISA and Annexes serve to update and revise the last SOx ISA which was published in 2008.

Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science

Science.gov (United States)

Lederman, Norm G.; Abd-El-Khalick, Fouad; Bell, Randy L.; Schwartz, Renée S.

2002-08-01

Helping students develop informed views of nature of science (NOS) has been and continues to be a central goal for kindergarten through Grade 12 (K-12) science education. Since the early 1960s, major efforts have been undertaken to enhance K-12 students and science teachers' NOS views. However, the crucial component of assessing learners' NOS views remains an issue in research on NOS. This article aims to (a) trace the development of a new open-ended instrument, the Views of Nature of Science Questionnaire (VNOS), which in conjunction with individual interviews aims to provide meaningful assessments of learners' NOS views; (b) outline the NOS framework that underlies the development of the VNOS; (c) present evidence regarding the validity of the VNOS; (d) elucidate the use of the VNOS and associated interviews, and the range of NOS aspects that it aims to assess; and (e) discuss the usefulness of rich descriptive NOS profiles that the VNOS provides in research related to teaching and learning about NOS. The VNOS comes in response to some calls within the science education community to go back to developing standardized forced-choice paper and pencil NOS assessment instruments designed for mass administrations to large samples. We believe that these calls ignore much of what was learned from research on teaching and learning about NOS over the past 30 years. The present state of this line of research necessitates a focus on individual classroom interventions aimed at enhancing learners' NOS views, rather than on mass assessments aimed at describing or evaluating students' beliefs.

Teaching Scientists to Communicate: Evidence-based assessment for undergraduate science education

Science.gov (United States)

Mercer-Mapstone, Lucy; Kuchel, Louise

2015-07-01

Communication skills are one of five nationally recognised learning outcomes for an Australian Bachelor of Science (BSc) degree. Previous evidence indicates that communication skills taught in Australian undergraduate science degrees are not developed sufficiently to meet the requirements of the modern-day workplace-a problem faced in the UK and USA also. Curriculum development in this area, however, hinges on first evaluating how communication skills are taught currently as a base from which to make effective changes. This study aimed to quantify the current standard of communication education within BSc degrees at Australian research-intensive universities. A detailed evidential baseline for not only what but also how communication skills are being taught was established. We quantified which communication skills were taught and assessed explicitly, implicitly, or were absent in a range of undergraduate science assessment tasks (n = 35) from four research-intensive Australian universities. Results indicate that 10 of the 12 core science communication skills used for evaluation were absent from more than 50% of assessment tasks and 77.14% of all assessment tasks taught less than 5 core communication skills explicitly. The design of assessment tasks significantly affected whether communication skills were taught explicitly. Prominent trends were that communication skills in tasks aimed at non-scientific audiences were taught more explicitly than in tasks aimed at scientific audiences, and the majority of group and multimedia tasks taught communication elements more explicitly than individual, or written and oral tasks. Implications for science communication in the BSc and further research are discussed.

Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education

Science.gov (United States)

Hanuscin, Deborah L.; Zangori, Laura

2016-12-01

Just as the Next Generation Science Standards (NGSSs) call for change in what students learn and how they are taught, teacher education programs must reconsider courses and curriculum in order to prepare teacher candidates to understand and implement new standards. In this study, we examine the development of prospective elementary teachers' practical knowledge of the NGSS in the context of a science methods course and innovative field experience. We present three themes related to how prospective teachers viewed and utilized the standards: (a) as a useful guide for planning and designing instruction, (b) as a benchmark for student and self-evaluation, and (c) as an achievable vision for teaching and learning. Our findings emphasize the importance of collaborative opportunities for repeated teaching of the same lessons, but question what is achievable in the context of a semester-long experience.

The Relationship between Students' Performance on Conventional Standardized Mathematics Assessments and Complex Mathematical Modeling Problems

Science.gov (United States)

Kartal, Ozgul; Dunya, Beyza Aksu; Diefes-Dux, Heidi A.; Zawojewski, Judith S.

2016-01-01

Critical to many science, technology, engineering, and mathematics (STEM) career paths is mathematical modeling--specifically, the creation and adaptation of mathematical models to solve problems in complex settings. Conventional standardized measures of mathematics achievement are not structured to directly assess this type of mathematical…

Exploring alternative assessment strategies in science classrooms

Directory of Open Access Journals (Sweden)

Michèle Stears

2010-01-01

Full Text Available The knowledge children bring to the classroom or construct in the classroom may find expression in a variety of activities and is often not measurable with the traditional assessment instruments used in science classrooms. Different approaches to assessment are required to accommodate the various ways in which learners construct knowledge in social settings. In our research we attempted to determine the types of outcomes achieved in a Grade 6 classroom where alternative strategies such as interactive assessments were implemented. Analyses of these outcomes show that the learners learned much more than the tests indicate, although what they learnt was not necessarily science. The implications for assessment are clear: strategies that assess knowledge of science concepts, as well as assessment of outcomes other than science outcomes, are required if we wish to gain a holistic understanding of the learning that occurs in science classrooms.

The effects of professional development related to classroom assessment on student achievement in science

Science.gov (United States)

Mazzie, Dawn Danielle

This study investigated the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher participation in a Teacher Quality Research (TQR) project on classroom assessment. The samples for these studies were teachers from underperforming schools who volunteered to take part in a professional development program in classroom assessment. School groups were randomly assigned to the treatment group. For Study 1, teachers in the treatment received professional development in classroom assessment from a trained assessment coach. Teachers in the control received no professional development. For Study 2, teachers in Treatment 1 received professional development in classroom assessment from a trained assessment coach and teachers in Treatment 2 received professional development in classroom assessment from a facilitator with one day of training. Teachers in both groups completed a measure of assessment literacy, the Teacher Quality Research Test of Assessment Literacy Skills (TQR_TALS), prior to the beginning and then again at the conclusion of the four month professional development program. A hierarchical linear model (HLM) analysis was conducted to determine the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher TQR status. Based upon these analyses, the professional development program increased teachers' assessment literacy skills; however, the professional development had no significant impact on students' achievement.

Sustained Assessment Metadata as a Pathway to Trustworthiness of Climate Science Information

Science.gov (United States)

Champion, S. M.; Kunkel, K.

2017-12-01

The Sustained Assessment process has produced a suite of climate change reports: The Third National Climate Assessment (NCA3), Regional Surface Climate Conditions in CMIP3 and CMIP5 for the United States: Differences, Similarities, and Implications for the U.S. National Climate Assessment, Impacts of Climate Change on Human Health in the United States: A Scientific Assessment, The State Climate Summaries, as well as the anticipated Climate Science Special Report and Fourth National Climate Assessment. Not only are these groundbreaking reports of climate change science, they are also the first suite of climate science reports to provide access to complex metadata directly connected to the report figures and graphics products. While the basic metadata documentation requirement is federally mandated through a series of federal guidelines as a part of the Information Quality Act, Sustained Assessment products are also deemed Highly Influential Scientific Assessments, which further requires demonstration of the transparency and reproducibility of the content. To meet these requirements, the Technical Support Unit (TSU) for the Sustained Assessment embarked on building a system for not only collecting and documenting metadata to the required standards, but one that also provides consumers unprecedented access to the underlying data and methods. As our process and documentation have evolved, the value of both continue to grow in parallel with the consumer expectation of quality, accessible climate science information. This presentation will detail the how the TSU accomplishes the mandated requirements with their metadata collection and documentation process, as well as the technical solution designed to demonstrate compliance while also providing access to the content for the general public. We will also illustrate how our accessibility platforms guide consumers through the Assessment science at a level of transparency that builds trust and confidence in the report

Integrated Science Assessment (ISA) for Oxides of Nitrogen ...

Science.gov (United States)

This draft ISA document represents a concise synthesis and evaluation of the most policy-relevant science and will ultimately provide the scientific bases for EPA’s decision on retaining or revising the current secondary standards for NO2, SO2, PM 2.5 and PM 10 since the prior release of the assessment. The intent of the ISA, according to the CAA, is to “accurately reflect the latest scientific knowledge expected from the presence of [a] pollutant in ambient air” (U.S. Code, 1970a, 1970b). It includes scientific research from atmospheric sciences, exposure and deposition, biogeochemistry, hydrology, soil science, marine science, plant physiology, animal physiology, and ecology conducted at multiple scales (e.g., population, community, ecosystem, landscape levels). Key information and judgments formerly found in the Air Quality Criteria Documents (AQCDs) for oxides of nitrogen, oxides of nitrogen and particulate matter for ecological effects are included; Appendixes provide additional details supporting the ISA. Together, the ISA and Appendixes serve to update and revise the last oxides of nitrogen and oxides of sulfur ISA which was published in 2008 and the ecological portion of the last particulate matter ISA, which was published in 2009.

Science and Math Lesson Plans to Meet the Ohio Revised Science Standards and the Next Generation of Standards for Today; Technology (Excel

Directory of Open Access Journals (Sweden)

Suzanne Lunsford

2015-02-01

Full Text Available Pre-service teachers (K-12 developed and taught lesson plans that met the state and national science and technology standards by integrating Excel and PowerPoint into their lesson. A sample of 74 pre-service teachers in our science education program were required to integrate technology (Excel as they developed science and math lesson plans with graphing as a requirement. These students took pre-test and post-test (n=74 to determine their understanding of Excel in relation to the need of current technology for todays' science classroom. The test results showed that students obtained content gains in Excel graphing in all the inquiry-based lab experiments. They also gained experience in developing math skills, inquiry-based science lesson plans, and communication and presentation skills.

Current Methods Applied to Biomaterials - Characterization Approaches, Safety Assessment and Biological International Standards.

Science.gov (United States)

Oliveira, Justine P R; Ortiz, H Ivan Melendez; Bucio, Emilio; Alves, Patricia Terra; Lima, Mayara Ingrid Sousa; Goulart, Luiz Ricardo; Mathor, Monica B; Varca, Gustavo H C; Lugao, Ademar B

2018-04-10

Safety and biocompatibility assessment of biomaterials are themes of constant concern as advanced materials enter the market as well as products manufactured by new techniques emerge. Within this context, this review provides an up-to-date approach on current methods for the characterization and safety assessment of biomaterials and biomedical devices from a physicalchemical to a biological perspective, including a description of the alternative methods in accordance with current and established international standards. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

Addressing Three Common Myths about the Next Generation Science Standards

Science.gov (United States)

Huff, Kenneth L.

2016-01-01

Although the "Next Generation Science Standards" (NGSS Lead States 2013) were released over two years ago, misconceptions about what they are--and are not--persist. The "NGSS" provide for consistent science education opportunities for all students--regardless of demographics--with a level of rigor expected in every location and…

The Figured Worlds of High School Science Teachers: Uncovering Three-Dimensional Assessment Decisions

Science.gov (United States)

Ewald, Megan

As a result of recent mandates of the Next Generation Science Standards, assessments are a "system of meaning" amidst a paradigm shift toward three-dimensional assessments. This study is motivated by two research questions: 1) how do high school science teachers describe their processes of decision-making in the development and use of three-dimensional assessments and 2) how do high school science teachers negotiate their identities as assessors in designing three-dimensional assessments. An important factor in teachers' assessment decision making is how they identify themselves as assessors. Therefore, this study investigated the teachers' roles as assessors through the Sociocultural Identity Theory. The most important contribution from this study is the emergent teacher assessment sub-identities: the modifier-recycler , the feeler-finder, and the creator. Using a qualitative phenomenological research design, focus groups, three-series interviews, think-alouds, and document analysis were utilized in this study. These qualitative methods were chosen to elicit rich conversations among teachers, make meaning of the teachers' experiences through in-depth interviews, amplify the thought processes of individual teachers while making assessment decisions, and analyze assessment documents in relation to teachers' perspectives. The findings from this study suggest that--of the 19 participants--only two teachers could consistently be identified as creators and aligned their assessment practices with NGSS. However, assessment sub-identities are not static and teachers may negotiate their identities from one moment to the next within socially constructed realms of interpretation known as figured worlds. Because teachers are positioned in less powerful figured worlds within the dominant discourse of standardization, this study raises awareness as to how the external pressures from more powerful figured worlds socially construct teachers' identities as assessors. For teachers

Assessing the standard Molybdenum projector augmented wave VASP potentials

Energy Technology Data Exchange (ETDEWEB)

Mattsson, Ann E. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States). Multi-Scale Science

2014-07-01

Density Functional Theory (DFT) based Equation of State (EOS) construction is a prominent part of Sandia’s capabilities to support engineering sciences. This capability is based on augmenting experimental data with information gained from computational investigations, especially in those parts of the phase space where experimental data is hard, dangerous, or expensive to obtain. A key part of the success of the Sandia approach is the fundamental science work supporting the computational capability. Not only does this work enhance the capability to perform highly accurate calculations but it also provides crucial insight into the limitations of the computational tools, providing high confidence in the results even where results cannot be, or have not yet been, validated by experimental data. This report concerns the key ingredient of projector augmented-wave (PAW) potentials for use in pseudo-potential computational codes. Using the tools discussed in SAND2012-7389 we assess the standard Vienna Ab-initio Simulation Package (VASP) PAWs for Molybdenum.

Bioinformatics in High School Biology Curricula: A Study of State Science Standards

Science.gov (United States)

Wefer, Stephen H.; Sheppard, Keith

2008-01-01

The proliferation of bioinformatics in modern biology marks a modern revolution in science that promises to influence science education at all levels. This study analyzed secondary school science standards of 49 U.S. states (Iowa has no science framework) and the District of Columbia for content related to bioinformatics. The bioinformatics…

ESO science data product standard for 1D spectral products

Science.gov (United States)

Micol, Alberto; Arnaboldi, Magda; Delmotte, Nausicaa A. R.; Mascetti, Laura; Retzlaff, Joerg

2016-07-01

The ESO Phase 3 process allows the upload, validation, storage, and publication of reduced data through the ESO Science Archive Facility. Since its introduction, 2 million data products have been archived and published; 80% of them are one-dimensional extracted and calibrated spectra. Central to Phase3 is the ESO science data product standard that defines metadata and data format of any product. This contribution describes the ESO data standard for 1d-spectra, its adoption by the reduction pipelines of selected instrument modes for in-house generation of reduced spectra, the enhanced archive legacy value. Archive usage statistics are provided.

Cognitive Language and Content Standards: Language Inventory of the Common Core State Standards in Mathematics and the Next Generation Science Standards

Science.gov (United States)

Winn, Kathleen M.; Mi Choi, Kyong; Hand, Brian

2016-01-01

STEM education is a current focus of many educators and policymakers and the Next Generation Science Standards (NGSS) with the Common Core State Standards in Mathematics (CCSSM) are foundational documents driving curricular and instructional decision making for teachers and students in K-8 classrooms across the United States. Thus, practitioners…

Handbook on Life Cycle Assessment. Operational Guide to the ISO Standards

Energy Technology Data Exchange (ETDEWEB)

Guinee, J.B. [Centre of Environmental Studies, Leiden University, Leiden (Netherlands)

2002-04-01

In 1992 the Centre of Environmental Science (CML) at Leiden University, The Netherlands, published a Guide on Environmental Life Cycle Assessment (LCA) methodology, setting the standard for a long time. Since then LCA methodology has progressed enormously and the International Organization for Standardization (ISO) has published a series of Standards on LCA. These developments have now been incorporated into a new Handbook on LCA authored by CML in cooperation with a number of other important institutes in the area of LCA. The general aim of this Handbook on LCA is to provide a stepwise 'cookbook' with operational guidelines for conducting an LCA study step-by-step, justified by a scientific background document, based on the ISO Standards for LCA. The different ISO elements and requirements are made operational to the 'best available practice' for each step. CML is strongly involved in the development of a standard methodology to determine environmental impacts of products, i.e., LCA. This is done within international fora such as the Society for Environmental Toxicology and Chemistry (SETAC), the International Organization for Standardization (ISO), and the United Nations Environmental Programme (UNEP)

Standard Errors for National Trends in International Large-Scale Assessments in the Case of Cross-National Differential Item Functioning

Science.gov (United States)

Sachse, Karoline A.; Haag, Nicole

2017-01-01

Standard errors computed according to the operational practices of international large-scale assessment studies such as the Programme for International Student Assessment's (PISA) or the Trends in International Mathematics and Science Study (TIMSS) may be biased when cross-national differential item functioning (DIF) and item parameter drift are…

Next Generation Science Standards: A National Mixed-Methods Study on Teacher Readiness

Science.gov (United States)

Haag, Susan; Megowan, Colleen

2015-01-01

Next Generation Science Standards (NGSS) science and engineering practices are ways of eliciting the reasoning and applying foundational ideas in science. As research has revealed barriers to states and schools adopting the NGSS, this mixed-methods study attempts to identify characteristics of professional development (PD) that will support NGSS…

Fundamental Data Standards for Science Data System Interoperability and Data Correlation

Science.gov (United States)

Hughes, J. Steven; Gopala Krishna, Barla; Rye, Elizabeth; Crichton, Daniel

The advent of the Web and languages such as XML have brought an explosion of online science data repositories and the promises of correlated data and interoperable systems. However there have been relatively few successes in meeting the expectations of science users in the internet age. For example a Google-like search for images of Mars will return many highly-derived and appropriately tagged images but largely ignore the majority of images in most online image repositories. Once retrieved, users are further frustrated by poor data descriptions, arcane formats, and badly organized ancillary information. A wealth of research indicates that shared information models are needed to enable system interoperability and data correlation. However, at a more fundamental level, data correlation and system interoperability are dependant on a relatively few shared data standards. A com-mon data dictionary standard, for example, allows the controlled vocabulary used in a science repository to be shared with potential collaborators. Common data registry and product iden-tification standards enable systems to efficiently find, locate, and retrieve data products and their metadata from remote repositories. Information content standards define categories of descriptive data that help make the data products scientifically useful to users who were not part of the original team that produced the data. The Planetary Data System (PDS) has a plan to move the PDS to a fully online, federated system. This plan addresses new demands on the system including increasing data volume, numbers of missions, and complexity of missions. A key component of this plan is the upgrade of the PDS Data Standards. The adoption of the core PDS data standards by the International Planetary Data Alliance (IPDA) adds the element of international cooperation to the plan. This presentation will provide an overview of the fundamental data standards being adopted by the PDS that transcend science domains and that

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

Science.gov (United States)

Underwood, Sonia M.; Matz, Rebecca L.; Posey, Lynmarie A.; Carmel, Justin H.; Caballero, Marcos D.; Fata-Hartley, Cori L.; Ebert-May, Diane; Jardeleza, Sarah E.; Cooper, Melanie M.

2016-01-01

Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of “three-dimensional learning” is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not. PMID:27606671

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.

Science.gov (United States)

Laverty, James T; Underwood, Sonia M; Matz, Rebecca L; Posey, Lynmarie A; Carmel, Justin H; Caballero, Marcos D; Fata-Hartley, Cori L; Ebert-May, Diane; Jardeleza, Sarah E; Cooper, Melanie M

2016-01-01

Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of "three-dimensional learning" is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.

Assessment of Patient Safety Friendly Hospital Initiative in Three Hospitals Affiliated to Tehran University of Medical Sciences

Directory of Open Access Journals (Sweden)

Firoozeh Bairami

2016-01-01

Full Text Available Introduction: The aim of this study was to assess the status of patient safety in three hospitals, affiliated to Tehran University of Medical Sciences, based on the critical standards of Patient Safety Friendly Hospital Initiative (PSFHI. Materials and Methods:In this cross-sectional study, conducted in 2014, we used PSFHI assessment tool to evaluate the status of patient safety in three hospitals, affiliated to Tehran University of Medical Sciences; these general referral hospitals were selected purposefully. PSFHI assessment tool is comprised of 140 patient safety standards in five domains, categorized in 24 sub-domains. The five major domains include leadership and management, patient and public involvement, safe evidence-based clinical practices, safe environment, and lifelong learning. Results: All three hospitals met more than 70% of the critical standards. The highest score in critical standards (> 80% was related to the domain of leadership and management in all hospitals. The average score in the domain of safe evidence-based clinical practices was 70% in the studied hospitals. Finally, all the hospitals met 50% of the critical standards in the domains of patient and public involvement and safe environment. Conclusion: Based on the findings, PSFHI is a suitable program for meeting patient safety goals. The selected hospitals in this survey all had a high managerial commitment to patient safety; therefore, they could obtain high scores on critical standards.

Integrating the New Generation Science Standards (NGSS) into K- 6 teacher training and curricula

Science.gov (United States)

Pinter, S.; Carlson, S. J.

2017-12-01

The Next Generation Science Standards is an initiative, adopted by 26 states, to set national education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." Educators now must integrate these standards into existing curricula. Many grade-school (K-6) teachers face a particularly daunting task, as they were traditionally not required to teach science or only at a rudimentary level. The majority of K-6 teachers enter teaching from non-science disciplines, making this transition even more difficult. Since the NGSS emphasizes integrated and coherent progression of knowledge from grade to grade, prospective K-6 teachers must be able to deliver science with confidence and enthusiasm to their students. CalTeach/MAST (Mathematics and Science Teaching Program) at the University of California Davis, has created a two-quarter sequence of integrated science courses for undergraduate students majoring in non-STEM disciplines and intending to pursue multiple-subject K-6 credentials. The UCD integrated science course provides future primary school teachers with a basic, but comprehensive background in the physical and earth/space sciences. Key tools are taught for improving teaching methods, investigating complex science ideas, and solving problems relevant to students' life experiences that require scientific or technological knowledge. This approach allows prospective K-6 teachers to explore more effectively the connections between the disciplinary core ideas, crosscutting concepts, and scientific and engineering practices, as outlined in the NGSS. In addition, they develop a core set of science teaching skills based on inquiry activities and guided lab discussions. With this course, we deliver a solid science background to prospective K-6 teachers and facilitate their ability to teach science following the standards as articulated in the NGSS.

Framework for Leading Next Generation Science Standards Implementation

Science.gov (United States)

Stiles, Katherine; Mundry, Susan; DiRanna, Kathy

2017-01-01

In response to the need to develop leaders to guide the implementation of the Next Generation Science Standards (NGSS), the Carnegie Corporation of New York provided funding to WestEd to develop a framework that defines the leadership knowledge and actions needed to effectively implement the NGSS. The development of the framework entailed…

How the Environment Is Positioned in the "Next Generation Science Standards": A Critical Discourse Analysis

Science.gov (United States)

Hufnagel, Elizabeth; Kelly, Gregory J.; Henderson, Joseph A.

2018-01-01

The purpose of this paper is to describe how the environment and environmental issues are conceptualized and positioned in the Next Generation Science Standards (NGSS) to examine underlying assumptions about the environment. The NGSS are a recent set of science standards in the USA, organized and led by Achieve Inc., that propose science education…

Using Explanatory Item Response Models to Evaluate Complex Scientific Tasks Designed for the Next Generation Science Standards

Science.gov (United States)

Chiu, Tina

This dissertation includes three studies that analyze a new set of assessment tasks developed by the Learning Progressions in Middle School Science (LPS) Project. These assessment tasks were designed to measure science content knowledge on the structure of matter domain and scientific argumentation, while following the goals from the Next Generation Science Standards (NGSS). The three studies focus on the evidence available for the success of this design and its implementation, generally labelled as "validity" evidence. I use explanatory item response models (EIRMs) as the overarching framework to investigate these assessment tasks. These models can be useful when gathering validity evidence for assessments as they can help explain student learning and group differences. In the first study, I explore the dimensionality of the LPS assessment by comparing the fit of unidimensional, between-item multidimensional, and Rasch testlet models to see which is most appropriate for this data. By applying multidimensional item response models, multiple relationships can be investigated, and in turn, allow for a more substantive look into the assessment tasks. The second study focuses on person predictors through latent regression and differential item functioning (DIF) models. Latent regression models show the influence of certain person characteristics on item responses, while DIF models test whether one group is differentially affected by specific assessment items, after conditioning on latent ability. Finally, the last study applies the linear logistic test model (LLTM) to investigate whether item features can help explain differences in item difficulties.

Revolutionizing Earth System Science Education for the 21st Century: Report and Recommendations from a 50-State Analysis of Earth Science Education Standards

Science.gov (United States)

Hoffman, Martos; Barstow, Daniel

2007-01-01

The National Oceanic and Atmospheric Administration (NOAA) commissioned TERC to complete a review of science education standards for all 50 states. The study analyzed K-12 Earth science standards to determine how well each state addresses key Earth-science content, concepts and skills. This report reveals that few states have thoroughly integrated…

Assessing mathematics within advanced school science qualifications

OpenAIRE

McAlinden, Mary; Noyes, Andrew

2017-01-01

Following sustained discussion regarding the relationship between advanced mathematics and science learning in England, the government has pursued a reform agenda in which mathematics is embedded in national, high stakes A-level science qualifications and their assessments for 18-year-olds. For example, A-level Chemistry must incorporate the assessment of relevant mathematics for at least 20% of the qualification. Other sciences have different mandated percentages. This embedding policy is ru...

Meeting Classroom Needs: Designing Space Physics Educational Outreach for Science Education Standards

Science.gov (United States)

Urquhart, M. L.; Hairston, M.

2008-12-01

As with all NASA missions, the Coupled Ion Neutral Dynamics Investigation (CINDI) is required to have an education and public outreach program (E/PO). Through our partnership between the University of Texas at Dallas William B. Hanson Center for Space Sciences and Department of Science/Mathematics Education, the decision was made early on to design our educational outreach around the needs of teachers. In the era of high-stakes testing and No Child Left Behind, materials that do not meet the content and process standards teachers must teach cannot be expected to be integrated into classroom instruction. Science standards, both state and National, were the fundamental drivers behind the designs of our curricular materials, professional development opportunities for teachers, our target grade levels, and even our popular informal educational resource, the "Cindi in Space" comic book. The National Science Education Standards include much more than content standards, and our E/PO program was designed with this knowledge in mind as well. In our presentation we will describe how we came to our approach for CINDI E/PO, and how we have been successful in our efforts to have CINDI materials and key concepts make the transition into middle school classrooms. We will also present on our newest materials and high school physics students and professional development for their teachers.

NASA Reverb: Standards-Driven Earth Science Data and Service Discovery

Science.gov (United States)

Cechini, M. F.; Mitchell, A.; Pilone, D.

2011-12-01

NASA's Earth Observing System Data and Information System (EOSDIS) is a core capability in NASA's Earth Science Data Systems Program. NASA's EOS ClearingHOuse (ECHO) is a metadata catalog for the EOSDIS, providing a centralized catalog of data products and registry of related data services. Working closely with the EOSDIS community, the ECHO team identified a need to develop the next generation EOS data and service discovery tool. This development effort relied on the following principles: + Metadata Driven User Interface - Users should be presented with data and service discovery capabilities based on dynamic processing of metadata describing the targeted data. + Integrated Data & Service Discovery - Users should be able to discovery data and associated data services that facilitate their research objectives. + Leverage Common Standards - Users should be able to discover and invoke services that utilize common interface standards. Metadata plays a vital role facilitating data discovery and access. As data providers enhance their metadata, more advanced search capabilities become available enriching a user's search experience. Maturing metadata formats such as ISO 19115 provide the necessary depth of metadata that facilitates advanced data discovery capabilities. Data discovery and access is not limited to simply the retrieval of data granules, but is growing into the more complex discovery of data services. These services include, but are not limited to, services facilitating additional data discovery, subsetting, reformatting, and re-projecting. The discovery and invocation of these data services is made significantly simpler through the use of consistent and interoperable standards. By utilizing an adopted standard, developing standard-specific adapters can be utilized to communicate with multiple services implementing a specific protocol. The emergence of metadata standards such as ISO 19119 plays a similarly important role in discovery as the 19115 standard

SSMA Science Reviewers' Forecasts for the Future of Science Education.

Science.gov (United States)

Jinks, Jerry; Hoffer, Terry

1989-01-01

Described is a study which was conducted as an exploratory assessment of science reviewers' perceptions for the future of science education. Arrives at interpretations for identified categories of computers and high technology, science curriculum, teacher education, training, certification, standards, teaching methods, and materials. (RT)

Addressing Next Generation Science Standards: A Method for Supporting Classroom Teachers

Science.gov (United States)

Pellien, Tamara; Rothenburger, Lisa

2014-01-01

The Next Generation Science Standards (NGSS) will define science education for the foreseeable future, yet many educators struggle to see the bridge between current practice and future practices. The inquiry-based methods used by Extension professionals (Kress, 2006) can serve as a guide for classroom educators. Described herein is a method of…

Student explanations of their science teachers' assessments, grading practices and how they learn science

Science.gov (United States)

del Carmen Gomez, María

2018-03-01

The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.

Mainstream web standards now support science data too

Science.gov (United States)

Richard, S. M.; Cox, S. J. D.; Janowicz, K.; Fox, P. A.

2017-12-01

The science community has developed many models and ontologies for representation of scientific data and knowledge. In some cases these have been built as part of coordinated frameworks. For example, the biomedical communities OBO Foundry federates applications covering various aspects of life sciences, which are united through reference to a common foundational ontology (BFO). The SWEET ontology, originally developed at NASA and now governed through ESIP, is a single large unified ontology for earth and environmental sciences. On a smaller scale, GeoSciML provides a UML and corresponding XML representation of geological mapping and observation data. Some of the key concepts related to scientific data and observations have recently been incorporated into domain-neutral mainstream ontologies developed by the World Wide Web consortium through their Spatial Data on the Web working group (SDWWG). OWL-Time has been enhanced to support temporal reference systems needed for science, and has been deployed in a linked data representation of the International Chronostratigraphic Chart. The Semantic Sensor Network ontology has been extended to cover samples and sampling, including relationships between samples. Gridded data and time-series is supported by applications of the statistical data-cube ontology (QB) for earth observations (the EO-QB profile) and spatio-temporal data (QB4ST). These standard ontologies and encodings can be used directly for science data, or can provide a bridge to specialized domain ontologies. There are a number of advantages in alignment with the W3C standards. The W3C vocabularies use discipline-neutral language and thus support cross-disciplinary applications directly without complex mappings. The W3C vocabularies are already aligned with the core ontologies that are the building blocks of the semantic web. The W3C vocabularies are each tightly scoped thus encouraging good practices in the combination of complementary small ontologies. The W3C

Instructional leadership in elementary science: How are school leaders positioned to lead in a next generation science standards era?

Science.gov (United States)

Winn, Kathleen Mary

The Next Generation Science Standards (NGSS) are the newest K-12 science content standards created by a coalition of educators, scientists, and researchers available for adoption by states and schools. Principals are important actors during policy implementation especially since principals are charged with assuming the role of an instructional leader for their teachers in all subject areas. Science poses a unique challenge to the elementary curricular landscape because traditionally, elementary teachers report low levels of self-efficacy in the subject. Support in this area therefore becomes important for a successful integration of a new science education agenda. This study analyzed self-reported survey data from public elementary principals (N=667) to address the following three research questions: (1) What type of science backgrounds do elementary principals have? (2) What indicators predict if elementary principals will engage in instructional leadership behaviors in science? (3) Does self-efficacy mediate the relationship between science background and a capacity for instructional leadership in science? The survey data were analyzed quantitatively. Descriptive statistics address the first research question and inferential statistics (hierarchal regression analysis and a mediation analysis) answer the second and third research questions.The sample data show that about 21% of elementary principals have a formal science degree and 26% have a degree in a STEM field. Most principals have not had recent experience teaching science, nor were they every exclusively a science teacher. The analyses suggests that demographic, experiential, and self-efficacy variables predict instructional leadership practices in science.

Shifting Gears: Standards, Assessments, Curriculum, & Instruction.

Science.gov (United States)

Dougherty, Eleanor

This book is designed to help educators move from a system that measures students against students to one that values mastery of central concepts and skills, striving for proficiency in publicly acknowledged standards of academic performance. It aims to connect the operative parts of standards-based education (standards, assessment, curriculum,…

From Prescribed Curriculum to Classroom Practice: An Examination of the Implementation of the New York State Earth Science Standards

Science.gov (United States)

Contino, Julie; Anderson, O. Roger

2013-01-01

In New York State (NYS), Earth science teachers use the "National Science Education Standards" (NSES), the NYS "Learning Standards for Mathematics, Science and Technology" (NYS Standards), and the "Physical Setting/Earth Science Core Curriculum" (Core Curriculum) to create local curricula and daily lessons. In this…

The Standard Model in the history of the Natural Sciences, Econometrics, and the social sciences

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Fisher, W. P., Jr.

2010-07-01

In the late 18th and early 19th centuries, scientists appropriated Newton's laws of motion as a model for the conduct of any other field of investigation that would purport to be a science. This early form of a Standard Model eventually informed the basis of analogies for the mathematical expression of phenomena previously studied qualitatively, such as cohesion, affinity, heat, light, electricity, and magnetism. James Clerk Maxwell is known for his repeated use of a formalized version of this method of analogy in lectures, teaching, and the design of experiments. Economists transferring skills learned in physics made use of the Standard Model, especially after Maxwell demonstrated the value of conceiving it in abstract mathematics instead of as a concrete and literal mechanical analogy. Haavelmo's probability approach in econometrics and R. Fisher's Statistical Methods for Research Workers brought a statistical approach to bear on the Standard Model, quietly reversing the perspective of economics and the social sciences relative to that of physics. Where physicists, and Maxwell in particular, intuited scientific method as imposing stringent demands on the quality and interrelations of data, instruments, and theory in the name of inferential and comparative stability, statistical models and methods disconnected theory from data by removing the instrument as an essential component. New possibilities for reconnecting economics and the social sciences to Maxwell's sense of the method of analogy are found in Rasch's probabilistic models for measurement.

The Standard Model in the history of the Natural Sciences, Econometrics, and the social sciences

International Nuclear Information System (INIS)

Fisher, W P Jr

2010-01-01

In the late 18th and early 19th centuries, scientists appropriated Newton's laws of motion as a model for the conduct of any other field of investigation that would purport to be a science. This early form of a Standard Model eventually informed the basis of analogies for the mathematical expression of phenomena previously studied qualitatively, such as cohesion, affinity, heat, light, electricity, and magnetism. James Clerk Maxwell is known for his repeated use of a formalized version of this method of analogy in lectures, teaching, and the design of experiments. Economists transferring skills learned in physics made use of the Standard Model, especially after Maxwell demonstrated the value of conceiving it in abstract mathematics instead of as a concrete and literal mechanical analogy. Haavelmo's probability approach in econometrics and R. Fisher's Statistical Methods for Research Workers brought a statistical approach to bear on the Standard Model, quietly reversing the perspective of economics and the social sciences relative to that of physics. Where physicists, and Maxwell in particular, intuited scientific method as imposing stringent demands on the quality and interrelations of data, instruments, and theory in the name of inferential and comparative stability, statistical models and methods disconnected theory from data by removing the instrument as an essential component. New possibilities for reconnecting economics and the social sciences to Maxwell's sense of the method of analogy are found in Rasch's probabilistic models for measurement.

Teaching science through literature

Science.gov (United States)

Barth, Daniel

2007-12-01

The hypothesis of this study was that a multidisciplinary, activity rich science curriculum based around science fiction literature, rather than a conventional text book would increase student engagement with the curriculum and improve student performance on standards-based test instruments. Science fiction literature was chosen upon the basis of previous educational research which indicated that science fiction literature was able to stimulate and maintain interest in science. The study was conducted on a middle school campus during the regular summer school session. Students were self-selected from the school's 6 th, 7th, and 8th grade populations. The students used the science fiction novel Maurice on the Moon as their only text. Lessons and activities closely followed the adventures of the characters in the book. The student's initial level of knowledge in Earth and space science was assessed by a pre test. After the four week program was concluded, the students took a post test made up of an identical set of questions. The test included 40 standards-based questions that were based upon concepts covered in the text of the novel and in the classroom lessons and activities. The test also included 10 general knowledge questions that were based upon Earth and space science standards that were not covered in the novel or the classroom lessons or activities. Student performance on the standards-based question set increased an average of 35% for all students in the study group. Every subgroup disaggregated by gender and ethnicity improved from 28-47%. There was no statistically significant change in the performance on the general knowledge question set for any subgroup. Student engagement with the material was assessed by three independent methods, including student self-reports, percentage of classroom work completed, and academic evaluation of student work by the instructor. These assessments of student engagement were correlated with changes in student performance

National standards in science education: Teacher perceptions regarding utilization

Science.gov (United States)

Fletcher, Carol Louise Parsons

The purpose of this naturalistic study was to determine what factors most influence middle school science teachers' intentions to utilize or ignore national standards, as a toot for reform in their classrooms, schools, or districts. Results indicate. that teachers with. minimal training were unlikely to use national standards documents due to their perceptions of a lack of support from peers, administrators and a high-stakes state accountability system. Teachers with more extensive training were more inclined to use national standards documents as philosophical guides for reform because they believed in the validity of the recommendations. Implications are discussed, chief among them that short-term professional development may actually do more harm than good if teachers retain or develop unexamined misconceptions about national standards recommendations as a result. In addition, due to the concerns expressed by teachers regarding state curriculum mandates and standardized testing, this study indicates that changes in these external factors must be instituted before teachers will commit themselves to standards-based reforms. It is suggested that staff development focus on opportunities for reflection and application which will promote conceptual change in teachers. A model predicated on the notion that the process of implementing reform is essentially an issue of promoting conceptual change in teachers is proposed. This model, termed the Reform Implementation as Conceptual Change, or RICC, focuses specifically on the cognitive processes teachers may go through when they are exposed to an innovation such as national standards. Stages such as integrated application, accommodation, assimilation, disconnection, and false accommodation, are described. The impact that professional development and training may have on the likelihood that teachers will experience these various stages is also discussed. This model serves as a theoretical framework for explaining why some

Advanced Science for Kids: Multicultural Assessment and Programming.

Science.gov (United States)

Bettac, Teresa; Huckabee, Colleen; Musser, Louise; Patton, Paulette; Yates, Joyce

1997-01-01

Describes Advanced Science for Kids (ASK), a multicultural approach to assessment and programming for a middle school advanced science program. ASK is designed to provide alternative approaches to identification and assessment, facilitate authentic instruction and assessment, and provide minority students with academic and social support as they…

Implementation of National Science Education Standards in suburban elementary schools: Teachers' perceptions and classroom practices

Science.gov (United States)

Khan, Rubina Samer

2005-07-01

This was an interpretive qualitative study that focused on how three elementary school science teachers from three different public schools perceived and implemented the National Science Education Standards based on the Reformed Teaching Observation Protocol and individual interviews with the teachers. This study provided an understanding of the standards movement and teacher change in the process. Science teachers who were experienced with the National Science Education Standards were selected as the subjects of the study. Grounded in the theory of teacher change, this study's phenomenological premise was that the extent to which a new reform has an effect on students' learning and achievement on standardized tests depends on the content a teacher teaches as well as the style of teaching. It was therefore necessary to explore how teachers understand and implement the standards in the classrooms. The surveys, interviews and observations provided rich data from teachers' intentions, reflections and actions on the lessons that were observed while also providing the broader contextual framework for the understanding of the teachers' perspectives.

Advice and Frequently Asked Questions (FAQs) for Citizen-Science Environmental Health Assessments.

Science.gov (United States)

Barzyk, Timothy M; Huang, Hongtai; Williams, Ronald; Kaufman, Amanda; Essoka, Jonathan

2018-05-11

Citizen science provides quantitative results to support environmental health assessments (EHAs), but standardized approaches do not currently exist to translate findings into actionable solutions. The emergence of low-cost portable sensor technologies and proliferation of publicly available datasets provides unparalleled access to supporting evidence; yet data collection, analysis, interpretation, visualization, and communication are subjective approaches that must be tailored to a decision-making audience capable of improving environmental health. A decade of collaborative efforts and two citizen science projects contributed to three lessons learned and a set of frequently asked questions (FAQs) that address the complexities of environmental health and interpersonal relations often encountered in citizen science EHAs. Each project followed a structured step-by-step process in order to compare and contrast methods and approaches. These lessons and FAQs provide advice to translate citizen science research into actionable solutions in the context of a diverse range of environmental health issues and local stakeholders.

The Development of a Conceptual Framework for New K-12 Science Education Standards (Invited)

Science.gov (United States)

Keller, T.

2010-12-01

The National Academy of Sciences has created a committee of 18 National Academy of Science and Engineering members, academic scientists, cognitive and learning scientists, and educators, educational policymakers and researchers to develop a framework to guide new K-12 science education standards. The committee began its work in January, 2010, released a draft of the framework in July, 2010, and intends to have the final framework in the first quarter of 2011. The committee was helped in early phases of the work by consultant design teams. The framework is designed to help realize a vision for science and engineering education in which all students actively engage in science and engineering practices in order to deepen their understanding of core ideas in science over multiple years of school. These three dimensions - core disciplinary ideas, science and engineering practices, and cross-cutting elements - must blend together to build an exciting, relevant, and forward looking science education. The framework will be used as a base for development of next generation K-12 science education standards.

Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

Science.gov (United States)

Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

2015-01-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the "Next Generation Science Standards," prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning…

Risk Analysis as Regulatory Science: Toward The Establishment of Standards.

Science.gov (United States)

Murakami, Michio

2016-09-01

Understanding how to establish standards is essential for risk communication and also provides perspectives for further study. In this paper, the concept of risk analysis as regulatory science for the establishment of standards is demonstrated through examples of standards for evacuation and provisional regulation values in foods and drinking water. Moreover, academic needs for further studies related to standards are extracted. The concepts of the traditional 'Standard I', which has a paternalistic orientation, and 'Standard II', established through stakeholder consensus, are then systemized by introducing the current status of the new standards-related movement that developed after the Fukushima nuclear power plant accident, and the perspectives of the standards are discussed. Preparation of standards on the basis of stakeholder consensus through intensive risk dialogue before a potential nuclear power plant accident is suggested to be a promising approach to ensure a safe society and enhance subjective well-being. © The Author 2016. Published by Oxford University Press.

Assessment of the Fusion Energy Sciences Program. Final Report

International Nuclear Information System (INIS)

2001-01-01

An assessment of the Office of Fusion Energy Sciences (OFES) program with guidance for future program strategy. The overall objective of this study is to prepare an independent assessment of the scientific quality of the Office of Fusion Energy Sciences program at the Department of Energy. The Fusion Science Assessment Committee (FuSAC) has been appointed to conduct this study

Psychological distress and streamlined BreastScreen follow-up assessment versus standard assessment.

Science.gov (United States)

Sherman, Kerry A; Winch, Caleb J; Borecky, Natacha; Boyages, John

2013-11-04

To establish whether altered protocol characteristics of streamlined StepDown breast assessment clinics heightened or reduced the psychological distress of women in attendance compared with standard assessment. Willingness to attend future screening was also compared between the assessment groups. Observational, prospective study of women attending either a mammogram-only StepDown or a standard breast assessment clinic. Women completed questionnaires on the day of assessment and 1 month later. Women attending StepDown (136 women) or standard assessment clinics (148 women) at a BreastScreen centre between 10 November 2009 and 7 August 2010. Breast cancer worries; positive and negative psychological consequences of assessment (Psychological Consequences Questionnaire); breast cancer-related intrusion and avoidance (Impact of Event Scale); and willingness to attend, and uneasiness about, future screening. At 1-month follow-up, no group differences were evident between those attending standard and StepDown clinics on breast cancer worries (P= 0.44), positive (P= 0.88) and negative (P = 0.65) consequences, intrusion (P = 0.64), and avoidance (P = 0.87). Willingness to return for future mammograms was high, and did not differ between groups (P = 0.16), although higher levels of unease were associated with lessened willingness to rescreen (P = 0.04). There was no evidence that attending streamlined StepDown assessments had different outcomes in terms of distress than attending standard assessment clinics for women with a BreastScreen-detected abnormality. However, unease about attending future screening was generally associated with less willingness to do so in both groups; thus, there is a role for psycho-educational intervention to address these concerns.

Upholding science in health, safety and environmental risk assessments and regulations

International Nuclear Information System (INIS)

Aschner, Michael; Autrup, Herman N.; Berry, Sir Colin L.; Boobis, Alan R.; Cohen, Samuel M.; Creppy, Edmond E.; Dekant, Wolfgang; Doull, John; Galli, Corrado L.; Goodman, Jay I.; Gori, Gio B.; Greim, Helmut A.; Joudrier, Philippe

2016-01-01

A public appeal has been advanced by a large group of scientists, concerned that science has been misused in attempting to quantify and regulate unmeasurable hazards and risks. The appeal recalls that science is unable to evaluate hazards that cannot be measured, and that science in such cases should not be invoked to justify risk assessments in health, safety and environmental regulations. The appeal also notes that most national and international statutes delineating the discretion of regulators are ambiguous about what rules of evidence ought to apply. Those statutes should be revised to ensure that the evidence for regulatory action is grounded on the standards of the scientific method, whenever feasible. When independent scientific evidence is not possible, policies and regulations should be informed by publicly debated trade-offs between socially desirable uses and social perceptions of affordable precaution. This article explores the premises, implications and actions supporting the appeal and its objectives.

Confirmatory factors analysis of science teacher leadership in the Thailand world-class standard schools

Science.gov (United States)

Thawinkarn, Dawruwan

2018-01-01

This research aims to analyze factors of science teacher leadership in the Thailand World-Class Standard Schools. The research instrument was a five scale rating questionnaire with reliability 0.986. The sample group included 500 science teachers from World-Class Standard Schools who had been selected by using the stratified random sampling technique. Factor analysis of science teacher leadership in the Thailand World-Class Standard Schools was conducted by using M plus for Windows. The results are as follows: The results of confirmatory factor analysis on science teacher leadership in the Thailand World-Class Standard Schools revealed that the model significantly correlated with the empirical data. The consistency index value was x2 = 105.655, df = 88, P-Value = 0.086, TLI = 0.997, CFI = 0.999, RMSEA = 0.022, and SRMR = 0.019. The value of factor loading of science teacher leadership was positive, with statistical significance at the level of 0.01. The value of six factors was between 0.880-0.996. The highest factor loading was the professional learning community, followed by child-centered instruction, participation in development, the role model in teaching, transformational leaders, and self-development with factor loading at 0.996, 0.928, 0.911, 0.907, 0.901, and 0.871, respectively. The reliability of each factor was 99.1%, 86.0%, 83.0%, 82.2%, 81.0%, and 75.8%, respectively.

Implementing Elementary School Next Generation Science Standards

Science.gov (United States)

Kennedy, Katheryn B.

Implementation of the Next Generation Science Standards requires developing elementary teacher content and pedagogical content knowledge of science and engineering concepts. Teacher preparation for this undertaking appears inadequate with little known about how in-service Mid-Atlantic urban elementary science teachers approach this task. The purpose of this basic qualitative interview study was to explore the research questions related to perceived learning needs of 8 elementary science teachers and 5 of their administrators serving as instructional leaders. Strategies needed for professional growth to support learning and barriers that hamper it at both building and district levels were included. These questions were considered through the lens of Schon's reflective learning and Weick's sensemaking theories. Analysis with provisional and open coding strategies identified informal and formal supports and barriers to teachers' learning. Results indicated that informal supports, primarily internet usage, emerged as most valuable to the teachers' learning. Formal structures, including professional learning communities and grade level meetings, arose as both supportive and restrictive at the building and district levels. Existing formal supports emerged as the least useful because of the dominance of other priorities competing for time and resources. Addressing weaknesses within formal supports through more effective planning in professional development can promote positive change. Improvement to professional development approaches using the internet and increased hands on activities can be integrated into formal supports. Explicit attention to these strategies can strengthen teacher effectiveness bringing positive social change.

Contextual assessment in science education: Background, issues, and policy

Science.gov (United States)

Klassen, Stephen

2006-09-01

Contemporary assessment practices in science education have undergone significant changes in recent decades. The basis for these changes and the resulting new assessment practices are the subject of this two-part paper. Part 1 considers the basis of assessment that, more than 25 years ago, was driven by the assumptions of decomposability and decontextualization of knowledge, resulting in a low-inference testing system, often described as traditional. This assessment model was replaced not on account of direct criticism, but rather on account of a larger revolution - the change from behavioral to cognitive psychology, developments in the philosophy of science, and the rise of constructivism. Most notably, the study of the active cognitive processes of the individual resulted in a major emphasis on context in learning and assessment. These changes gave rise to the development of various contextual assessment methodologies in science education, for example, concept mapping assessment, performance assessment, and portfolio assessment. In Part 2, the literature relating to the assessment methods identified in Part 1 is reviewed, revealing that there is not much research that supports their validity and reliability. However, encouraging new work on selected-response tests is forming the basis for reconsideration of past criticisms of this technique. Despite the major developments in contextual assessment methodologies in science education, two important questions remain unanswered, namely, whether grades can be considered as genuine numeric quantities and whether the individual student is the appropriate unit of assessment in public accountability. Given these issues and the requirement for science assessment to satisfy the goals of the individual, the classroom, and the society, tentative recommendations are put forward addressing these parallel needs in the assessment of science learning.

Sustainability, the Next Generation Science Standards, and the Education of Future Teachers

Science.gov (United States)

Egger, Anne E.; Kastens, Kim A.; Turrin, Margaret K.

2017-01-01

The Next Generation Science Standards (NGSS) emphasize how human activities affect the Earth and how Earth processes impact humans, placing the concept of sustainability within the Earth and Space Sciences. We ask: how prepared are future teachers to address sustainability and systems thinking as encoded in the NGSS? And how can geoscientists…

Assess of the Status of the Karaj Operating Rooms in Comparison with International Standards in 2011

Directory of Open Access Journals (Sweden)

M.H. Naseri

2012-10-01

Full Text Available Background: Because of making money, the operating room (OR is known as the beating heart of any clinical & health center. The effective and regular activity of the operating room guarantees a sustainable income for the hospital. So, in order to provide high quality treatment and care services, and to save the health and safety of OR staff, exploiting standard equipments and spaces as well as employing professional and skilled personnel is necessary. This study was aimed to assess the status of the Karaj operating rooms from physical, safety, sterilization, staffing and equipment aspects in comparison to the International Standards. Methods: This sectional descriptive study was conducted in Alborz University of Medical Sciences in 2011. Samples were 10 operating room wards from 10 surgical hospitals. Data were collected by a 70 items check-list at 5 fields of physical, safety, sterilization, staffing and equipment conditions and then compared to the international standards. The data were recorded in SPSS software and analyzed by statistical methods. Results: The results showed that compared to the international standards, the physical aspect was 60.5%, safety aspect 66%, sterilization aspect 68%, staffing aspect 63%, and equipment aspect was 80% close to the standard criteria. On the whole, in 10 assessed hospitals, equipment aspect with 80% had the best and the physical aspect with 60.5% had the worst conditions respectively. Conclusion: Due to admission in different medical and paramedical programs in Alborz University of Medical Sciences, renovation of the ORs is essential for training skilled students. Considering the results of this study could help the University authorities to improve the current condition.

The Workshop Program on Authentic Assessment for Science Teachers

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Rustaman, N. Y.; Rusdiana, D.; Efendi, R.; Liliawati, W.

2017-02-01

A study on implementing authentic assessment program through workshop was conducted to investigate the improvement of the competence of science teachers in designing performance assessment in real life situation at school level context. A number of junior high school science teachers and students as participants were involved in this study. Data was collected through questionnaire, observation sheets, and pre-and post-test during 4 day workshop. This workshop had facilitated them direct experience with seventh grade junior high school students during try out. Science teachers worked in group of four and communicated each other by think-pair share in cooperative learning approach. Research findings show that generally the science teachers’ involvement and their competence in authentic assessment improved. Their knowledge about the nature of assessment in relation to the nature of science and its instruction was improved, but still have problem in integrating their design performance assessment to be implemented in their lesson plan. The 7th grade students enjoyed participating in the science activities, and performed well the scientific processes planned by group of science teachers. The response of science teachers towards the workshop was positive. They could design the task and rubrics for science activities, and revised them after the implementation towards the students. By participating in this workshop they have direct experience in designing and trying out their ability within their professional community in real situation towards their real students in junior high school.

Life Sciences Centrifuge Facility assessment

Science.gov (United States)

Benson, Robert H.

1994-01-01

This report provides an assessment of the status of the Centrifuge Facility being developed by ARC for flight on the International Space Station Alpha. The assessment includes technical status, schedules, budgets, project management, performance of facility relative to science requirements, and identifies risks and issues that need to be considered in future development activities.

An Assessment of Factors Relating to High School Students' Science Self-Efficacy

Science.gov (United States)

Gibson, Jakeisha Jamice

This mixed-methods case study examined two out-of-school (OST) Science, Technology, Engineering and Math (STEM) programs at a science-oriented high school on students' Self-Efficacy. Because STEM is a key for future innovation and economic growth, Americans have been developing a variety of approaches to increase student interest in science within the school curriculum and in OST programs. Nationwide, many OST programs are offered for students but few have engaged in an in-depth assessment. This study included an assessment of two different types of OST programs and direct observations by the researcher. This study involved two advisors (one male, one female), 111 students, and their parents during 2016. Student participants completed two standardized surveys, one to determine their Science Self-Efficacy and another to assess their engagement in science during their OST programs. Parents described their parental involvement and their child's interest in the OST program(s). The OST program advisors participated in lengthy interviews. Additionally, the advisors rated their perceived interest level of the enrolled students and recorded attendance data. Bandura's Social Cognitive Theory (1997a) provided the theoretical framework. This theory describes the multidirectional influence of behavioral factors, personal factors, and environmental factors have on a student's Self-Efficacy. Compiled data from the teachers, students, and parents were used to determine the relationship of selected variables on Science Self-Efficacy of students. A correlational analysis revealed that students who participated in these OST programs possessed a high Mindset for the Enjoyment of science and that teacher ratings were also positively correlated to Mindset and Enjoyment of Science. Descriptive analyses showed that (a) girls who chose to participate in these OST programs possessed higher school grades in their in-school coursework than boys, (b) that parents of girls participated in more

78 FR 38318 - Integrated Science Assessment for Lead

Science.gov (United States)

2013-06-26

... ENVIRONMENTAL PROTECTION AGENCY [FRL-9827-4] Integrated Science Assessment for Lead AGENCY... availability of a final document titled, ``Integrated Science Assessment for Lead'' (EPA/600/R-10/075F). The... lead (Pb). DATES: The document will be available on or around June 26, 2013. ADDRESSES: The...

Grid-enabled measures: using Science 2.0 to standardize measures and share data.

Science.gov (United States)

Moser, Richard P; Hesse, Bradford W; Shaikh, Abdul R; Courtney, Paul; Morgan, Glen; Augustson, Erik; Kobrin, Sarah; Levin, Kerry Y; Helba, Cynthia; Garner, David; Dunn, Marsha; Coa, Kisha

2011-05-01

Scientists are taking advantage of the Internet and collaborative web technology to accelerate discovery in a massively connected, participative environment--a phenomenon referred to by some as Science 2.0. As a new way of doing science, this phenomenon has the potential to push science forward in a more efficient manner than was previously possible. The Grid-Enabled Measures (GEM) database has been conceptualized as an instantiation of Science 2.0 principles by the National Cancer Institute (NCI) with two overarching goals: (1) promote the use of standardized measures, which are tied to theoretically based constructs; and (2) facilitate the ability to share harmonized data resulting from the use of standardized measures. The first is accomplished by creating an online venue where a virtual community of researchers can collaborate together and come to consensus on measures by rating, commenting on, and viewing meta-data about the measures and associated constructs. The second is accomplished by connecting the constructs and measures to an ontological framework with data standards and common data elements such as the NCI Enterprise Vocabulary System (EVS) and the cancer Data Standards Repository (caDSR). This paper will describe the web 2.0 principles on which the GEM database is based, describe its functionality, and discuss some of the important issues involved with creating the GEM database such as the role of mutually agreed-on ontologies (i.e., knowledge categories and the relationships among these categories--for data sharing). Published by Elsevier Inc.

The impact of Next Generation Science Standards (NGSS) professional development on the self-efficacy of science teachers

Science.gov (United States)

Akella, Somi Devi M.

In 2012, the National Research Council introduced the Next Generation Science Standards (NGSS), which were created to improve the K-12 education in the U.S. and stress the importance of providing professional development (PD) to acquire the knowledge, skills, and self-efficacy to design lessons to meet high standards of teaching and learning. Bandura's (1977) theory of self-efficacy posits that people are motivated to perform an action if they are confident that they can perform the action successfully. The purpose of this survey research was to investigate the impact of professional development on the self-efficacy of science teachers with regard to the NGSS practice of Analyzing and Interpreting Data as well as to probe teachers' perceptions of barriers to their self-efficacy in applying this practice. The study found that focused and targeted PD helped improve participants' self-efficacy in incorporating the NGSS practices and addressed several barriers to teacher self-efficacy. In response to findings, Akella's Science Teaching Efficacy Professional Development (ASTEPD) model is proposed as a tool to guide PD practice and, thus, helps improve teacher self-efficacy.

Engaging a middle school teacher and students in formal-informal science education: Contexts of science standards-based curriculum and an urban science center

Science.gov (United States)

Grace, Shamarion Gladys

This is a three-article five chapter doctoral dissertation. The overall purpose of this three-pronged study is to engage a middle school science teacher and students in formal-informal science education within the context of a science standards-based curriculum and Urban Science Center. The goals of the study were: (1) to characterize the conversations of formal and informal science educators as they attempted to implement a standards-based curriculum augmented with science center exhibits; (2) to study the classroom discourse between the teacher and students that foster the development of common knowledge in science and student understanding of the concept of energy before observing science center exhibits on energy; (3) to investigate whether or not a standards-driven, project-based Investigating and Questioning our World through Science and Technology (IQWST) curriculum unit on forms and transformation of energy augmented with science center exhibits had a significant effect on urban African-American seventh grade students' achievement and learning. Overall, the study consisted of a mixed-method approach. Article one consists of a case study featuring semi-structured interviews and field notes. Article two consists of documenting and interpreting teacher-students' classroom discourse. Article three consists of qualitative methods (classroom discussion, focus group interviews, student video creation) and quantitative methods (multiple choice and open-ended questions). Oral discourses in all three studies were audio-recorded and transcribed verbatim. In article one, the community of educators' conversations were critically analyzed to discern the challenges educators encountered when they attempted to connect school curriculum to energy exhibits at the Urban Science Center. The five challenges that characterize the emergence of a third space were as follows: (a) science terminology for lesson focus, (b) "dumb-down" of science exhibits, (c) exploration distracts

Formative Assessment Probes: Pendulums and Crooked Swings--Connecting Science and Engineering

Science.gov (United States)

Keeley, Page

2013-01-01

The "Next Generation Science Standards" provide opportunities for students to experience the link between science and engineering. In the December 2011 issue of "Science and Children," Rodger Bybee explains: "The relationship between science and engineering practices is one of complementarity. Given the inclusion of…

77 FR 26292 - Risk Evaluation and Mitigation Strategy Assessments: Social Science Methodologies to Assess Goals...

Science.gov (United States)

2012-05-03

...] Risk Evaluation and Mitigation Strategy Assessments: Social Science Methodologies to Assess Goals... announcing a public workshop entitled ``Risk Evaluation and Mitigation Strategy Assessments: Social Science... constructive dialogue and information-sharing among regulators, researchers, the pharmaceutical industry...

Professional Development in Climate Science Education as a Model for Navigating the Next Generations Science Standards - A High School Science Teacher's Perspective

Science.gov (United States)

Manning, C.; Buhr, S. M.

2012-12-01

The Next Generation Science Standards attempt to move the American K12 education system into the 21st century by focusing on science and engineering practice, crosscutting concepts, and the core ideas of the different disciplines. Putting these standards into practice will challenge a deeply entrenched system and science educators will need significant financial support from state and local governments, professional development from colleges and universities, and the creation of collegial academic networks that will help solve the many problems that will arise. While all of this sounds overwhelming, there are proven strategies and mechanisms already in place. Educators who tackle challenging topics like global climate change are turning to scientists and other like-minded teachers. Many of these teachers have never taken a class in atmospheric science but are expected to know the basics of climate and understand the emerging science as well. Teachers need scientists to continue to reach out and provide rigorous and in-depth professional development opportunities that enable them to answer difficult student questions and deal with community misconceptions about climate science. Examples of such programs include Earthworks, ICEE (Inspiring Climate Education Excellence) and ESSEA (Earth System Science Education Alliance). Projects like CLEAN (Climate Literacy and Energy Awareness Network) provide excellent resources that teachers can integrate into their lessons. All of these benefit from the umbrella of documents like Climate Literacy: The Essential Principles of Climate Science. Support from the aforementioned networks has encouraged the development of effective approaches for teaching climate science. From the perspective of a Geoscience master teacher and instructional coach, this presentation will demonstrate how scientists, researchers, and science education professionals have created models for professional development that create long-term networks supporting

Common Core State Standards for ELA/Literacy and Next Generation Science Standards: Convergences and Discrepancies Using Argument as an Example

Science.gov (United States)

Lee, Okhee

2017-01-01

As the Common Core State Standards (CCSS) for English language arts (ELA)/literacy and the Next Generation Science Standards (NGSS) highlight connections across subject areas, convergences and discrepancies come into view. As a prominent example, this article focuses on how the CCSS and the NGSS treat "argument," especially in Grades…

The South Carolina Amazing Coast Program: Using Ocean Sciences to Address Next Generation Science Standards in Grades 3-5

Science.gov (United States)

Bell, E. V.; Thomas, C.; Weiss, B.; Bliss, A.; Spence, L.

2013-12-01

The Next Generation Science Standards (NGSS) are more inclusive of ocean sciences than the National Science Standards and respective state science standards. In response, the Center for Ocean Sciences Education Excellence-SouthEast (COSEE SE) is piloting the South Carolina's Amazing Coast (SCAC) program: a three-year initiative that incorporates ocean science concepts in grades 3-5 with the goals of addressing NGSS, STEM (science-technology-engineering-math) disciplines, and inquiry skills. The SCAC program targeted two Charleston County, South Carolina elementary schools that were demographically similar: Title 1 status (75% free or reduced lunch), > 90% African American student population, grade level size inquiry skills. Specifically, third grade students learn about coastal habitats, animal and plant adaptations, and human impacts to the environment, and engage in a salt marsh restoration capstone project. This part of the curriculum aligns with the NGSS Core Ideas 3-LS1, 3-LS3, 3-LS4, 3-ESS3. The fourth grade students learn about weather, organism responses to the environment, and engage in a weather buoy construction capstone project. This part of the curriculum aligns with the NGSSS Core Ideas 4-LS1, 4-ESS2, 4-ESS3, 3-5-ETS1. In 5th grade, students focus specifically on the ocean ecosystem, human impacts on the environment and engage in a capstone project of designing and constructing remotely operated vehicles. This part of the curriculum aligns with NGSS Core Ideas 5-PS2, 5-LS1, 5-LS2, 5-ESS2, 3-5-ETS1. Initial evaluation results indicate that the SCAC teachers value the coach mentor approach for teacher professional development as well as the impact of field based experiences, place-based learning, and a culminating capstone project on student learning. Teacher feedback also indicates elements of sustainability that extend beyond the scope of the pilot project.These initial evaluation results poise the SCAC curriculum to be replicated in other

Finding Alignment: The Perceptions and Integration of the Next Generation Science Standards Practices by Elementary Teachers

Science.gov (United States)

Smith, Janette; Nadelson, Louis

2017-01-01

Preparing elementary-level teachers to teach in alignment with the eight Next Generation Science Standards (NGSS) practices could prove to be a daunting endeavor. However, the process may be catalyzed by leveraging elements of teacher science instruction that inherently attend to the practice standards. In this study, we investigated the science…

Windmills by Design: Purposeful Curriculum Design to Meet Next Generation Science Standards in a 9-12 Physics Classroom

Science.gov (United States)

Concannon, James; Brown, Patrick L.

2017-01-01

The "Next Generation Science Standards" (NGSS) challenges science teachers to think beyond specific content standards when considering how to design and implement curriculum. This lesson, "Windmills by Design," is an insightful lesson in how science teachers can create and implement a cross-cutting lesson to teach the concepts…

Standards, Assessments & Opting Out, Spring 2015

Science.gov (United States)

Advance Illinois, 2015

2015-01-01

In the spring, Illinois students will take new state assessments that reflect the rigor and relevance of the new Illinois Learning Standards. But some classmates will sit out and join the pushback against standardized testing. Opt-out advocates raise concerns about over-testing, and the resulting toll on students as well as the impact on classroom…

Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

Science.gov (United States)

Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Zeynep Muğaloğlu, Ebru; Bentz, Amy; Sparks, Kelly

2014-09-01

A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose.

Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters

Science.gov (United States)

Feinstein, Noah Weeth; Kirchgasler, Kathryn L.

2015-01-01

In this essay, we explore how sustainability is embodied in the Next Generation Science Standards (NGSS), analyzing how the NGSS explicitly define and implicitly characterize sustainability. We identify three themes (universalism, scientism, and technocentrism) that are common in scientific discourse around sustainability and show how they appear…

Implementing the Science Assessment Standards: Developing and validating a set of laboratory assessment tasks in high school biology

Science.gov (United States)

Saha, Gouranga Chandra

Very often a number of factors, especially time, space and money, deter many science educators from using inquiry-based, hands-on, laboratory practical tasks as alternative assessment instruments in science. A shortage of valid inquiry-based laboratory tasks for high school biology has been cited. Driven by this need, this study addressed the following three research questions: (1) How can laboratory-based performance tasks be designed and developed that are doable by students for whom they are designed/written? (2) Do student responses to the laboratory-based performance tasks validly represent at least some of the intended process skills that new biology learning goals want students to acquire? (3) Are the laboratory-based performance tasks psychometrically consistent as individual tasks and as a set? To answer these questions, three tasks were used from the six biology tasks initially designed and developed by an iterative process of trial testing. Analyses of data from 224 students showed that performance-based laboratory tasks that are doable by all students require careful and iterative process of development. Although the students demonstrated more skill in performing than planning and reasoning, their performances at the item level were very poor for some items. Possible reasons for the poor performances have been discussed and suggestions on how to remediate the deficiencies have been made. Empirical evidences for validity and reliability of the instrument have been presented both from the classical and the modern validity criteria point of view. Limitations of the study have been identified. Finally implications of the study and directions for further research have been discussed.

Impact of Texas high school science teacher credentials on student performance in high school science

Science.gov (United States)

George, Anna Ray Bayless

A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.

Performance Standards': Utility for Different Uses of Assessments

Directory of Open Access Journals (Sweden)

Robert L. Linn

2003-09-01

Full Text Available Performance standards are arguably one of the most controversial topics in educational measurement. There are uses of assessments such as licensure and certification where performance standards are essential. There are many other uses, however, where performance standards have been mandated or become the preferred method of reporting assessment results where the standards are not essential to the use. Distinctions between essential and nonessential uses of performance standards are discussed. It is argued that the insistence on reporting in terms of performance standards in situations where they are not essential has been more harmful than helpful. Variability in the definitions of proficient academic achievement by states for purposes of the No Child Left Behind Act of 2001 is discussed and it is argued that the variability is so great that characterizing achievement is meaningless. Illustrations of the great uncertainty in standards are provided.

Values Underpinning STEM Education in the USA: An Analysis of the Next Generation Science Standards

Science.gov (United States)

Hoeg, Darren G.; Bencze, John Lawrence

2017-01-01

The Next Generation Science Standards (NGSS) were designed to address poor science and math performance in United States schools by inculcating globally competitive science, technology, engineering, and mathematics literacies relevant to participation in future society. Considering the complex network of influences involved in the development of…

Impact assessment of commodity standards

NARCIS (Netherlands)

Ruben, Ruerd

2017-01-01

Voluntary commodity standards are widely used to enhance the performance of tropical agro-food chains and to support the welfare and sustainability of smallholder farmers. Different methods and approaches are used to assess the effectiveness and impact of these certification schemes at

Science assessment of fusion power plant

International Nuclear Information System (INIS)

Nagai, Toru; Shimazu, Yasuo

1984-01-01

A concept of SCIENCE ASSESSMENT (SA) is proposed to support a research program of the so-called big science. The SA System should be established before the demonstration reactor is realized, and the system is classified into four categories: (1) Resource Economy Assessment (REA) (cost evaluation and availability of rare resource materials), (2) Risk Assessment (RA) (structural safety during operation and accident), (3) Environmental Assessment (EA) (adaptability to environments), and (4) Socio-Political Assessment (SPA) (from local public acceptance to national policy acceptance). Here, REA to the published conceptual designs of commercial fusion power plants (most of them are TOKAMAK) is carried out as the first step. The energy analysis method is imployed because the final goal of fusion plant is to supply energy. The evaluation index is the energy ratio (= output/input). Computer code for energy analysis was developed, to which the material inventory table from the conceptual design and the database for the energy intensity (= energy required to obtain a unit amount of materials) were prepared. (Nogami, K.)

California Diploma Project Technical Report III: Validity Study--Validity Study of the Health Sciences and Medical Technology Standards

Science.gov (United States)

McGaughy, Charis; Bryck, Rick; de Gonzalez, Alicia

2012-01-01

This study is a validity study of the recently revised version of the Health Science Standards. The purpose of this study is to understand how the Health Science Standards relate to college and career readiness, as represented by survey ratings submitted by entry-level college instructors of health science courses and industry representatives. For…

Supporting Staff to Develop a Shared Understanding of Science Assessment

Science.gov (United States)

Sampey, Carol

2018-01-01

Assessment is not something that stands alone and teachers need support to develop their understanding of both assessment practices and the subject being assessed. Teachers at Shaw Primary School were fortunate to take part in the Teacher Assessment in Primary Science (TAPS) project and, in this article, the outlines how science and assessment can…

A Case Study of the Alignment between Curriculum and Assessment in the New York State Earth Science Standards-Based System

Science.gov (United States)

Contino, Julie

2013-01-01

In a standards-based system, it is important for all components of the system to align in order to achieve the intended goals. No Child Left Behind law mandates that assessments be fully aligned with state standards, be valid, reliable and fair, be reported to all stakeholders, and provide evidence that all students in the state are meeting the…

Assessing Prinary School; Second Cycle Social Science Textbooks ...

African Journals Online (AJOL)

Assessing Prinary School; Second Cycle Social Science Textbooks in ... second cycle primary level social science textbooks vis-à-vis the principles of multiculturalism. ... Biases were disclosed in gender, economic and occupational roles.

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

Directory of Open Access Journals (Sweden)

Rafael Lara-Alecio

2018-02-01

Full Text Available The overarching purpose of our study was to compare performances of treatment and control condition students who completed a literacy-infused, inquiry-based science intervention through sixth grade as measured by a big idea assessment tool which we refer to as the Big Ideas in Science Assessment (BISA. First, we determine the concurrent validity of the BISA; second, we investigate the differences in the post-test of the BISA between treatment and control English Learners (ELs, controlling for their performance in the pre-test; third, we analyze the differences in the post-test of the BISA between treatment and control non-ELs, controlling for their performance in the pre-test; and fourth, we examine the relationship between students’ English language proficiency as measured by standardized assessment, and their performance in the BISA among ELs and non-ELs, respectively. Our findings indicate: (a literacy-infused science lessons with big ideas, implemented through the tested intervention, improved students’ language acquisition and science concept understanding for ELs and economically challenged students (ECs; (b there was a positive relationship between language and content for both ELs and non-ELs, with a similar magnitude, suggesting that students with a higher level of English proficiency score higher in science assessment; and (c the lesson plans prepared were successful for promoting a literacy-infused science curriculum via a 5E Model (Engage, Explore, Explain, Elaborate, and Evaluate that includes three to five of the Es used daily. A pedagogical approach for a literacy-infused science model with big ideas is proposed.

California Diploma Project Technical Report II: Alignment Study--Alignment Study of the Health Sciences and Medical Technology Draft Standards and California's Exit Level Common Core State Standards

Science.gov (United States)

McGaughy, Charis; de Gonzalez, Alicia

2012-01-01

The California Department of Education is in the process of revising the Career and Technical Education (CTE) Model Curriculum Standards. The Educational Policy Improvement Center (EPIC) conducted an investigation of the draft version of the Health Sciences and Medical Technology Standards (Health Science). The purpose of the study is to…

Development and Validation of the Life Sciences Assessment: A Measure of Preschool Children's Conceptions of Basic Life Sciences

Science.gov (United States)

Maherally, Uzma Nooreen

2014-01-01

The purpose of this study was to develop and validate a science assessment tool termed the Life Sciences Assessment (LSA) in order to assess preschool children's conceptions of basic life sciences. The hypothesis was that the four sub-constructs, each of which can be measured through a series of questions on the LSA, will make a significant…

Needs Assessment Study in Science Education: Sample of Turkey

OpenAIRE

Z. Ozdilek; M. Ozkan

2008-01-01

A needs assessment process was conducted to determine the difficulties and requirements of a science unit as an example how needs assessment process can be used in science education in Turkey. A 40-item teacher questionnaire containing four dimensions related to a chemistry unit named “Travel to the Inner Structure of Matter” as presented in the current curriculum materials was administered. The questionnaire was completed by 130 elementary school science teachers in order to get their views ...

A quantitative model to assess Social Responsibility in Environmental Science and Technology.

Science.gov (United States)

Valcárcel, M; Lucena, R

2014-01-01

The awareness of the impact of human activities in society and environment is known as "Social Responsibility" (SR). It has been a topic of growing interest in many enterprises since the fifties of the past Century, and its implementation/assessment is nowadays supported by international standards. There is a tendency to amplify its scope of application to other areas of the human activities, such as Research, Development and Innovation (R + D + I). In this paper, a model of quantitative assessment of Social Responsibility in Environmental Science and Technology (SR EST) is described in detail. This model is based on well established written standards as the EFQM Excellence model and the ISO 26000:2010 Guidance on SR. The definition of five hierarchies of indicators, the transformation of qualitative information into quantitative data and the dual procedure of self-evaluation and external evaluation are the milestones of the proposed model, which can be applied to Environmental Research Centres and institutions. In addition, a simplified model that facilitates its implementation is presented in the article. © 2013 Elsevier B.V. All rights reserved.

Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards

Science.gov (United States)

Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin

2012-11-01

Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a profile of professional competence, required for effective inquiry-based science teaching in primary schools in the Netherlands. This article reviews literature and compares the outcomes to the American National Science Education Standards (NSES). In so doing, it seeks to answer the following research questions: What elements of competencies required by primary school teachers who teach inquiry-based science are mentioned, discussed and researched in recent literature? To what extent are the American NSES (introduced 15 years ago) consistent with elements of competencies found in recent literature? A comprehensive literature review was conducted using Educational Resources Information Centre and Google Scholar databases. Fifty-seven peer-reviewed scientific journal articles from 2004 to 2011 were found using keyword combinations. Analysis of these articles resulted in the identification and classification of 22 elements of competencies. This outcome was compared to the American NSES, revealing gaps in the standards with respect to a lack of focus on how teachers view science teaching and themselves as teachers. We also found that elements of competencies are connected and poor mastery of one may affect a teacher's mastery of another. Therefore, we propose that standards for the Netherlands should be presented in a non-linear, holistic, competence-based model.

Topic maps standard and its application in library and information science

Directory of Open Access Journals (Sweden)

Fatemeh Baji

2014-09-01

Full Text Available Topic maps are an ISO standard (ISO 13250 that is used for presenting the information about information resources structures. The initial idea of this standard was raised in 1991 and due to its strength; it turned into an ISO standard. This paper investigates concepts and model of topic maps and aims to mention applications of this standard in library and information science (LIS realm. A topic map, as a type of document is defined as XML or SGML technically. Research show that this standard is compatible with some of LIS techniques and rules especially in knowledge organization, but it attempts to use these rules in the web. So it can be said that according to some challenges that LIS field faces in adapting traditional techniques for knowledge organization in the Web, topic maps standard can help in solving such problems and challenges and this is what some experts of LIS tried to do.

Research on Educational Standards in German Science Education--Towards a Model of Student Competences

Science.gov (United States)

Kulgemeyer, Christoph; Schecker, Horst

2014-01-01

This paper gives an overview of research on modelling science competence in German science education. Since the first national German educational standards for physics, chemistry and biology education were released in 2004 research projects dealing with competences have become prominent strands. Most of this research is about the structure of…

Taiwanese Science and Life Technology Curriculum Standards and Earth Systems Education

Science.gov (United States)

Chang, Chun-Yen

2005-01-01

In the past several years, curriculum reform has received increasing attention from educators in many countries around the world. Recently, Taiwan has developed new Science and Life Technology Curriculum Standards (SaLTS) for grades 1-9. SaLTS features a systematic way for developing students' understanding and appreciation of…

Positive animal welfare states and reference standards for welfare assessment.

Science.gov (United States)

Mellor, D J

2015-01-01

Developments in affective neuroscience and behavioural science during the last 10-15 years have together made it increasingly apparent that sentient animals are potentially much more sensitive to their environmental and social circumstances than was previously thought to be the case. It therefore seems likely that both the range and magnitude of welfare trade-offs that occur when animals are managed for human purposes have been underestimated even when minimalistic but arguably well-intentioned attempts have been made to maintain high levels of welfare. In light of these neuroscience-supported behaviour-based insights, the present review considers the extent to which the use of currently available reference standards might draw attention to these previously neglected areas of concern. It is concluded that the natural living orientation cannot provide an all-embracing or definitive welfare benchmark because of its primary focus on behavioural freedom. However assessments of this type, supported by neuroscience insights into behavioural motivation, may now carry greater weight when used to identify management practices that should be avoided, discontinued or substantially modified. Using currently accepted baseline standards as welfare reference points may result in small changes being accorded greater significance than would be the case if they were compared with higher standards, and this could slow the progress towards better levels of welfare. On the other hand, using "what animals want" as a reference standard has the appeal of focusing on the specific resources or conditions the animals would choose themselves and can potentially improve their welfare more quickly than the approach of making small increments above baseline standards. It is concluded that the cautious use of these approaches in different combinations could lead to recommendations that would more effectively promote positive welfare states in hitherto neglected areas of concern.

STANDARDIZING QUALITY ASSESSMENT OF FUSED REMOTELY SENSED IMAGES

Directory of Open Access Journals (Sweden)

C. Pohl

2017-09-01

Full Text Available The multitude of available operational remote sensing satellites led to the development of many image fusion techniques to provide high spatial, spectral and temporal resolution images. The comparison of different techniques is necessary to obtain an optimized image for the different applications of remote sensing. There are two approaches in assessing image quality: 1. Quantitatively by visual interpretation and 2. Quantitatively using image quality indices. However an objective comparison is difficult due to the fact that a visual assessment is always subject and a quantitative assessment is done by different criteria. Depending on the criteria and indices the result varies. Therefore it is necessary to standardize both processes (qualitative and quantitative assessment in order to allow an objective image fusion quality evaluation. Various studies have been conducted at the University of Osnabrueck (UOS to establish a standardized process to objectively compare fused image quality. First established image fusion quality assessment protocols, i.e. Quality with No Reference (QNR and Khan's protocol, were compared on varies fusion experiments. Second the process of visual quality assessment was structured and standardized with the aim to provide an evaluation protocol. This manuscript reports on the results of the comparison and provides recommendations for future research.

Standardizing Quality Assessment of Fused Remotely Sensed Images

Science.gov (United States)

Pohl, C.; Moellmann, J.; Fries, K.

2017-09-01

The multitude of available operational remote sensing satellites led to the development of many image fusion techniques to provide high spatial, spectral and temporal resolution images. The comparison of different techniques is necessary to obtain an optimized image for the different applications of remote sensing. There are two approaches in assessing image quality: 1. Quantitatively by visual interpretation and 2. Quantitatively using image quality indices. However an objective comparison is difficult due to the fact that a visual assessment is always subject and a quantitative assessment is done by different criteria. Depending on the criteria and indices the result varies. Therefore it is necessary to standardize both processes (qualitative and quantitative assessment) in order to allow an objective image fusion quality evaluation. Various studies have been conducted at the University of Osnabrueck (UOS) to establish a standardized process to objectively compare fused image quality. First established image fusion quality assessment protocols, i.e. Quality with No Reference (QNR) and Khan's protocol, were compared on varies fusion experiments. Second the process of visual quality assessment was structured and standardized with the aim to provide an evaluation protocol. This manuscript reports on the results of the comparison and provides recommendations for future research.

Life science students' attitudes, interest, and performance in introductory physics for life sciences: An exploratory study

Science.gov (United States)

Crouch, Catherine H.; Wisittanawat, Panchompoo; Cai, Ming; Renninger, K. Ann

2018-06-01

In response to national calls for improved physical sciences education for students pursuing careers in the life sciences and medicine, reformed introductory physics for life sciences (IPLS) courses are being developed. This exploratory study is among the first to assess the effect of an IPLS course on students' attitudes, interest, and performance. The IPLS course studied was the second semester of introductory physics, following a standard first semester course, allowing the outcomes of the same students in a standard course and in an IPLS course to be compared. In the IPLS course, each physics topic was introduced and elaborated in the context of a life science example, and developing students' skills in applying physics to life science situations was an explicitly stated course goal. Items from the Colorado Learning about Science Survey were used to assess change in students' attitudes toward and their interest in physics. Whereas the same students' attitudes declined during the standard first semester course, we found that students' attitudes toward physics hold steady or improve in the IPLS course. In particular, students with low initial interest in physics displayed greater increases in both attitudes and interest during the IPLS course than in the preceding standard course. We also find that in the IPLS course, students' interest in the life science examples is a better predictor of their performance than their pre-IPLS interest in physics. Our work suggests that the life science examples in the IPLS course can support the development of student interest in physics and positively influence their performance.

Life science students’ attitudes, interest, and performance in introductory physics for life sciences: An exploratory study

Directory of Open Access Journals (Sweden)

Catherine H. Crouch

2018-03-01

Full Text Available In response to national calls for improved physical sciences education for students pursuing careers in the life sciences and medicine, reformed introductory physics for life sciences (IPLS courses are being developed. This exploratory study is among the first to assess the effect of an IPLS course on students’ attitudes, interest, and performance. The IPLS course studied was the second semester of introductory physics, following a standard first semester course, allowing the outcomes of the same students in a standard course and in an IPLS course to be compared. In the IPLS course, each physics topic was introduced and elaborated in the context of a life science example, and developing students’ skills in applying physics to life science situations was an explicitly stated course goal. Items from the Colorado Learning about Science Survey were used to assess change in students’ attitudes toward and their interest in physics. Whereas the same students’ attitudes declined during the standard first semester course, we found that students’ attitudes toward physics hold steady or improve in the IPLS course. In particular, students with low initial interest in physics displayed greater increases in both attitudes and interest during the IPLS course than in the preceding standard course. We also find that in the IPLS course, students’ interest in the life science examples is a better predictor of their performance than their pre-IPLS interest in physics. Our work suggests that the life science examples in the IPLS course can support the development of student interest in physics and positively influence their performance.

Development and validation of an instrument to evaluate science teachers' assessment beliefs and practices

Science.gov (United States)

Genc, Evrim

The primary purpose of this study was to develop a valid and reliable instrument to examine science teachers' assessment beliefs and practices in science classrooms. The present study also investigated the relationship between teachers' beliefs and practices in terms of assessment issues in science, their perceptions of the factors that influenced their assessment practices and their feelings towards high-stakes testing. The participants of the study were 408 science teachers teaching at middle and high school levels in the State of Florida. Data were collected through two modes of administration of the instrument as a paper-and-pencil and a web-based form. The response rate for paper-and-pencil administration was estimated as 68% whereas the response for the web administration was found to be 27%. Results from the various dimensions of validity and reliability analyses revealed that the 24 item-four-factor belief and practice measures were psychometrically sound and conceptually anchored measures of science teachers' assessment beliefs and self-reported practices. Reliability estimates for the belief measure ranged from .83 to .91 whereas alpha values for the practice measure ranged from .56 to .90. Results from the multigroup analysis supported that the instrument has the same theoretical structure across both administration groups. Therefore, future researchers may use either a paper-and-pencil or web-based format of the instrument. This study underscored a discrepancy between what teachers believe and how they act in classroom settings. It was emphasized that certain factors were mediating the dynamics between the belief and the practice. The majority of teachers reported that instruction time, class size, professional development activities, availability of school funding, and state testing mandates impact their assessment routines. Teachers reported that both the preparation process and the results of the test created unbelievable tension both on students and

An exploration of administrators' perceptions of elementary science: A case study of the role of science in two elementary schools based on the interactions of administrators with colleagues, science content and state standards

Science.gov (United States)

Brogdon, Lori-Anne Stelmark

This research is a case study on the perceptions and attitudes of administrators in the area of elementary science and how their responses reflect agreement or dissonance with the perceptions of elementary teachers on the subject of science within the same district. The study used Likert-type surveys and interviews from both administrators and teachers on five key areas: 1) Attitudes towards science and teaching 2) Attitudes towards teaching science 3) Attitudes towards administrators 4) Time teaching science and 5) Attitudes about policy and standards. Survey data was analyzed within and across areas to identify similarity and difference within each group. The medians from the administrative and teacher surveys were then crossed referenced through the use of a Mann Whitney test to identify areas of similarity. Interview data was coded around three major themes: 1) Standards 2) Classroom Instruction and 3) Conversations. The findings show that even though administrators' perceptions favor the inclusion of science in the elementary classroom, both administrators and teachers in this study reported limited involvement from, and conversation with, each other on the topic of science education. Heavy reliance by the administrators was placed on the use of consultants to provide professional development in the area of science instruction and to review the use of state standards, resulting in limited conversation between administrators and teachers about science. Teachers reported a heavy reliance upon their colleagues in the area of science instruction and curriculum planning. In addition, both administrators and teachers reported a greater focus on math and English for classroom instruction. Findings in this research support implications that more focus should be placed on the role of administrators in the implementation of science instruction. Administrators can play a crucial role in the success of science programs at the building, district and state levels

The effect of instructional methodology on high school students natural sciences standardized tests scores

Science.gov (United States)

Powell, P. E.

Educators have recently come to consider inquiry based instruction as a more effective method of instruction than didactic instruction. Experience based learning theory suggests that student performance is linked to teaching method. However, research is limited on inquiry teaching and its effectiveness on preparing students to perform well on standardized tests. The purpose of the study to investigate whether one of these two teaching methodologies was more effective in increasing student performance on standardized science tests. The quasi experimental quantitative study was comprised of two stages. Stage 1 used a survey to identify teaching methods of a convenience sample of 57 teacher participants and determined level of inquiry used in instruction to place participants into instructional groups (the independent variable). Stage 2 used analysis of covariance (ANCOVA) to compare posttest scores on a standardized exam by teaching method. Additional analyses were conducted to examine the differences in science achievement by ethnicity, gender, and socioeconomic status by teaching methodology. Results demonstrated a statistically significant gain in test scores when taught using inquiry based instruction. Subpopulation analyses indicated all groups showed improved mean standardized test scores except African American students. The findings benefit teachers and students by presenting data supporting a method of content delivery that increases teacher efficacy and produces students with a greater cognition of science content that meets the school's mission and goals.

Next Generation Science Partnerships

Science.gov (United States)

Magnusson, J.

2016-02-01

I will provide an overview of the Next Generation Science Standards (NGSS) and demonstrate how scientists and educators can use these standards to strengthen and enhance their collaborations. The NGSS are rich in content and practice and provide all students with an internationally-benchmarked science education. Using these state-led standards to guide outreach efforts can help develop and sustain effective and mutually beneficial teacher-researcher partnerships. Aligning outreach with the three dimensions of the standards can help make research relevant for target audiences by intentionally addressing the science practices, cross-cutting concepts, and disciplinary core ideas of the K-12 science curriculum that drives instruction and assessment. Collaborations between researchers and educators that are based on this science framework are more sustainable because they address the needs of both scientists and educators. Educators are better able to utilize science content that aligns with their curriculum. Scientists who learn about the NGSS can better understand the frameworks under which educators work, which can lead to more extensive and focused outreach with teachers as partners. Based on this model, the International Ocean Discovery Program (IODP) develops its education materials in conjunction with scientists and educators to produce accurate, standards-aligned activities and curriculum-based interactions with researchers. I will highlight examples of IODP's current, successful teacher-researcher collaborations that are intentionally aligned with the NGSS.

Alignment between South African mathematics assessment standards and the TIMSS assessment frameworks

Directory of Open Access Journals (Sweden)

Mdutshekelwa Ndlovu

2012-12-01

Full Text Available South Africa’s performance in international benchmark tests is a major cause for concern amongst educators and policymakers, raising questions about the effectiveness of the curriculum reform efforts of the democratic era. The purpose of the study reported in this article was to investigate the degree of alignment between the TIMSS 2003 Grade 8 Mathematics assessment frameworks and the Revised National Curriculum Statements (RNCS assessment standards for Grade 8 Mathematics, later revised to become the Curriculum and Assessment Policy Statements (CAPS. Such an investigation could help to partly shed light on why South African learners do not perform well and point out discrepancies that need to be attended to. The methodology of document analysis was adopted for the study, with the RNCS and the TIMSS 2003 Grade 8 Mathematics frameworks forming the principal documents. Porter’s moderately complex index of alignment was adopted for its simplicity. The computed index of 0.751 for the alignment between the RNCS assessment standards and the TIMSS assessment objectives was found to be significantly statistically low, at the alpha level of 0.05, according to Fulmer’s critical values for 20 cells and 90 or 120 standard points. The study suggests that inadequate attention has been paid to the alignment of the South African mathematics curriculum to the successive TIMSS assessment frameworks in terms of the cognitive level descriptions. The study recommends that participation in TIMSS should rigorously and critically inform ongoing curriculum reform efforts.

Energy Transformation: Teaching Youth about Energy Efficiency while Meeting Science Essential Standards

Science.gov (United States)

Kirby, Sarah D.; Chilcote, Amy G.

2014-01-01

This article describes the Energy Transformation 4-H school enrichment curriculum. The curriculum addresses energy efficiency and conservation while meeting sixth-grade science essential standards requirements. Through experiential learning, including building and testing a model home, youth learn the relationship between various technologies and…

Development Module Oriented Science Technology Society Indue Science Literacy Assessment for 7th-Grade Junior High School Students in 2nd -Semester

Science.gov (United States)

Arbi, Y. R.; Sumarmin, R.; Putri, D. H.

2018-04-01

The problem in the science learning process is the application of the scientific approach takes a long time in order to provide conceptual understanding to the students, there is no teaching materials that can measure students reasoning and thinking ability, and the assessment has not measured students reasoning and literacy skills.The effort can be done is to develop science technology society module indue science literacy assessment. The purpose of the research was to produce a module oriented society indue science science technology literacy assessment. The research is development research using Plomp model, consist of preliminary, prototyping, and assessment phase. Data collect by questionnare and documantion. The result there is science technology society module indue science literacy assessment is very valid.

Closing the science achievement gap for ninth grade English learners through standards- and inquiry-based science instruction

Science.gov (United States)

Estrada, Myrna Hipol

In light of the need to close the achievement gap among our culturally and linguistically diverse students, more specifically the Hispanics and the Hispanic English Learners (ELs), the effects of teacher professional development (2 year PD vs. 1 Year PD vs. no PD) on the implementation of a standards-aligned and inquiry-based science curriculum program---the Integrated Coordinated Science for the 21st Century published by It's About Time, Inc. (ICS-IAT)---on the LAUSD ninth graders science scores were examined. Participants included 8,937 9th grade students (7,356 Hispanics). The primary outcome measurement was scaled scores from the California Standard Test (CST) in Integrated Coordinated Science (CST_ICS1). Correlations between California English Language Development Test (CELDT) component subscores (reading, listening and speaking) and CST scores were also examined. Results indicated that the science scores of the students of teachers who participated in two year PD were significantly higher compared to the scores of students of the one year PD group and the control group. The results show that all ethnic groups benefited from two years of teacher PD, except the African American group. Among Hispanics, students classified as IFEP, RFEP and EO gained from the teachers having two years of professional development. But the target population, ELs did not benefit from two years of teacher PD. The correlations between the CELDT and CST_ELA were much higher than the CELDT and CST_ICS1 correlations. This finding validates Abedi's claim (2004) that EL students are disadvantaged because of their language handicap on tests that have a greater language load. Two year PD participation significantly enhanced the accessibility of science to the ninth graders. The essential features in the PD were classroom simulation of all the activities identified in the storyboard with the actual and correct use of needed equipment and materials; creation and presentation of sample or model

Performance-based alternative assessments as a means of eliminating gender achievement differences on science tests

Science.gov (United States)

Brown, Norman Merrill

1998-09-01

Historically, researchers have reported an achievement difference between females and males on standardized science tests. These differences have been reported to be based upon science knowledge, abstract reasoning skills, mathematical abilities, and cultural and social phenomena. This research was designed to determine how mastery of specific science content from public school curricula might be evaluated with performance-based assessment models, without producing gender achievement differences. The assessment instruments used were Harcourt Brace Educational Measurement's GOALSsp°ler: A Performance-Based Measure of Achievement and the performance-based portion of the Stanford Achievement Testspcopyright, Ninth Edition. The identified independent variables were test, gender, ethnicity, and grade level. A 2 x 2 x 6 x 12 (test x gender x ethnicity x grade) factorial experimental design was used to organize the data. A stratified random sample (N = 2400) was selected from a national pool of norming data: N = 1200 from the GOALSsp°ler group and N = 1200 from the SAT9spcopyright group. The ANOVA analysis yielded mixed results. The factors of test, gender, ethnicity by grade, gender by grade, and gender by grade by ethnicity failed to produce significant results (alpha = 0.05). The factors yielding significant results were ethnicity, grade, and ethnicity by grade. Therefore, no significant differences were found between female and male achievement on these performance-based assessments.

Making Use of the New Student Assessment Standards To Enhance Technological Literacy.

Science.gov (United States)

Russell, Jill

2003-01-01

Describes the student assessment standards outlined in "Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards," a companion to the "Standards for Technological Literacy." Discusses how the standards apply to everyday teaching practices. (JOW)

Leading the Transition from the Alternate Assessment Based on Modified Achievement Standards to the General Assessment

Science.gov (United States)

Lazarus, Sheryl S.; Rieke, Rebekah

2013-01-01

Schools are facing many changes in the ways that teaching, learning, and assessment take place. Most states are moving from individual state standards to the new Common Core State Standards, which will be fewer, higher, and more rigorous than most current state standards. As the next generation of assessments used for accountability are rolled…

Standards of Ombudsman Assessment: A New Normative Concept?

Directory of Open Access Journals (Sweden)

Milan Remac

2013-07-01

Full Text Available Today, an ombudsman is a traditional component of democratic legal systems. Generally, reports of the ombudsman are not legally binding. Due to this fact, the ombudsman can rely only on his own persuasiveness, on his acceptance by individuals and state institutions, on the understanding of the administration and on the accessibility and transparency of rules that underpin his reports. During investigations, ombudsmen assess whether the administration has acted in accordance with certain legal or extra-legal standards. Depending on the legal system, ombudsmen can investigate whether there is an instance of maladministration in the activities of administrative bodies, whether the administration has acted ‘properly’, whether it has acted in accordance with the law, whether administrative actions have breached the human rights of complainants or whether the actions of the administration were in accordance with anti-corruption rules etc. Regardless of the legislative standard of an ombudsman’s control, the ombudsman should consider and assess the situation described in complaints against certain criteria or against certain normative standards. A distinct set of standards which ombudsmen use during their investigation, or at least a clear statement of their assessment criteria, can increase the transparency of their procedures and the persuasiveness of their reports. Are the normative standards used by different ombudsmen the same? Do they possibly create a new normative concept? And can it possibly lead to a higher acceptance of their reports by the administration?

Sampling in Developmental Science: Situations, Shortcomings, Solutions, and Standards.

Science.gov (United States)

Bornstein, Marc H; Jager, Justin; Putnick, Diane L

2013-12-01

Sampling is a key feature of every study in developmental science. Although sampling has far-reaching implications, too little attention is paid to sampling. Here, we describe, discuss, and evaluate four prominent sampling strategies in developmental science: population-based probability sampling, convenience sampling, quota sampling, and homogeneous sampling. We then judge these sampling strategies by five criteria: whether they yield representative and generalizable estimates of a study's target population, whether they yield representative and generalizable estimates of subsamples within a study's target population, the recruitment efforts and costs they entail, whether they yield sufficient power to detect subsample differences, and whether they introduce "noise" related to variation in subsamples and whether that "noise" can be accounted for statistically. We use sample composition of gender, ethnicity, and socioeconomic status to illustrate and assess the four sampling strategies. Finally, we tally the use of the four sampling strategies in five prominent developmental science journals and make recommendations about best practices for sample selection and reporting.

Performance Assessment as a Diagnostic Tool for Science Teachers

Science.gov (United States)

Kruit, Patricia; Oostdam, Ron; van den Berg, Ed; Schuitema, Jaap

2018-04-01

Information on students' development of science skills is essential for teachers to evaluate and improve their own education, as well as to provide adequate support and feedback to the learning process of individual students. The present study explores and discusses the use of performance assessments as a diagnostic tool for formative assessment to inform teachers and guide instruction of science skills in primary education. Three performance assessments were administered to more than 400 students in grades 5 and 6 of primary education. Students performed small experiments using real materials while following the different steps of the empirical cycle. The mutual relationship between the three performance assessments is examined to provide evidence for the value of performance assessments as useful tools for formative evaluation. Differences in response patterns are discussed, and the diagnostic value of performance assessments is illustrated with examples of individual student performances. Findings show that the performance assessments were difficult for grades 5 and 6 students but that much individual variation exists regarding the different steps of the empirical cycle. Evaluation of scores as well as a more substantive analysis of students' responses provided insight into typical errors that students make. It is concluded that performance assessments can be used as a diagnostic tool for monitoring students' skill performance as well as to support teachers in evaluating and improving their science lessons.

24 CFR 115.206 - Performance assessments; Performance standards.

Science.gov (United States)

2010-04-01

... 24 Housing and Urban Development 1 2010-04-01 2010-04-01 false Performance assessments; Performance standards. 115.206 Section 115.206 Housing and Urban Development Regulations Relating to Housing... AGENCIES Certification of Substantially Equivalent Agencies § 115.206 Performance assessments; Performance...

Designing Computer-Supported Complex Systems Curricula for the Next Generation Science Standards in High School Science Classrooms

Directory of Open Access Journals (Sweden)

Susan A. Yoon

2016-12-01

Full Text Available We present a curriculum and instruction framework for computer-supported teaching and learning about complex systems in high school science classrooms. This work responds to a need in K-12 science education research and practice for the articulation of design features for classroom instruction that can address the Next Generation Science Standards (NGSS recently launched in the USA. We outline the features of the framework, including curricular relevance, cognitively rich pedagogies, computational tools for teaching and learning, and the development of content expertise, and provide examples of how the framework is translated into practice. We follow this up with evidence from a preliminary study conducted with 10 teachers and 361 students, aimed at understanding the extent to which students learned from the activities. Results demonstrated gains in students’ complex systems understanding and biology content knowledge. In interviews, students identified influences of various aspects of the curriculum and instruction framework on their learning.

Standard deviation analysis of the mastoid fossa temperature differential reading: a potential model for objective chiropractic assessment.

Science.gov (United States)

Hart, John

2011-03-01

This study describes a model for statistically analyzing follow-up numeric-based chiropractic spinal assessments for an individual patient based on his or her own baseline. Ten mastoid fossa temperature differential readings (MFTD) obtained from a chiropractic patient were used in the study. The first eight readings served as baseline and were compared to post-adjustment readings. One of the two post-adjustment MFTD readings fell outside two standard deviations of the baseline mean and therefore theoretically represents improvement according to pattern analysis theory. This study showed how standard deviation analysis may be used to identify future outliers for an individual patient based on his or her own baseline data. Copyright © 2011 National University of Health Sciences. Published by Elsevier Inc. All rights reserved.

7 CFR 319.40-11 - Plant pest risk assessment standards.

Science.gov (United States)

2010-01-01

... analysis to determine the plant pest risks associated with each requested importation in order to determine... 7 Agriculture 5 2010-01-01 2010-01-01 false Plant pest risk assessment standards. 319.40-11... Unmanufactured Wood Articles § 319.40-11 Plant pest risk assessment standards. When evaluating a request to...

Evaluating design-based formative assessment practices in outdoor science teaching

DEFF Research Database (Denmark)

Hartmeyer, Rikke; Stevenson, Matthew Peter; Bentsen, Peter

2016-01-01

Background and purpose: Research in formative assessment often pays close attention to the strategies which can be used by teachers. However, less emphasis in the literature seems to have been paid to study the application of formative assessment designs in practice. In this paper, we argue...... that a formative assessment design that we call Eva-Mapping, which is developed on the principles of design-based research, can be a productive starting point for disseminating and further developing formative assessment practices in outdoor science teaching. Sample, design and methods: We conducted an evaluation...... of the design, based on video-elicited focus group interviews with two groups of experienced science teachers. Both groups consisted of teachers who taught science outside the classroom on a regular basis. These groups watched identical video sequences which were recorded during lessons in which teachers...

Everyday classroom assessment practices in science classrooms in Sweden

Science.gov (United States)

Gómez, María del Carmen; Jakobsson, Anders

2014-12-01

The focus of this study is to examine to what extent and in what ways science teachers practice assessment during classroom interactions in everyday activities in an upper-secondary school in Sweden. We are science teachers working now with a larger research project on assessment in science education that seeks to examine teachers' assessment practices in the upper-secondary school. Framing questions include: are teachers performing an integrated assessment of students' skills as the national curriculum mandates? If so, what do the instructional discourses look like in those situations and what are students' experiences regarding their agency on learning and assessment? We emphasize the social, cultural and historic character of assessment and sustain a situated character of learning instead of the notion that learning is "stored inside the head". Teacher led lessons in three science classrooms were video-recorded and analyzed by combining ethnographic and discourse methods of analysis. Both methods are appropriate to the theoretical foundation of our approach on learning and can give some answers to questions about how individuals interact socially, how their experience is passed on to next generations through language and how language use may reveal cultural changes in the studied context. Making the study of action in a classroom the focal point of sociocultural analysis supports the examination of assessment processes and identification of the social roles in which teachers and students are immersed. Such an approach requires observations of how teachers act in authentic teaching situations when they interact with their students in classroom making possible to observe negotiation processes, agencies when both teachers and students are involved in every-day activities. Our study showed that teachers mostly ignored students' questions and that students solved their own problems by helping each other. Teachers did not provide opportunities for students to discuss

“Which Child Left Behind”: Historical Issues Regarding Equity in Science Assessment

Directory of Open Access Journals (Sweden)

J. Joy Cumming

2013-08-01

Full Text Available Assessment of learning plays a dominant role in formal education in the forms of determining features of curriculum that are emphasized, pedagogic methods that teachers use with their students, and parents’ and employers’ understanding of how well students have performed. A common perception is that fair assessment applies the same mode of assessment and content focus for all students—the approach of assessments in international comparative studies of science achievement. This article examines research evidence demonstrating that the act of assessment is not neutral—different forms of assessment advantage or disadvantage groups of students on the basis of family backgrounds, gender, race, or disability. Assessment that implicitly or explicitly captures the social capital of the child serves to consolidate, not address, educational equity. The article provides an overview of ways that science curriculum focus and assessment can introduce bias in the identification of student achievement. It examines the effect of changes to curriculum and assessment approaches in science, and relationships between assessment of science and the cultural context of the student. Recommendations are provided for science–assessment research to address bias for different groups of students.

Assessment of Safety Standards for Automotive Electronic Control Systems

Science.gov (United States)

2016-06-01

This report summarizes the results of a study that assessed and compared six industry and government safety standards relevant to the safety and reliability of automotive electronic control systems. These standards include ISO 26262 (Road Vehicles - ...

States Move toward Computer Science Standards. Policy Update. Vol. 23, No. 17

Science.gov (United States)

Tilley-Coulson, Eve

2016-01-01

While educators and parents recognize computer science as a key skill for career readiness, only five states have adopted learning standards in this area. Tides are changing, however, as the Every Student Succeeds Act (ESSA) recognizes with its call on states to provide a "well-rounded education" for students, to include computer science…

ASK Standards: Assessment, Skills, and Knowledge Content Standards for Student Affairs Practitioners and Scholars

Science.gov (United States)

ACPA College Student Educators International, 2011

2011-01-01

The Assessment Skills and Knowledge (ASK) standards seek to articulate the areas of content knowledge, skill and dispositions that student affairs professionals need in order to perform as practitioner-scholars to assess the degree to which students are mastering the learning and development outcomes the professionals intend. Consistent with…

Standardized phenology monitoring methods to track plant and animal activity for science and resource management applications

Science.gov (United States)

Denny, Ellen G.; Gerst, Katharine L.; Miller-Rushing, Abraham J.; Tierney, Geraldine L.; Crimmins, Theresa M.; Enquist, Carolyn A.F.; Guertin, Patricia; Rosemartin, Alyssa H.; Schwartz, Mark D.; Thomas, Kathryn A.; Weltzin, Jake F.

2014-01-01

Phenology offers critical insights into the responses of species to climate change; shifts in species’ phenologies can result in disruptions to the ecosystem processes and services upon which human livelihood depends. To better detect such shifts, scientists need long-term phenological records covering many taxa and across a broad geographic distribution. To date, phenological observation efforts across the USA have been geographically limited and have used different methods, making comparisons across sites and species difficult. To facilitate coordinated cross-site, cross-species, and geographically extensive phenological monitoring across the nation, the USA National Phenology Network has developed in situ monitoring protocols standardized across taxonomic groups and ecosystem types for terrestrial, freshwater, and marine plant and animal taxa. The protocols include elements that allow enhanced detection and description of phenological responses, including assessment of phenological “status”, or the ability to track presence–absence of a particular phenophase, as well as standards for documenting the degree to which phenological activity is expressed in terms of intensity or abundance. Data collected by this method can be integrated with historical phenology data sets, enabling the development of databases for spatial and temporal assessment of changes in status and trends of disparate organisms. To build a common, spatially, and temporally extensive multi-taxa phenological data set available for a variety of research and science applications, we encourage scientists, resources managers, and others conducting ecological monitoring or research to consider utilization of these standardized protocols for tracking the seasonal activity of plants and animals.

Joint Oil Analysis Program Spectrometer Standards SCP Science (Conostan) Qualification Report for D19-0, D3-100, and D12-XXX Series Standards

Science.gov (United States)

2015-05-20

Joint Oil Analysis Program Spectrometer Standards SCP Science (Conostan) Qualification Report For D19-0, D3-100, and D12- XXX Series Standards NF...Candidate Type D19-0 ICP-AES Results ..................................................................... 4 Table V. Candidate Type D12- XXX ...Physical Property Results .................................................. 5 Table VI. Candidate Type D12- XXX Rotrode-AES Results

Sampling in Developmental Science: Situations, Shortcomings, Solutions, and Standards

Science.gov (United States)

Bornstein, Marc H.; Jager, Justin; Putnick, Diane L.

2014-01-01

Sampling is a key feature of every study in developmental science. Although sampling has far-reaching implications, too little attention is paid to sampling. Here, we describe, discuss, and evaluate four prominent sampling strategies in developmental science: population-based probability sampling, convenience sampling, quota sampling, and homogeneous sampling. We then judge these sampling strategies by five criteria: whether they yield representative and generalizable estimates of a study’s target population, whether they yield representative and generalizable estimates of subsamples within a study’s target population, the recruitment efforts and costs they entail, whether they yield sufficient power to detect subsample differences, and whether they introduce “noise” related to variation in subsamples and whether that “noise” can be accounted for statistically. We use sample composition of gender, ethnicity, and socioeconomic status to illustrate and assess the four sampling strategies. Finally, we tally the use of the four sampling strategies in five prominent developmental science journals and make recommendations about best practices for sample selection and reporting. PMID:25580049

Development and Exemplification of a Model for Teacher Assessment in Primary Science

Science.gov (United States)

Davies, D. J.; Earle, S.; McMahon, K.; Howe, A.; Collier, C.

2017-01-01

The Teacher Assessment in Primary Science project is funded by the Primary Science Teaching Trust and based at Bath Spa University. The study aims to develop a whole-school model of valid, reliable and manageable teacher assessment to inform practice and make a positive impact on primary-aged children's learning in science. The model is based on a…

NUSS safety standards: A critical assessment

International Nuclear Information System (INIS)

Minogue, R.B.

1985-01-01

The NUSS safety standards are based on systematic review of safety criteria of many countries in a process carefully defined to assure completeness of coverage. They represent an international consensus of accepted safety principles and practices for regulation and for the design, construction, and operation of nuclear power plants. They are a codification of principles and practices already in use by some Member States. Thus, they are not standards which describe methodologies at their present state of evolution as a result of more recent experience and improvements in technological understanding. The NUSS standards assume an underlying body of national standards and a defined technological base. Detailed design and industrial practices vary between countries and the implementation of basic safety standards within countries has taken approaches that conform with national industrial practices. Thus, application of the NUSS standards requires reconciliation with the standards of the country where the reactor will be built as well as with the country from which procurement takes place. Experience in making that reconciliation will undoubtedly suggest areas of needed improvement. After the TMI accident a reassessment of the NUSS programme was made and it was concluded that, given the information at that time and the then level of technology, the basic approach was sound; the NUSS programme should be continued to completion, and the standards should be brought into use. It was also recognized, however, that in areas such as probabilistic risk assessment, human factors methodology, and consideration of detailed accident sequences, more advanced technology was emerging. As these technologies develop, and become more amenable to practical application, it is anticipated that the NUSS standards will need revision. Ideally those future revisions will also flow from experience in their use

Quality Assessment of Collection 6 MODIS Atmospheric Science Products

Science.gov (United States)

Manoharan, V. S.; Ridgway, B.; Platnick, S. E.; Devadiga, S.; Mauoka, E.

2015-12-01

Since the launch of the NASA Terra and Aqua satellites in December 1999 and May 2002, respectively, atmosphere and land data acquired by the MODIS (Moderate Resolution Imaging Spectroradiometer) sensor on-board these satellites have been reprocessed five times at the MODAPS (MODIS Adaptive Processing System) located at NASA GSFC. The global land and atmosphere products use science algorithms developed by the NASA MODIS science team investigators. MODAPS completed Collection 6 reprocessing of MODIS Atmosphere science data products in April 2015 and is currently generating the Collection 6 products using the latest version of the science algorithms. This reprocessing has generated one of the longest time series of consistent data records for understanding cloud, aerosol, and other constituents in the earth's atmosphere. It is important to carefully evaluate and assess the quality of this data and remove any artifacts to maintain a useful climate data record. Quality Assessment (QA) is an integral part of the processing chain at MODAPS. This presentation will describe the QA approaches and tools adopted by the MODIS Land/Atmosphere Operational Product Evaluation (LDOPE) team to assess the quality of MODIS operational Atmospheric products produced at MODAPS. Some of the tools include global high resolution images, time series analysis and statistical QA metrics. The new high resolution global browse images with pan and zoom have provided the ability to perform QA of products in real time through synoptic QA on the web. This global browse generation has been useful in identifying production error, data loss, and data quality issues from calibration error, geolocation error and algorithm performance. A time series analysis for various science datasets in the Level-3 monthly product was recently developed for assessing any long term drifts in the data arising from instrument errors or other artifacts. This presentation will describe and discuss some test cases from the

Does Formative Assessment Improve Student Learning and Performance in Soil Science?

Science.gov (United States)

Kopittke, Peter M.; Wehr, J. Bernhard; Menzies, Neal W.

2012-01-01

Soil science students are required to apply knowledge from a range of disciplines to unfamiliar scenarios to solve complex problems. To encourage deep learning (with student performance an indicator of learning), a formative assessment exercise was introduced to a second-year soil science subject. For the formative assessment exercise, students…

TDA Assessment of Recommendations for Space Data System Standards

Science.gov (United States)

Posner, E. C.; Stevens, R.

1984-01-01

NASA is participating in the development of international standards for space data systems. Recommendations for standards thus far developed are assessed. The proposed standards for telemetry coding and packet telemetry provide worthwhile benefit to the DSN; their cost impact to the DSN should be small. Because of their advantage to the NASA space exploration program, their adoption should be supported by TDA, JPL, and OSTDS.

Designing Innovative Lessons Plans to Support the Next Generation Science Standards (NGSS)

Science.gov (United States)

Passow, M. J.

2013-12-01

The Next Generation Science Standards (NGSS) issued earlier in 2013 provide the opportunity to enhance pre-college curricula through a new focus on the ';Big Ideas' in Science, more attention to reading and writing skills needed for college and career readiness, and incorporation of engineering and technology. We introduce a set of lesson plans about scientific ocean drilling which can serve as a exemplars for developing curricula to meet NGSS approaches. Designed for middle and high school students, these can also be utilized in undergraduate courses. Development of these lessons was supported through a grant from the Deep Earth Academy of the Consortium for Ocean Leadership. They will be disseminated through websites of the Deep Earth Academy (http://www.oceanleadership.org/education/deep-earth-academy/) and Earth2Class Workshops for Teachers (http://www.earth2class.org), as well as through workshops at science education conferences sponsored by the National Earth Science Teachers Association (www.nestanet.org) and other organizations. Topics include 'Downhole Logging,' 'Age of the Ocean Floors,' 'Tales of the Resolution,' and 'Continental Shelf Sediments and Climate Change Patterns.' 'Downhole Logging' focuses on the engineering and technology utilized to obtain more information about sediments and rocks cored by the JOIDES Resolution scientific drilling vessel. 'Age of the Ocean Floor' incorporates the GeoMap App visualization tools (http://www.geomapapp.org/) to compare sea bottom materials in various parts of the world. 'Tales of the Resolution' is a series of ';graphic novels' created to describe the scientific discoveries, refitting of the JOIDES Resolution, and variety of careers available in the marine sciences (http://www.ldeo.columbia.edu/BRG/outreach/media/tales/). The fourth lesson focuses on discoveries made during Integrated Ocean Drilling Program Expedition 313, which investigated patterns in the sediments beneath the continental shelf off New

Student Self-Assessment in HOCS Science Examinations: Is There a Problem?

Science.gov (United States)

Zoller, Uri; Ben-Chaim, David

1998-06-01

A specially-designed self-assessment questionnaire (SAQHOCS), containing higher-order cognitive skills (HOCS)-type questions, was administered to 71 biology majors, enrolled in a four-year college program. The gap between students' self-assessment marking, and that of their HOCS-biased teachers (the authors), is accounted for by the prevailing LOCS-orientation and the "testing culture"—a total separation between testing and learning—in contemporary science teaching. The majority of the students in the study evaluated themselves as capable of self-assessment, and felt reasonably confident in doing so. They were quite reserved as far as the applicability of the self-assessment method to nonalgorithmic ("correct/incorrect") questions is concerned. The results of this study suggest that the potential for student self-assessment within college science teaching and learning exists. However, still a great purposed effort in HOCS-oriented teaching and learning is required in order for the student self-assessment practice to become a routine integral component of HOCS science examinations.

Assessment Strategies for Implementing Ngss in K12 Earth System Science Classrooms

Science.gov (United States)

McAuliffe, C.

2016-12-01

Several science education researchers have led assessment efforts that provide strategies particularly useful for evaluating the threedimensional learning that is central to NGSS (DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K., 2016; Knight, A. M. & McNeill, K. L., 2015; McNeill, K. L., KatshSinger, R. & Pelletier, P., 2015; McNeill K.L., et.al., 2015; McNeill, K.L., & Krajcik, J.S., 2011; Penuel, W., 2016). One of the basic premises of these researchers is that, "Assessment is a practice of argument from evidence based on what students say, do, and write" and that "the classroom is the richest place to gather evidence of what students know (Penuel, W., 2016). The implementation of the NGSS in Earth System Science provides a unique opportunity for geoscience education researchers to study student learning and contribute to the development of this research as well as for geoscience educators to apply these approaches and strategies in their own work with K12 inservice and preservice educators. DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K. (2016). Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions. American†Journal†of†Evaluation†37(2) 174192Æ Knight, A. M. & McNeill, K. L. (2015). Comparing students' individual written and collaborative oral socioscientific arguments. International Journal of Environmental and Science Education.10(5), 23647. McNeill, K. L., KatshSinger, R. & Pelletier, P. (2015). Assessing science practices-Moving your class along a continuum. Science Scope. McNeill, K.L., & Krajcik, J.S. (2011). Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing. Upper Saddle River, New Jersey: Pearson. Penuel, W. (2016). Classroom Assessment Strategies for NGSS Earth and Space Sciences. Implementing†the†NGSS†Webinar†Series, February 11, 2016.

SCIENCE PRE SERVICE TEACHERS BELIEF ON ASSESMENT

Directory of Open Access Journals (Sweden)

Ridwan Effendi

2017-10-01

Full Text Available This study aims to reveal personal beliefs of prospective science teachers about assessment. The study involved 46 prospective science teachers who have passed the 7th semester the course evaluation. Personal beliefs of prospective science teachers about assessment revealed using Personal Beliefs about Assessment Scale (SKDA. SKDA developed based on standards of assessment literacy and construct validity is done using Rasch models, with a Cronbach Alpha value of 0.93. Analysis and classification level of personal beliefs of prospective science teacher about assessment is done using the Rasch model is based on the logit ability of prospective science teachers based on the separation. The results showed that personal beliefs of prospective science teachers about assessment varies between two or three levels, depending on the standard of assessment literacy. There are still some aspects of the assessment of each standard that is trusted or considered less important by prospective teachers of science, namely: 1 consider the learning targets, learning experiences, and learning decision in choosing methods of assessment; 2 using the existing assessment and available in developing assessment methods; 3 interpret summary score; 4 use the assessment results to decision-making about the school and curriculum development; 5 consider extracurricular activities when developing procedures for judging; 6 report the result to another level with appropriate means and methods; and 7 to know when the assessment results are used inappropriately/inappropriate by others. Abstrak Studi ini bertujuan mengungkap kepercayaan calon guru sains tentang asesmen. Studi melibatkan 46 mahasiswa calon guru sains semester 7 yang telah lulus perkuliahan evaluasi pembelajaran. Kepercayaan calon guru sains tentang asesmen diungkap dengan menggunakan Skala Kepercayaan Diri Asesmen (SKDA. SKDA dikembangkan mengacu pada standar literasi asesmen dan validitas konstruk dilakukan dengan

Archiving InSight Lander Science Data Using PDS4 Standards

Science.gov (United States)

Stein, T.; Guinness, E. A.; Slavney, S.

2017-12-01

The InSight Mars Lander is scheduled for launch in 2018, and science data from the mission will be archived in the NASA Planetary Data System (PDS) using the new PDS4 standards. InSight is a geophysical lander with a science payload that includes a seismometer, a probe to measure subsurface temperatures and heat flow, a suite of meteorology instruments, a magnetometer, an experiment using radio tracking, and a robotic arm that will provide soil physical property information based on interactions with the surface. InSight is not the first science mission to archive its data using PDS4. However, PDS4 archives do not currently contain examples of the kinds of data that several of the InSight instruments will produce. Whereas the existing common PDS4 standards were sufficient for most of archiving requirements of InSight, the data generated by a few instruments required development of several extensions to the PDS4 information model. For example, the seismometer will deliver a version of its data in SEED format, which is standard for the terrestrial seismology community. This format required the design of a new product type in the PDS4 information model. A local data dictionary has also been developed for InSight that contains attributes that are not part of the common PDS4 dictionary. The local dictionary provides metadata relevant to all InSight data sets, and attributes specific to several of the instruments. Additional classes and attributes were designed for the existing PDS4 geometry dictionary that will capture metadata for the lander position and orientation, along with camera models for stereo image processing. Much of the InSight archive planning and design work has been done by a Data Archiving Working Group (DAWG), which has members from the InSight project and the PDS. The group coordinates archive design, schedules and peer review of the archive documentation and test products. The InSight DAWG archiving effort for PDS is being led by the PDS Geosciences

Interim research assessment 2003-2005 - Computer Science

NARCIS (Netherlands)

Mouthaan, A.J.; Hartel, Pieter H.

This report primarily serves as a source of information for the 2007 Interim Research Assessment Committee for Computer Science at the three technical universities in the Netherlands. The report also provides information for others interested in our research activities.

STANDARDIZATION OF CUPPING THERAPY POINTS AND MECHANISM OF ACTION IN THE LIGHT OF SCIENCE

OpenAIRE

Dr. Izharul Hasan

2018-01-01

Now a day’s cupping therapy is an established therapeutic modality among Indian system of medicine as well as worldwide. Inspite of that, standard operative procedure (SOPs) for cupping therapy is yet to develop. In this paper author comprises the possible indications of cupping therapy along with procedures, application points, safety concerns, historical perspective, surgical operative standards described in traditional system of medicine as well as in the light of science. Cupping may be d...

Development and exemplification of a model for Teacher Assessment in Primary Science

Science.gov (United States)

Davies, D. J.; Earle, S.; McMahon, K.; Howe, A.; Collier, C.

2017-09-01

The Teacher Assessment in Primary Science project is funded by the Primary Science Teaching Trust and based at Bath Spa University. The study aims to develop a whole-school model of valid, reliable and manageable teacher assessment to inform practice and make a positive impact on primary-aged children's learning in science. The model is based on a data-flow 'pyramid' (analogous to the flow of energy through an ecosystem), whereby the rich formative assessment evidence gathered in the classroom is summarised for monitoring, reporting and evaluation purposes [Nuffield Foundation. (2012). Developing policy, principles and practice in primary school science assessment. London: Nuffield Foundation]. Using a design-based research (DBR) methodology, the authors worked in collaboration with teachers from project schools and other expert groups to refine, elaborate, validate and operationalise the data-flow 'pyramid' model, resulting in the development of a whole-school self-evaluation tool. In this paper, we argue that a DBR approach to theory-building and school improvement drawing upon teacher expertise has led to the identification, adaptation and successful scaling up of a promising approach to school self-evaluation in relation to assessment in science.

Student Explanations of Their Science Teachers' Assessments, Grading Practices and How They Learn Science

Science.gov (United States)

del Carmen Gomez, María

2018-01-01

The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During…

The role of assessment infrastructures in crafting project-based science classrooms

Science.gov (United States)

D'Amico, Laura Marie

In project-based science teaching, teachers engage students in the practice of conducting meaningful investigations and explanations of natural phenomena, often in collaboration with fellow students or adults. Reformers suggest that this approach can provide students with more profitable learning experiences; but for many teachers, a shift to such instruction can be difficult to manage. As some reform-minded teachers have discovered, classroom assessment can serve as a vital tool for meeting the challenges associated with project science activity. In this research, classroom assessment was viewed as an infrastructure that both students and teachers rely upon as a mediational tool for classroom activity and communications. The study explored the classroom assessment infrastructures created by three teachers involved in the Learning through Collaborative Visualization (CoVis) Project from 1993--94 to 1995--96. Each of the three teachers under study either created a new course or radically reformulated an old one in an effort to incorporate project-based science pedagogy and supporting technologies. Data in the form of interviews, classroom observations, surveys, student work, and teacher records was collected. From these data, an interpretive case study was developed for each course and its accompanying assessment infrastructure. A set of cross-case analyses was also constructed, based upon common themes that emerged from all three cases. These themes included: the assessment challenges based on the nature of project activity, the role of technology in the teachers' assessment infrastructure designs, and the influence of the wider assessment infrastructure on their course and assessment designs. In combination, the case studies and cross-case analyses describe the synergistic relationship between the design of pedagogical reforms and classroom assessment infrastructures, as well as the effectiveness of all three assessment designs. This work contributes to research

Creating Next Generation Teacher Preparation Programs to Support Implementation of the Next Generation Science Standards and Common Core State Standards in K-12 Schools: An Opportunity for the Earth and Space Sciences

Science.gov (United States)

Geary, E. E.; Egger, A. E.; Julin, S.; Ronca, R.; Vokos, S.; Ebert, E.; Clark-Blickenstaff, J.; Nollmeyer, G.

2015-12-01

A consortium of two and four year Washington State Colleges and Universities in partnership with Washington's Office of the Superintendent of Public Instruction (OSPI), the Teachers of Teachers of Science, and Teachers of Teachers of Mathematics, and other key stakeholders, is currently working to improve science and mathematics learning for all Washington State students by creating a new vision for STEM teacher preparation in Washington State aligned with the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS) in Mathematics and Language Arts. Specific objectives include: (1) strengthening elementary and secondary STEM Teacher Preparation courses and curricula, (2) alignment of STEM teacher preparation programs across Washington State with the NGSS and CCSS, (3) development of action plans to support implementation of STEM Teacher Preparation program improvement at Higher Education Institutions (HEIs) across the state, (4) stronger collaborations between HEIs, K-12 schools, government agencies, Non-Governmental Organizations, and STEM businesses, involved in the preparation of preservice STEM teachers, (5) new teacher endorsements in Computer Science and Engineering, and (6) development of a proto-type model for rapid, adaptable, and continuous improvement of STEM teacher preparation programs. A 2015 NGSS gap analysis of teacher preparation programs across Washington State indicates relatively good alignment of courses and curricula with NGSS Disciplinary Core Ideas and Scientific practices, but minimal alignment with NGSS Engineering practices and Cross Cutting Concepts. Likewise, Computer Science and Sustainability ideas and practices are not well represented in current courses and curricula. During the coming year teams of STEM faculty, education faculty and administrators will work collaboratively to develop unique action plans for aligning and improving STEM teacher preparation courses and curricula at their institutions.

Responsible research and innovation indicators for science education assessment: how to measure the impact?

Science.gov (United States)

Heras, Maria; Ruiz-Mallén, Isabel

2017-12-01

The emerging paradigm of responsible research and innovation (RRI) in the European Commission policy discourse identifies science education as a key agenda for better equipping students with skills and knowledge to tackle complex societal challenges and foster active citizenship in democratic societies. The operationalisation of this broad approach in science education demands, however, the identification of assessment frameworks able to grasp the complexity of RRI process requirements and learning outcomes within science education practice. This article aims to shed light over the application of the RRI approach in science education by proposing a RRI-based analytical framework for science education assessment. We use such framework to review a sample of empirical studies of science education assessments and critically analyse it under the lenses of RRI criteria. As a result, we identify a set of 86 key RRI assessment indicators in science education related to RRI values, transversal competences and experiential and cognitive aspects of learning. We argue that looking at science education through the lenses of RRI can potentially contribute to the integration of metacognitive skills, emotional aspects and procedural dimensions within impact assessments so as to address the complexity of learning.

Physical Activity Stories: Assessing the "Meaning Standard" in Physical Education

Science.gov (United States)

Johnson, Tyler G.

2016-01-01

The presence of the "meaning standard" in both national and state content standards suggests that professionals consider it an important outcome of a quality physical education program. However, only 10 percent of states require an assessment to examine whether students achieve this standard. The purpose of this article is to introduce…

Using Innovative Resources and Programs to Prepare Pre- and In-Service Teachers for New Science Standards

Science.gov (United States)

Kinzler, R. J.; Short, J.; Contino, J.; Cooke-Nieves, N.; Howes, E.; Kravitz, D.; Randle, D.; Trowbridge, C.

2014-12-01

Leveraging the Rose Center for Earth and Space and active research departments in Earth and Planetary Science, Astrophysics, and Paleontology, the Education Department at the American Museum of Natural History (AMNH) offers an MAT program to prepare new Earth Science teachers (~100 new teachers by 2018) as well as a range of professional development (PD) opportunities for over 3,000 K-12 teachers annually, providing opportunities to learn with scientists; inquiry-based experiences; and standards-aligned resources. The AMNH produces innovative geoscience and other STEM resources supporting teacher and student science investigations with data visualizations and analysis tools, teaching case materials and other resources that provide rich nonfiction reading and writing opportunities for use in Earth and space science curricula that are integrated in the MAT and PD programs. Museum resources and the MAT and PD programs are aligned to support the recently released Next Generation Science Standards (NGSS) and the Common Core State Standards. The NGSS is a set of science and engineering practices, crosscutting concepts and disciplinary core ideas to help cultivate teachers' and K-12 students' scientific habits of mind, develop their knowledge and abilities to engage in scientific investigations, and teach them how to reason in context; goals that closely align with those of the AMNH's teacher preparation and professional development programs. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) is a required text for the MAT program, and this text as well as the NGSS Performance Expectations guide the PD programs as well. Researchers working with Museum scientists and educators find it is not enough for programs for pre- and in-service teachers to provide access to resources. Research suggests that these programs need to engage pre- and in-service teachers in using and reflecting on these types of resources, as well as take

Teacher Assessment Literacy: A Review of International Standards and Measures

Science.gov (United States)

DeLuca, Christopher; LaPointe-McEwan, Danielle; Luhanga, Ulemu

2016-01-01

Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting teachers' assessment literacy have been a primary focus over the past two decades. At present, there are a multitude of assessment standards across the world and numerous assessment literacy measures that represent different…

Models for Understanding Student Thinking using Data from Complex Computerized Science Tasks

OpenAIRE

LaMar, Michelle

2014-01-01

The Next Generation Science Standards (NGSS Lead States, 2013) define performance targets which will require assessment tasks that can integrate discipline knowledge and cross-cutting ideas with the practices of science. Complex computerized tasks will likely play a large role in assessing these standards, but many questions remain about how best to make use of such tasks within a psychometric framework (National Research Council, 2014). This dissertation explores the use of a more extensive...

Transformative Shifts in Art History Teaching: The Impact of Standards-Based Assessment

Science.gov (United States)

Ormond, Barbara

2011-01-01

This article examines pedagogical shifts in art history teaching that have developed as a response to the implementation of a standards-based assessment regime. The specific characteristics of art history standards-based assessment in the context of New Zealand secondary schools are explained to demonstrate how an exacting form of assessment has…

Parents' Attitudes Towards Science and their Children's Science Achievement

Science.gov (United States)

Perera, Liyanage Devangi H.

2014-12-01

Although countries worldwide are emphasizing the importance of science education for technological development and global economic competition, comparative findings from standardized international student assessments reveal a huge gap in science scores between developed and developing countries. Certain developed economies too have made little progress in raising science achievement over the past decade. Despite school improvement being placed high on the policy agenda, the results of such actions have been poor. Therefore, there is a need to explore additional ways in which science achievement can be enhanced. This study focuses on the family and examines whether parents' attitudes towards science (how much they value science and the importance they place on it) can influence their children's science achievement. Individual- and school-level data are obtained from the Program for International Student Assessment 2006 survey for 15 Organisation for Economic Co-operation and Development (OECD) and non-OECD countries. Hierarchical linear modelling is employed to estimate the equations. The findings indicate that parents' attitudes towards science have a positive and statistically significant effect on science achievement, after controlling for other important student- and school-level variables. Moreover, students from poor backgrounds appear to benefit from more positive parental science attitudes as much as students from high socioeconomic status, such that equality of student achievement is not affected. This study recommends that schools and teachers encourage parents to play a more pro-active role in their children's science education, as well as educate parents about the importance of science and strategies that can be adopted to support their children's science learning.

SUSTAINABILITY LOGISTICS BASING SCIENCE AND TECHNOLOGY OBJECTIVE DEMONSTRATION; SELECTED TECHNOLOGY ASSESSMENT

Science.gov (United States)

2018-03-22

BASING SCIENCE AND TECHNOLOGY OBJECTIVE – DEMONSTRATION; SELECTED TECHNOLOGY ASSESSMENT by Gregg J. Gildea Paul D. Carpenter Benjamin J...Campbell William F. Harris* Michael A. McCluskey** and José A. Miletti*** *General Dynamics Information Technology Fairfax, VA 22030 **Maneuver...SCIENCE AND TECHNOLOGY OBJECTIVE – DEMONSTRATION; SELECTED TECHNOLOGY ASSESSMENT 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT

An Argument for Formative Assessment with Science Learning Progressions

Science.gov (United States)

Alonzo, Alicia C.

2018-01-01

Learning progressions--particularly as defined and operationalized in science education--have significant potential to inform teachers' formative assessment practices. In this overview article, I lay out an argument for this potential, starting from definitions for "formative assessment practices" and "learning progressions"…

Improving Assessment Methods in University Science Education with Negotiated Self- and Peer-Assessment

Science.gov (United States)

Poon, Wai-Yin; McNaught, Carmel; Lam, Paul; Kwan, H. S.

2009-01-01

The aim of this study was to investigate whether, in the Hong Kong context, self- and peer-assessment promote students' self-reflection and enable students to understand their own strengths and weaknesses better. A three-stage assessment strategy was employed in three Science courses at The Chinese University of Hong Kong: (1) students developing…

76 FR 57762 - Agency Information Collection Activities: Proposed New Collection-Social Science Assessment and...

Science.gov (United States)

2011-09-16

... Information Collection Activities: Proposed New Collection--Social Science Assessment and Geographic Analysis...: OMB Control Number: 1024-NEW. Title: Social Science Assessment and Geographic Analysis of Marine... for Coastal Science and Policy, Mail Stop 250, Flanagan, East Carolina University, Greenville, NC...

Strategies for Leading Academics to Rethink Humanities and Social Sciences Curricula in the Context of Discipline Standards

Science.gov (United States)

Thomas, Theda; Wallace, Joy; Allen, Pamela; Clark, Jennifer; Jones, Adrian; Lawrence, Jill; Cole, Bronwyn; Sheridan Burns, Lynette

2017-01-01

The introduction of discipline standards in Australia has required a comprehensive rethinking of humanities and social science curricula from first year through to graduation. This paper proposes a model to facilitate academics' engagement with discipline standards and their implication for first-year curricula. The model supports…

Differential Performance by English Language Learners on an Inquiry-Based Science Assessment

Science.gov (United States)

Turkan, Sultan; Liu, Ou Lydia

2012-10-01

The performance of English language learners (ELLs) has been a concern given the rapidly changing demographics in US K-12 education. This study aimed to examine whether students' English language status has an impact on their inquiry science performance. Differential item functioning (DIF) analysis was conducted with regard to ELL status on an inquiry-based science assessment, using a multifaceted Rasch DIF model. A total of 1,396 seventh- and eighth-grade students took the science test, including 313 ELL students. The results showed that, overall, non-ELLs significantly outperformed ELLs. Of the four items that showed DIF, three favored non-ELLs while one favored ELLs. The item that favored ELLs provided a graphic representation of a science concept within a family context. There is some evidence that constructed-response items may help ELLs articulate scientific reasoning using their own words. Assessment developers and teachers should pay attention to the possible interaction between linguistic challenges and science content when designing assessment for and providing instruction to ELLs.

Enabling Wide-Scale Computer Science Education through Improved Automated Assessment Tools

Science.gov (United States)

Boe, Bryce A.

There is a proliferating demand for newly trained computer scientists as the number of computer science related jobs continues to increase. University programs will only be able to train enough new computer scientists to meet this demand when two things happen: when there are more primary and secondary school students interested in computer science, and when university departments have the resources to handle the resulting increase in enrollment. To meet these goals, significant effort is being made to both incorporate computational thinking into existing primary school education, and to support larger university computer science class sizes. We contribute to this effort through the creation and use of improved automated assessment tools. To enable wide-scale computer science education we do two things. First, we create a framework called Hairball to support the static analysis of Scratch programs targeted for fourth, fifth, and sixth grade students. Scratch is a popular building-block language utilized to pique interest in and teach the basics of computer science. We observe that Hairball allows for rapid curriculum alterations and thus contributes to wide-scale deployment of computer science curriculum. Second, we create a real-time feedback and assessment system utilized in university computer science classes to provide better feedback to students while reducing assessment time. Insights from our analysis of student submission data show that modifications to the system configuration support the way students learn and progress through course material, making it possible for instructors to tailor assignments to optimize learning in growing computer science classes.

STEM Is Elementary: Challenges Faced by Elementary Teachers in the Era of the Next Generation Science Standards

Science.gov (United States)

Isabelle, Aaron D.

2017-01-01

For students to achieve the goals of the Next Generation Science Standards (NGSS) by Grade 12, thinking and acting like scientists and engineers must begin in the elementary grades. However, elementary teachers may find this challenging -because language arts and mathematics still dominate many classrooms--often at the expense of science. This…

Peer Review of Assessment Network: Supporting Comparability of Standards

Science.gov (United States)

Booth, Sara; Beckett, Jeff; Saunders, Cassandra

2016-01-01

Purpose: This paper aims to test the need in the Australian higher education (HE) sector for a national network for the peer review of assessment in response to the proposed HE standards framework and propose a sector-wide framework for calibrating and assuring achievement standards, both within and across disciplines, through the establishment of…

Physical sciences and engineering advances in life sciences and oncology a WTEC global assessment

CERN Document Server

Fletcher, Daniel; Gerecht, Sharon; Levine, Ross; Mallick, Parag; McCarty, Owen; Munn, Lance; Reinhart-King, Cynthia

2016-01-01

This book presents an Assessment of Physical Sciences and Engineering Advances in Life Sciences and Oncology (APHELION) by a panel of experts. It covers the status and trends of applying physical sciences and engineering principles to oncology research in leading laboratories and organizations in Europe and Asia. The book elaborates on the six topics identified by the panel that have the greatest potential to advance understanding and treatment of cancer, each covered by a chapter in the book. The study was sponsored by the National Cancer Institute (NCI) at the National Institute of Health (NIH), the National Science Foundation (NSF) and the National Institute of Biomedical Imaging and Bioengineering at the NIH in the US under a cooperative agreement with the World Technology Evaluation Center (WTEC).

42 CFR 493.1299 - Standard: Postanalytic systems quality assessment.

Science.gov (United States)

2010-10-01

... 42 Public Health 5 2010-10-01 2010-10-01 false Standard: Postanalytic systems quality assessment. 493.1299 Section 493.1299 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES, DEPARTMENT OF HEALTH....1291. (b) The postanalytic systems quality assessment must include a review of the effectiveness of...

42 CFR 493.1249 - Standard: Preanalytic systems quality assessment.

Science.gov (United States)

2010-10-01

... 42 Public Health 5 2010-10-01 2010-10-01 false Standard: Preanalytic systems quality assessment. 493.1249 Section 493.1249 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES, DEPARTMENT OF HEALTH....1241 through 493.1242. (b) The preanalytic systems quality assessment must include a review of the...

The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools

Science.gov (United States)

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools

Science.gov (United States)

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

Representation and Analysis of Chemistry Core Ideas in Science Education Standards between China and the United States

Science.gov (United States)

Wan, Yanlan; Bi, Hualin

2016-01-01

Chemistry core ideas play an important role in students' chemistry learning. On the basis of the representations of chemistry core ideas about "substances" and "processes" in the Chinese Chemistry Curriculum Standards (CCCS) and the U.S. Next Generation Science Standards (NGSS), we conduct a critical comparison of chemistry…

Family and Consumer Sciences Teacher Needs Assessment of a STEM-Enhanced Food and Nutrition Sciences Curriculum

OpenAIRE

Merrill, Cathy A.

2016-01-01

Science, technology, engineering and mathematics (STEM) education concepts are naturally contextualized in the study of food and nutrition. In 2014 a pilot group of Utah high school Career and Technical Education Family and Consumer Sciences teachers rewrote the Food and Nutrition Sciences curriculum to add and enhance the STEM-related content. This study is an online needs assessment by Utah Food and Nutrition 1 teachers on the implementation of the STEM-enhanced curriculum after its first y...

Ground Validation Assessments of GPM Core Observatory Science Requirements

Science.gov (United States)

Petersen, Walt; Huffman, George; Kidd, Chris; Skofronick-Jackson, Gail

2017-04-01

NASA Global Precipitation Measurement (GPM) Mission science requirements define specific measurement error standards for retrieved precipitation parameters such as rain rate, raindrop size distribution, and falling snow detection on instantaneous temporal scales and spatial resolutions ranging from effective instrument fields of view [FOV], to grid scales of 50 km x 50 km. Quantitative evaluation of these requirements intrinsically relies on GPM precipitation retrieval algorithm performance in myriad precipitation regimes (and hence, assumptions related to physics) and on the quality of ground-validation (GV) data being used to assess the satellite products. We will review GPM GV products, their quality, and their application to assessing GPM science requirements, interleaving measurement and precipitation physical considerations applicable to the approaches used. Core GV data products used to assess GPM satellite products include 1) two minute and 30-minute rain gauge bias-adjusted radar rain rate products and precipitation types (rain/snow) adapted/modified from the NOAA/OU multi-radar multi-sensor (MRMS) product over the continental U.S.; 2) Polarimetric radar estimates of rain rate over the ocean collected using the K-Pol radar at Kwajalein Atoll in the Marshall Islands and the Middleton Island WSR-88D radar located in the Gulf of Alaska; and 3) Multi-regime, field campaign and site-specific disdrometer-measured rain/snow size distribution (DSD), phase and fallspeed information used to derive polarimetric radar-based DSD retrievals and snow water equivalent rates (SWER) for comparison to coincident GPM-estimated DSD and precipitation rates/types, respectively. Within the limits of GV-product uncertainty we demonstrate that the GPM Core satellite meets its basic mission science requirements for a variety of precipitation regimes. For the liquid phase, we find that GPM radar-based products are particularly successful in meeting bias and random error requirements

Design and Assessment of a General Science STEM Course with a Blended Learning Approach

Science.gov (United States)

Courtier, A. M.; Liu, J. C.; St John, K. K.

2015-12-01

Blended learning, a combination of classroom- and computer-mediated teaching and learning, is becoming prominent in higher education, and structured assessment is necessary to determine pedagogical costs and benefits. Assessment of a blended general education science class at James Madison University used a mixed-method causal-comparative design: in Spring 2014, two classes with identical content and similar groups of non-science majors were taught by the same instructor in either blended or full face-to-face formats. The learning experience of 160 students in the two classes was compared based on course and exam grades, classroom observation, and student survey results. Student acquisition of content in both classes was measured with pre-post tests using published concept inventories, and surveys, quizzes, and grade reports in the Blackboard learning management system were additionally used for data collection. Exams were identical between the two sections, and exam questions were validated in advance by a faculty member who teaches other sections of the same course. A course experience questionnaire was administered to measure students' personal experiences in both classes, addressing dimensions of good teaching, clear goals and standards, generic skills, appropriate assessment and workload, and emphasis on independence. Using a STEM classroom observation checklist, two researchers conducted in-class observations for four 75-minute face-to-face meetings with similar content focus in both classes, which allowed assessment of student engagement and participation. We will present details of the course design and research plan, as well as assessment results from both quantitative and qualitative analysis. The preliminary findings include slightly higher average grade distribution and more ready responses to in-class activities in the blended class.

Standardization and integration of ecological and human risk assessments at Department of Energy national laboratories

International Nuclear Information System (INIS)

Breckenridge, R.P.; Berry, D.

1995-01-01

In 1990, the directors of twelve national laboratories operated by the US Department of Energy (DOE) chartered a steering group to address DOE's concerns about the effectiveness of any regulations driving the cost of environmental restoration and waste management. The goal of this presentation is to inform and to seek collaboration on the challenge of standardizing ecological and human health risk assessment approaches and development of an approach to address the differences between environmental remediation and restoration activities at DOE's waste management sites across the country. Recent changes in risk related regulations and budget cuts have prompted significant changes in DOE's approach to conducting and standardizing risk-based approaches for waste management. The steering group was established in 1990 to organize a broad, long-term educational outreach and research program focused on better science and public understanding of the risks associated with hazardous agents (chemical, biological, radiological, and physical) in the environment and the workplace. This presentation discusses the group's goal to (1) act as one resource for providing the technical basis for health and environmental standards; (2) catalyze a national effort to improve public understanding of risk and the importance of cost benefit analysis in evaluating mitigation of risk; (3) catalyze improvements in understanding of health and environmental effects of hazardous agents; and (4) analyze with regulatory agencies, industry, and the public the potential for evolution of risk-based consensus standard into federal and state environmental and occupational/public health regulations. Major accomplishments will be presented along with the group's agenda for standardizing risk, environmental, and occupational/public health standards

42 CFR 493.1289 - Standard: Analytic systems quality assessment.

Science.gov (United States)

2010-10-01

... 42 Public Health 5 2010-10-01 2010-10-01 false Standard: Analytic systems quality assessment. 493.1289 Section 493.1289 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES, DEPARTMENT OF HEALTH AND... through 493.1283. (b) The analytic systems quality assessment must include a review of the effectiveness...

Assessing model-based reasoning using evidence-centered design a suite of research-based design patterns

CERN Document Server

Mislevy, Robert J; Riconscente, Michelle; Wise Rutstein, Daisy; Ziker, Cindy

2017-01-01

This Springer Brief provides theory, practical guidance, and support tools to help designers create complex, valid assessment tasks for hard-to-measure, yet crucial, science education standards. Understanding, exploring, and interacting with the world through models characterizes science in all its branches and at all levels of education. Model-based reasoning is central to science education and thus science assessment. Current interest in developing and using models has increased with the release of the Next Generation Science Standards, which identified this as one of the eight practices of science and engineering. However, the interactive, complex, and often technology-based tasks that are needed to assess model-based reasoning in its fullest forms are difficult to develop. Building on research in assessment, science education, and learning science, this Brief describes a suite of design patterns that can help assessment designers, researchers, and teachers create tasks for assessing aspects of model-based...

Assessing the Effects of Corporate Social Responsibility Standards in Global Value Chains

DEFF Research Database (Denmark)

Lund-Thomsen, Peter

This paper considers the issue of corporate social responsibility (CSR) standard impact assessment in global value chains. CSR standards have proliferated in recent years, and several studies have attempted to assess their effects on local producers, workers, and the environment in developing...... countries. However, much less attention has been paid to the “dark side” of impact assessment – the ethical and political dilemmas that arise in the process of carrying out impact studies. This paper addresses this gap in literature, arguing that impact assessments of CSR standards may do more harm than...... good to the intended beneficiaries - developing country firms, farmers, workers, and communities - unless these ethical and political dilemmas are given serious consideration....

Environmental assessment. Energy efficiency standards for consumer products

Energy Technology Data Exchange (ETDEWEB)

McSwain, Berah

1980-06-01

The Energy Policy and Conservation Act of 1975 requires DOE to prescribe energy efficiency standards for 13 consumer products. The Consumer Products Efficiency Standards (CPES) program covers: refrigerators and refrigerator-freezers, freezers, clothes dryers, water heaters, room air conditioners, home heating equipment, kitchen ranges and ovens, central air conditioners (cooling and heat pumps), furnaces, dishwashers, television sets, clothes washers, and humidifiers and dehumidifiers. This Environmental Assessment evaluates the potential environmental and socioeconomic impacts expected as a result of setting efficiency standards for all of the consumer products covered by the CPES program. DOE has proposed standards for eight of the products covered by the Program in a Notice of Proposed Rulemaking (NOPR). DOE expects to propose standards for home heating equipment, central air conditioners (heat pumps only), dishwashers, television sets, clothes washers, and humidifiers and dehumidifiers in 1981. No significant adverse environmental or socioeconomic impacts have been found to result from instituting the CPES.

Basic Laparoscopic Skills Assessment Study: Validation and Standard Setting among Canadian Urology Trainees.

Science.gov (United States)

Lee, Jason Y; Andonian, Sero; Pace, Kenneth T; Grober, Ethan

2017-06-01

As urology training programs move to a competency based medical education model, iterative assessments with objective standards will be required. To develop a valid set of technical skills standards we initiated a national skills assessment study focusing initially on laparoscopic skills. Between February 2014 and March 2016 the basic laparoscopic skill of Canadian urology trainees and attending urologists was assessed using 4 standardized tasks from the AUA (American Urological Association) BLUS (Basic Laparoscopic Urological Surgery) curriculum, including peg transfer, pattern cutting, suturing and knot tying, and vascular clip applying. All performances were video recorded and assessed using 3 methods, including time and error based scoring, expert global rating scores and C-SATS (Crowd-Sourced Assessments of Technical Skill Global Rating Scale), a novel, crowd sourced assessment platform. Different methods of standard setting were used to develop pass-fail cut points. Six attending urologists and 99 trainees completed testing. Reported laparoscopic experience and training level correlated with performance (p standard setting methods to define pass-fail cut points for all 4 AUA BLUS tasks. The 4 AUA BLUS tasks demonstrated good construct validity evidence for use in assessing basic laparoscopic skill. Performance scores using the novel C-SATS platform correlated well with traditional time-consuming methods of assessment. Various standard setting methods were used to develop pass-fail cut points for educators to use when making formative and summative assessments of basic laparoscopic skill. Copyright © 2017 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

Assessment of the Forensic Sciences Profession: A Legal Study Concerning the Forensic Sciences Personnel. Volume III.

Science.gov (United States)

Schroeder, Oliver, Jr.

The place and function of forensic sciences personnel in American criminal law and court procedure, and the criteria used by criminal trial judges and lawyers to assess the value of forensic sciences personnel were investigated. Federal, state, Virgin Island, and Puerto Rican laws were examined, and a search of the medical and legal literature…

Social Science Boot Camp: Development and Assessment of a Foundational Course on Academic Literacy in the Social Sciences

Science.gov (United States)

Eaton, Judy; Long, Jennifer; Morris, David

2018-01-01

We developed a course, as part of our institution's core program, which provides students with a foundation in academic literacy in the social sciences: how to find, read, critically assess, and communicate about social science research. It is not a research methods course; rather, it is intended to introduce students to the social sciences and be…

Standard setting and quality of assessment: A conceptual approach ...

African Journals Online (AJOL)

Quality performance standards and the effect of assessment outcomes are important in the educational milieu, as assessment remains the representative ... not be seen as a methodological process of setting pass/fail cut-off points only, but as a powerful catalyst for quality improvements in HPE by promoting excellence in ...

Setting the bar: Standards for ecosystem services.

Science.gov (United States)

Polasky, Stephen; Tallis, Heather; Reyers, Belinda

2015-06-16

Progress in ecosystem service science has been rapid, and there is now a healthy appetite among key public and private sector decision makers for this science. However, changing policy and management is a long-term project, one that raises a number of specific practical challenges. One impediment to broad adoption of ecosystem service information is the lack of standards that define terminology, acceptable data and methods, and reporting requirements. Ecosystem service standards should be tailored to specific use contexts, such as national income and wealth accounts, corporate sustainability reporting, land-use planning, and environmental impact assessments. Many standard-setting organizations already exist, and the research community will make the most headway toward rapid uptake of ecosystem service science by working directly with these organizations. Progress has been made in aligning with existing organizations in areas such as product certification and sustainability reporting, but a major challenge remains in mainstreaming ecosystem service information into core public and private use contexts, such as agricultural and energy subsidy design, national income accounts, and corporate accounts.

Setting the bar: Standards for ecosystem services

Science.gov (United States)

Polasky, Stephen; Tallis, Heather; Reyers, Belinda

2015-01-01

Progress in ecosystem service science has been rapid, and there is now a healthy appetite among key public and private sector decision makers for this science. However, changing policy and management is a long-term project, one that raises a number of specific practical challenges. One impediment to broad adoption of ecosystem service information is the lack of standards that define terminology, acceptable data and methods, and reporting requirements. Ecosystem service standards should be tailored to specific use contexts, such as national income and wealth accounts, corporate sustainability reporting, land-use planning, and environmental impact assessments. Many standard-setting organizations already exist, and the research community will make the most headway toward rapid uptake of ecosystem service science by working directly with these organizations. Progress has been made in aligning with existing organizations in areas such as product certification and sustainability reporting, but a major challenge remains in mainstreaming ecosystem service information into core public and private use contexts, such as agricultural and energy subsidy design, national income accounts, and corporate accounts. PMID:26082540

"Science SQL" as a Building Block for Flexible, Standards-based Data Infrastructures

Science.gov (United States)

Baumann, Peter

2016-04-01

We have learnt to live with the pain of separating data and metadata into non-interoperable silos. For metadata, we enjoy the flexibility of databases, be they relational, graph, or some other NoSQL. Contrasting this, users still "drown in files" as an unstructured, low-level archiving paradigm. It is time to bridge this chasm which once was technologically induced, but today can be overcome. One building block towards a common re-integrated information space is to support massive multi-dimensional spatio-temporal arrays. These "datacubes" appear as sensor, image, simulation, and statistics data in all science and engineering domains, and beyond. For example, 2-D satellilte imagery, 2-D x/y/t image timeseries and x/y/z geophysical voxel data, and 4-D x/y/z/t climate data contribute to today's data deluge in the Earth sciences. Virtual observatories in the Space sciences routinely generate Petabytes of such data. Life sciences deal with microarray data, confocal microscopy, human brain data, which all fall into the same category. The ISO SQL/MDA (Multi-Dimensional Arrays) candidate standard is extending SQL with modelling and query support for n-D arrays ("datacubes") in a flexible, domain-neutral way. This heralds a new generation of services with new quality parameters, such as flexibility, ease of access, embedding into well-known user tools, and scalability mechanisms that remain completely transparent to users. Technology like the EU rasdaman ("raster data manager") Array Database system can support all of the above examples simultaneously, with one technology. This is practically proven: As of today, rasdaman is in operational use on hundreds of Terabytes of satellite image timeseries datacubes, with transparent query distribution across more than 1,000 nodes. Therefore, Array Databases offering SQL/MDA constitute a natural common building block for next-generation data infrastructures. Being initiator and editor of the standard we present principles

The National Teacher Training Institute for Math, Science and Technology: Exemplary Practice in a Climate of Higher Standards.

Science.gov (United States)

Donlevy, James G., Ed.; Donlevy, Tia Rice, Ed.

1999-01-01

Reviews the NTTI (National Teacher Training Institute) for Math, Science and Technology model that trains teachers to use video and Internet resources to enhance math and science instruction. Discusses multimedia methodology; standards-based training; program impact in schools; and lesson plans available on the NTTI Web site. (Author/LRW)

Inquiry-based laboratory investigations and student performance on standardized tests in biological science

Science.gov (United States)

Patke, Usha

Achievement data from the 3rd International Mathematics and Sciences Study and Program for International Student Assessment in science have indicated that Black students from economically disadvantaged families underachieve at alarming rates in comparison to White and economically advantaged peer groups. The study site was a predominately Black, urban school district experiencing underachievement. The purpose of this correlational study was to examine the relationship between students' use of inquiry-based laboratory investigations and their performance on the Biology End of Course Test, as well as to examine the relationship while partialling out the effects of student gender. Constructivist theory formed the theoretical foundation of the study. Students' perceived levels of experience with inquiry-based laboratory investigations were measured using the Laboratory Program Variable Inventory (LPVI) survey. LPVI scores of 256 students were correlated with test scores and were examined by student gender. The Pearson correlation coefficient revealed a small direct correlation between students' experience in inquiry-based laboratory investigation classes and standardized test scores on the Biology EOCT. A partial correlational analysis indicated that the correlation remained after controlling for gender. This study may prompt a change from teacher-centered to student-centered pedagogy at the local site in order to increase academic achievement for all students. The results of this study may also influence administrators and policy makers to initiate local, state, or nationwide curricular development. A change in curriculum may promote social change as students become more competent, and more able, to succeed in life beyond secondary school.

Assessment for Learning in Inquiry Based Science Education

DEFF Research Database (Denmark)

Fornaguera, Cristina Carulla

The study looks at assessment for learning and Inquiry Based Science Education —IBSE— as concepts established in a diversity of geographical areas, where the traditional summative assessment shapes what most individuals share as being experienced as assessment. Based on Leontiev and Radford...... the analytical process. The main contribution was the analysis and the results of researcher movement from a view of assessment considering learning as a psychological process in the mind, independent of the everyday life of individuals, towards one considering the inseparability of collective and individual...... as identifying and differentiating forms of researching assessment, changing the researcher’s perspective on research, and imagining a new theoretical approach to assessment for learning....

NASA and the National Climate Assessment: Promoting awareness of NASA Earth science

Science.gov (United States)

Leidner, A. K.

2014-12-01

NASA Earth science observations, models, analyses, and applications made significant contributions to numerous aspects of the Third National Climate Assessment (NCA) report and are contributing to sustained climate assessment activities. The agency's goal in participating in the NCA was to ensure that NASA scientific resources were made available to understand the current state of climate change science and climate change impacts. By working with federal agency partners and stakeholder communities to develop and write the report, the agency was able to raise awareness of NASA climate science with audiences beyond the traditional NASA community. To support assessment activities within the NASA community, the agency sponsored two competitive programs that not only funded research and tools for current and future assessments, but also increased capacity within our community to conduct assessment-relevant science and to participate in writing assessments. Such activities fostered the ability of graduate students, post-docs, and senior researchers to learn about the science needs of climate assessors and end-users, which can guide future research activities. NASA also contributed to developing the Global Change Information System, which deploys information from the NCA to scientists, decision makers, and the public, and thus contributes to climate literacy. Finally, NASA satellite imagery and animations used in the Third NCA helped the pubic and decision makers visualize climate changes and were frequently used in social media to communicate report key findings. These resources are also key for developing educational materials that help teachers and students explore regional climate change impacts and opportunities for responses.

Assessment of the resident’s promotion exam: One step to validity of competency measurement in Arak University of Medical Sciences

Directory of Open Access Journals (Sweden)

Z Anbari

2013-03-01

Full Text Available Introduction: Designing a tool for measuring of residents’competency with attention to their main role in education and practice of university. This study aims to assess the residents’ promotion tests of clinical departments at Arak University of Medicals Sciences. Methods: This cross- sectional study that was undertook in 2010 at Arak University of Medical Sciences. Seven hundred and fifty multiple choice questions related to resident promotion tests in surgery, internal medicine, pediatrics, gynecology and anesthesiology was compared. Questionnaire of each department contained 150 questions.   These questions were evaluated in the following domains: structure, Blum taxonomy, discrimination and difficulty index of questions and compliance to the core curriculums. Data gathering tool were: Millmen standard check list for evaluating questions’ structure and check list for evaluating Blum taxonomy and core curriculum and OMR system for evaluating discrimination and difficulty index. The validity and reliability of tools was confirmed and data were analyzed using by ANOVA and X2 tests. Results: Results showed gynecology department had structural problem (4.5±4.2 compared with other departments. Internal medicine department had the highest Blum domain (40% application and 47% comprehension, surgery department had the highest learning aims (90.7% and was assessed as the most suitable questions from difficulty index (67.3% and discrimination index (73.5%. There was significant difference between structural problem, core curriculum and rate of standard questions in various clinical departments (P=0.001. Conclusion: This study confirmed the necessity of test assessment in universities, to form effective educational workshops, control of questions before exams and incentives for clinical departments to design standard questions. Development of electronic question analysis system is recommended.

Assessing Quality of Data Standards: Framework and Illustration Using XBRL GAAP Taxonomy

Science.gov (United States)

Zhu, Hongwei; Wu, Harris

The primary purpose of data standards or metadata schemas is to improve the interoperability of data created by multiple standard users. Given the high cost of developing data standards, it is desirable to assess the quality of data standards. We develop a set of metrics and a framework for assessing data standard quality. The metrics include completeness and relevancy. Standard quality can also be indirectly measured by assessing interoperability of data instances. We evaluate the framework using data from the financial sector: the XBRL (eXtensible Business Reporting Language) GAAP (Generally Accepted Accounting Principles) taxonomy and US Securities and Exchange Commission (SEC) filings produced using the taxonomy by approximately 500 companies. The results show that the framework is useful and effective. Our analysis also reveals quality issues of the GAAP taxonomy and provides useful feedback to taxonomy users. The SEC has mandated that all publicly listed companies must submit their filings using XBRL. Our findings are timely and have practical implications that will ultimately help improve the quality of financial data.

Standards-based teaching and educational digital libraries as innovations: Undergraduate science faculty in the adoption process

Science.gov (United States)

Ridgway, Judith Sulkes

This study describes undergraduate science faculty in terms of their feelings of preparedness for and their use of standards-based teaching methods, their stages of concern related to Educational Digital Libraries (EDLs), and their adoption and diffusion of both innovations. These innovations may have a synergistic relationship that may result in enhanced adoption of both. The investigation began with a series of group meetings with life science, chemistry, physics, and geology faculty from a 2-year and a 4-year institution. Faculty were introduced to dimensions of standards-based teaching and examples of EDLs. Faculty completed the Demographics and Experience Questionnaire, the Standards-Based Teaching Instrument, and the Stages of Concern Questionnaire (SoCQ). Semi-structured interviews containing literature-based questions were conducted with one faculty member from each discipline from the 2-year and 4-year institutions. Document analyses were performed on mission/goal web-based statements for the institutions and their science departments. Triangulated data were used to construct individual faculty case studies based on four facets: background, standards-based teaching profile, EDLs profile, and rate of innovation diffusion. The individual case studies were used to perform cross-case analyses by type of institution, discipline, and locus of control. Individual case studies and cross-case analyses suggest the following conclusions: (a) faculty felt prepared to use and frequently used textbooks as a reference, (b) feelings of preparedness and frequency of use of standards-based teaching categories may be related to discipline, (c) all faculty had relatively high awareness and informational EDL concerns, and (d) faculty central to the locus of control were more likely to use methods to develop student conceptual understanding, use inquiry methods, and be agents of change. A grounded theoretical model connects study results with literature related to educational

Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados

Science.gov (United States)

Ogunkola, Babalola J.; Archer-Bradshaw, Ramona E.

2013-02-01

This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers' report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers' reported instructional assessment practices based on sex ( t = 0.10; df = 53; p = 0.992), teaching experience ( F[4,50] = 1.766; p = 0.150), the level of professional qualification (F[3,45] = 0.2117; p = 0.111) or the level of academic qualification (F[2,52] = 0.504; p = 0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers' report of good instructional assessment practices. The study also found that the joint effect of the

The Politics of Developing and Maintaining Mathematics and Science Curriculum Content Standards. Research Monograph.

Science.gov (United States)

Kirst, Michael W.; Bird, Robin L.

The movement toward math and science curriculum standards is inextricably linked with high-stakes politics. There are two major types of politics discussed in this paper: the allocation of curriculum content, and the political issues involved in systemic change. Political strategies for gaining assent to national, state, and local content…

Science and art of setting performance standards and cutoff scores in kinesiology.

Science.gov (United States)

Zhu, Weimo

2013-12-01

Setting standards and cutoff scores is essential to any measurement and evaluation practice. Two evaluation frameworks, norm-referenced (NR) and criterion-referenced (CR), have often been used for setting standards. Although setting fitness standards based on the NR evaluation is relatively easy as long as a nationally representative sample can be obtained and regularly updated, it has several limitations-namely, time dependency, population dependence, discouraging low-level performers, and favoring advantaged or punishing disadvantaged individuals. Fortunately, these limitations can be significantly eliminated by employing the CR evaluation, which was introduced to kinesiology by Safrit and colleagues in the 1980s and has been successfully applied to some practical problems (e.g., set health-related fitness standards for FITNESSGRAM). Yet, the CR evaluation has its own challenges, e.g., selecting an appropriate measure for a criterion behavior, when the expected relationship between the criterion behavior and a predictive measure is not clear, and when standards are not consistent among multiple field measures. Some of these challenges can be addressed by employing the latest statistical methods (e.g., test equating). This article provides a comprehensive review of the science and art of setting standards and cutoff scores in kinesiology. After a brief historical overview of the standard-setting practice in kinesiology is presented, a case analysis of a successful CR evaluation, along with related challenges, is described. Lessons learned from past and current practice as well as how to develop a defendable standard are described. Finally, future research needs and directions are outlined.

Making Earth Science Relevant in the K-8 Classroom. The Development of an Instructional Soils Module for Pre-Service Elementary Teachers Using the Next Generation Science Standards

Science.gov (United States)

Baldwin, K. A.; Hauge, R.; Dechaine, J. M.; Varrella, G.; Egger, A. E.

2013-12-01

The development and adoption of the Next Generation Science Standards (NGSS) raises a challenge in teacher preparation: few current teacher preparation programs prepare students to teach science the way it is presented in the NGSS, which emphasize systems thinking, interdisciplinary science, and deep engagement in the scientific process. In addition, the NGSS include more geoscience concepts and methods than previous standards, yet this is a topic area in which most college students are traditionally underprepared. Although nationwide, programmatic reform is needed, there are a few targets where relatively small, course-level changes can have a large effect. One of these targets is the 'science methods' course for pre-service elementary teachers, a requirement in virtually all teacher preparation programs. Since many elementary schools, both locally and across the country, have adopted a kit based science curriculum, examining kits is often a part of a science methods course. Unfortunately, solely relying on a kit based curriculum may leave gaps in science content curriculum as one prepares teachers to meet the NGSS. Moreover, kits developed at the national level often fall short in connecting geoscientific content to the locally relevant societal issues that engage students. This highlights the need to train pre-service elementary teachers to supplement kit curriculum with inquiry based geoscience investigations that consider relevant societal issues, promote systems thinking and incorporate connections between earth, life, and physical systems. We are developing a module that teaches geoscience concepts in the context of locally relevant societal issues while modeling effective pedagogy for pre-service elementary teachers. Specifically, we focus on soils, an interdisciplinary topic relevant to multiple geoscience-related societal grand challenges (e.g., water, food) that is difficult to engage students in. Module development is funded through InTeGrate, NSF

Radiation environmental impact assessment of the radioisotope's application on nuclear medical science

International Nuclear Information System (INIS)

Liu Hongshi

2004-01-01

The radiation environmental impact assessment of the radioisotope's application on nuclear medical science is introduced, including the assessment criteria, the assessment methods and the environmental impact assessment of three wastes emission. (authors)

Science and Science Fiction

Science.gov (United States)

Oravetz, David

2005-01-01

This article is for teachers looking for new ways to motivate students, increase science comprehension, and understanding without using the old standard expository science textbook. This author suggests reading a science fiction novel in the science classroom as a way to engage students in learning. Using science fiction literature and language…

Challenges in Risk Assessment: Quantitative Risk Assessment

OpenAIRE

Jacxsens, Liesbeth; Uyttendaele, Mieke; De Meulenaer, Bruno

2016-01-01

The process of risk analysis consists out of three components, risk assessment, risk management and risk communication. These components are internationally well spread by Codex Alimentarius Commission as being the basis for setting science based standards, criteria on food safety hazards, e.g. setting maximum limits of mycotoxins in foodstuffs. However, the technical component risk assessment is hard to elaborate and to understand. Key in a risk assessment is the translation of biological or...

RAFTing with Raptors: Connecting Science, English Language Arts, and the Common Core State Standards

Science.gov (United States)

Senn, Gary J.; McMurtrie, Deborah H.; Coleman, Bridget K.

2013-01-01

This article explores using the RAFT strategy (Role, Audience, Format, Topic) for writing in science classes. The framework of the RAFT strategy will be explained, and connections with Common Core State Standards (CCSS) for ELA/Literacy will be discussed. Finally, there will be a discussion of a professional learning experience for teachers in…

Implementing Curriculum-Embedded Formative Assessment in Primary School Science Classrooms

Science.gov (United States)

Hondrich, Annika Lena; Hertel, Silke; Adl-Amini, Katja; Klieme, Eckhard

2016-01-01

The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers' implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between…

Students Explaining Science—Assessment of Science Communication Competence

Science.gov (United States)

Kulgemeyer, Christoph; Schecker, Horst

2013-12-01

Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is based on an expert-novice dialog: an older student (explainer, expert) explains a physics phenomenon to a younger peer (addressee, novice) in a controlled test setting. The explanations are video-recorded and analysed by qualitative content analysis. The method was applied in a study with 46 secondary school students as explainers. Our aims were (a) to evaluate whether our model covers the relevant features of SCC, (b) to validate the assessment method and (c) to find characteristics of addressee-adequate explanations. A performance index was calculated to quantify the explainers' levels of competence on an ordinal scale. We present qualitative and quantitative evidence that the index is adequate for assessment purposes. It correlates with results from a written SCC test and a perspective taking test (convergent validity). Addressee-adequate explanations can be characterized by use of graphical representations and deliberate switches between scientific and everyday language.

Terrain Safety Assessment in Support of the Mars Science Laboratory Mission

Science.gov (United States)

Kipp, Devin

2012-01-01

In August 2012, the Mars Science Laboratory (MSL) mission will pioneer the next generation of robotic Entry, Descent, and Landing (EDL) systems by delivering the largest and most capable rover to date to the surface of Mars. The process to select the MSL landing site took over five years and began with over 50 initial candidate sites from which four finalist sites were chosen. The four finalist sites were examined in detail to assess overall science merit, EDL safety, and rover traversability on the surface. Ultimately, the engineering assessments demonstrated a high level of safety and robustness at all four finalist sites and differences in the assessment across those sites were small enough that neither EDL safety nor rover traversability considerations could significantly discriminate among the final four sites. Thus the MSL landing site at Gale Crater was selected from among the four finalists primarily on the basis of science considerations.

Investigation of science production in Iran’s type I universities of medical sciences, a 6-year assessment

Directory of Open Access Journals (Sweden)

M Yadollahi

2014-07-01

Full Text Available Introduction: Science production is one of the main dimensions of sustainable development in any country. Thus, universities as the major centers for science production play a key role in development. The present study aimed to assess the trend of science production in Iran’s type I universities of medical sciences from 2007 to 2012. Method: In this study, the universities’ scores of empowering, governance and leadership, science production, student researches, and number of published articles were computed based on the evaluations of universities of medical sciences by the Ministry of Health, Treatment, and Medical Education from 2007 to 2012. Then, the data were analyzed using descriptive statistics and the figures were drawn by Excel software. Results: This study assessed science production in Iran’s type I universities of medical sciences and analyzed each university’s proportion in publication of articles. According to the results, most of the published articles were affiliated to Tehran University of Medical Sciences. However, considering the role of number of faculty members, different results were obtained. With respect to the evaluation raw scores, Isfahan University of Medical Sciences showed a considerable reduction of scores in 2012, while other universities had a constant or ascending trend. Besides, indexed articles followed an ascending trend in all the universities and most of the articles had been published in index 1. Conclusion: Similar to other studies, the findings of this study revealed an increase in science productions in Iran through the recent years. Yet, the highest scores of the studied indexes, except for student researches, were related to Tehran University of Medical Sciences. This great difference between this university and other universities might be due to accumulation of specific potentials and forces in this region. Overall, science productions followed an ascending trend in all type I universities of

Best Practices in Physics Program Assessment: Should APS Provide Accreditation Standards for Physics?

Science.gov (United States)

Hodapp, Theodore

The Phys21 report, ``Preparing Physics Students for 21st Century Careers,'' provides guidance for physics programs to improve their degree programs to make them more relevant for student career choices. Undertaking such changes and assessing impact varies widely by institution, with many departments inventing assessments with each periodic departmental or programmatic review. American Physical Society has embarked on a process to integrate information from Phys21, the results of other national studies, and educational research outcomes to generate a best-practices guide to help physics departments conduct program review, assessment, and improvement. It is anticipated that departments will be able to use this document to help with their role in university-level accreditation, and in making the case for improvements to departmental programs. Accreditation of physics programs could stem from such a document, and I will discuss some of the thinking of the APS Committee on Education in creating this guide, and how they are advising APS to move forward in the higher education landscape that is increasingly subject to standards-based evaluations. I will describe plans for the design, review, and dissemination of this guide, and how faculty can provide input into its development. This material is based upon work supported by the National Science Foundation under Grant No. 1540570. Opinions expressed do not necessarily reflect those of the NSF.

Science and trans-science in standard setting

International Nuclear Information System (INIS)

Majone, G.

1984-01-01

Standard-setting is a blending of scientific, trans-scientific, and political elements which result in a number of consequences. Health standards, for example, are influenced by biological and philosophical assumptions and scientific traditions, with the dose-response function treated as a trans-scientific question because of scientific uncertainties. Costs and benefits and other values besides health, safety, or environment also enter into the balancing of regulatory decisions and keep regulations from a purely scientific knowledge is desirable. Recommendations that industry be self-regulatory reflect a shift in emphasis from legal enforcement to information-based compliance

Overall welfare assessment of laying hens: Comparing science-based, environmental-based and animal-based assessments

NARCIS (Netherlands)

Shimmura, T.; Bracke, M.B.M.; Mol, de R.M.; Hirahara, S.; Tanaka, T.

2011-01-01

To increase the validity of evaluations and facilitate expansion and maintenance of assessment systems, we constructed a database of studies on the welfare of laying hens around the world. On the basis of this database, we devised a science-based welfare assessment model. Our model includes

Safari Science: Assessing the reliability of citizen science data for wildlife surveys

Science.gov (United States)

Steger, Cara; Butt, Bilal; Hooten, Mevin B.

2017-01-01

Protected areas are the cornerstone of global conservation, yet financial support for basic monitoring infrastructure is lacking in 60% of them. Citizen science holds potential to address these shortcomings in wildlife monitoring, particularly for resource-limited conservation initiatives in developing countries – if we can account for the reliability of data produced by volunteer citizen scientists (VCS).This study tests the reliability of VCS data vs. data produced by trained ecologists, presenting a hierarchical framework for integrating diverse datasets to assess extra variability from VCS data.Our results show that while VCS data are likely to be overdispersed for our system, the overdispersion varies widely by species. We contend that citizen science methods, within the context of East African drylands, may be more appropriate for species with large body sizes, which are relatively rare, or those that form small herds. VCS perceptions of the charisma of a species may also influence their enthusiasm for recording it.Tailored programme design (such as incentives for VCS) may mitigate the biases in citizen science data and improve overall participation. However, the cost of designing and implementing high-quality citizen science programmes may be prohibitive for the small protected areas that would most benefit from these approaches.Synthesis and applications. As citizen science methods continue to gain momentum, it is critical that managers remain cautious in their implementation of these programmes while working to ensure methods match data purpose. Context-specific tests of citizen science data quality can improve programme implementation, and separate data models should be used when volunteer citizen scientists' variability differs from trained ecologists' data. Partnerships across protected areas and between protected areas and other conservation institutions could help to cover the costs of citizen science programme design and implementation.

Designing Standardized Patient Assessments to Measure SBIRT Skills

Science.gov (United States)

Wamsley, Maria A.; Julian, Katherine A.; O'Sullivan, Patricia; Satterfield, Jason M.; Satre, Derek D.; McCance-Katz, Elinore; Batki, Steven L.

2013-01-01

Objectives: Resident physicians report insufficient experience caring for patients with substance use disorders (SUDs). Resident training in Screening, Brief Intervention, and Referral to Treatment (SBIRT) has been recommended. We describe the development of a standardized patient (SP) assessment to measure SBIRT skills, resident perceptions of…

Training in Vocational Assessment: Preparing Rehabilitation Counselors and Meeting the Requirements of the CORE Standards

Science.gov (United States)

Tansey, Timothy N.

2008-01-01

Assessment represents a foundational component of rehabilitation counseling services. The revised Council on Rehabilitation Education (CORE) standards implemented in 2004 resulted in the redesign of the knowledge and outcomes under the Assessment standard. The author reviews the current CORE standard for training in assessment within the context…

An Indigenous Framework for Science, Technology, Engineering and Mathematics

Science.gov (United States)

Monette, G.

2003-12-01

The American Indian Higher Education Consortium, composed of 35 American Indian tribally-controlled Colleges and Universities in the U.S. and Canada, is leading a comprehensive effort to improve American Indian student achievement in STEM. A key component of this effort is the synthesis of indigenous ways of knowing and western education systems. This presentation will provide an overview of culturally responsive, place-based teaching, learning, and research and will discuss potential opportunities and strategies for helping to ensure that education systems and research programs reflect our diversity and respect our cultures. One example to be discussed is the NSF-funded "Tribal College Rural Systemic Initiative." Founded on the belief that all students can learn and should be given the opportunity to reach their full potential, Tribal Colleges are leading this effort to achieve successful and sustainable improvement of science, math, and technology education at the K-14 level in rural, economically disadvantaged, geographically challenged areas. Working with parents, tribal governments, schools and the private sector, the colleges are helping to implement math and science standards-based curriculum for students and standards-based assessment for schools; provide math and science standards-based professional development for teachers, administrators, and community leaders; and integrate local Native culture into math and science standards-based curriculum. The close working relationship between the Tribal Colleges and K-12 is paying off. According to the National Science Foundation, successful systemic reform has resulted in enhanced student achievement and participation in science and math; reductions in the achievement disparities among students that can be attributed to socioeconomic status, race, ethnicity, gender, or learning styles; implementation of a comprehensive, standards-based curriculum aligned with instructions and assessment; development of a coherent

A Comparative Study of Hawaii Middle School Science Student Academic Achievement

Science.gov (United States)

Askew Cain, Peggy

The problem was middle-grade students with specific learning disabilities (SWDs) in reading comprehension perform less well than their peers on standardized assessments. The purpose of this quantitative comparative study was to examine the effect of electronic concept maps on reading comprehension of eighth grade students with SWD reading comprehension in a Hawaii middle school Grade 8 science class on the island of Oahu. The target population consisted of Grade 8 science students for school year 2015-2016. The sampling method was a purposeful sampling with a final sample size of 338 grade 8 science students. De-identified archival records of grade 8 Hawaii standardized science test scores were analyzed using a one way analysis of variance (ANOVA) in SPSS. The finding for hypothesis 1 indicated a significant difference in student achievement between SWDs and SWODs as measured by Hawaii State Assessment (HSA) in science scores (p reading comprehension. Recommendations for practice were for educational leadership and noted: (a) teachers should practice using concept maps with SWDs as a specific reading strategy to support reading comprehension in science classes, (b) involve a strong focus on vocabulary building and concept building during concept map construction because the construction of concept maps sometimes requires frontloading of vocabulary, and (c) model for teachers how concept maps are created and to explain their educational purpose as a tool for learning. Recommendations for future research were to conduct (a) a quantitative comparative study between groups for academic achievement of subtests mean scores of SWDs and SWODs in physical science, earth science, and space science, and (b) a quantitative correlation study to examine relationships and predictive values for academic achievement of SWDs and concept map integration on standardized science assessments.

Assessing does not mean threatening: the purpose of assessment as a key determinant of girls' and boys' performance in a science class.

Science.gov (United States)

Souchal, Carine; Toczek, Marie-Christine; Darnon, Céline; Smeding, Annique; Butera, Fabrizio; Martinot, Delphine

2014-03-01

Is it possible to reach performance equality between boys and girls in a science class? Given the stereotypes targeting their groups in scientific domains, diagnostic contexts generally lower girls' performance and non-diagnostic contexts may harm boys' performance. The present study tested the effectiveness of a mastery-oriented assessment, allowing both boys and girls to perform at an optimal level in a science class. Participants were 120 boys and 72 girls (all high-school students). Participants attended a science lesson while expecting a performance-oriented assessment (i.e., an assessment designed to compare and select students), a mastery-oriented assessment (i.e., an assessment designed to help students in their learning), or no assessment of this lesson. In the mastery-oriented assessment condition, both boys and girls performed at a similarly high level, whereas the performance-oriented assessment condition reduced girls' performance and the no-assessment condition reduced boys' performance. One way to increase girls' performance on a science test without harming boys' performance is to present assessment as a tool for improving mastery rather than as a tool for comparing performances. © 2013 The British Psychological Society.

[Regulatory science: modern trends in science and education for pharmaceutical products].

Science.gov (United States)

Beregovykh, V V; Piatigorskaia, N V; Aladysheva, Zh I

2012-01-01

This article reviews modern trends in development of new instruments, standards and approaches to drugs safety, efficacy and quality assessment in USA and EU that can be called by unique term--"regulatory science" which is a new concept for Russian Federation. New education programs (curricula) developed by USA and EU universities within last 3 years are reviewed. These programs were designed in order to build workforce capable to utilize science approach for drug regulation. The principal mechanisms for financing research in regulatory science used by Food and Drug Administration are analyzed. There are no such science and relevant researches in Russian Federation despite the high demand as well as needs for the system for higher education and life-long learning education of specialists for regulatory affairs (or compliance).

An Exploration of the Use of Eye-Gaze Tracking to Study Problem-Solving on Standardized Science Assessments

Science.gov (United States)

Tai, Robert H.; Loehr, John F.; Brigham, Frederick J.

2006-01-01

This pilot study investigated the capacity of eye-gaze tracking to identify differences in problem-solving behaviours within a group of individuals who possessed varying degrees of knowledge and expertise in three disciplines of science (biology, chemistry and physics). The six participants, all pre-service science teachers, completed an 18-item…

Towards a Standard for Provenance and Context for Preservation of Data for Earth System Science

Science.gov (United States)

Ramaprian, Hampapuram K.; Moses, John F.

2011-01-01

Long-term data sets with data from many missions are needed to study trends and validate model results that are typical in Earth System Science research. Data and derived products originate from multiple missions (spaceborne, airborne and/or in situ) and from multiple organizations. During the missions as well as well past their termination, it is essential to preserve the data and products to support future studies. Key aspects of preservation are: preserving bits and ensuring data are uncorrupted, preserving understandability with appropriate documentation, and preserving reproducibility of science with appropriate documentation and other artifacts. Computer technology provides adequate standards to ensure that, with proper engineering, bits are preserved as hardware evolves. However, to ensure understandability and reproducibility, it is essential to plan ahead to preserve all the relevant data and information. There are currently no standards to identify the content that needs to be preserved, leading to non-uniformity in content and users not being sure of whether preserved content is comprehensive. Each project, program or agency can specify the items to be preserved as a part of its data management requirements. However, broader community consensus that cuts across organizational or national boundaries would be needed to ensure comprehensiveness, uniformity and long-term utility of archived data. The Federation of Earth Science Information Partners (ESIP), a diverse network of scientists, data stewards and technology developers, has a forum for ESIP members to collaborate on data preservation issues. During early 2011, members discussed the importance of developing a Provenance and Context Content Standard (PCCS) and developed an initial list of content items. This list is based on the outcome of a NASA and NOAA meeting held in 1998 under the auspices of the USGCRP, documentation requirements from NOAA and our experience with some of the NASA Earth science

Integrated Science Assessment (ISA) for Sulfur Oxides – Health Criteria (Final Report, Sep 2008)

Science.gov (United States)

EPA announced the availability of the final report, Integrated Science Assessment (ISA) for Sulfur Oxides – Health Criteria final assessment. This report represents a concise synthesis and evaluation of the most policy-relevant science and will ultimately provide the scien...

Assessment report on research and development activities. Activity: 'Advanced science research' (Interim report)

Energy Technology Data Exchange (ETDEWEB)

NONE

2012-11-15

Japan Atomic Energy Agency (hereinafter referred to as 'JAEA') consulted an assessment committee, 'Evaluation Committee of Research Activities for Advanced Science Research' (hereinafter referred to as 'Committee') for interim assessment of 'Advanced Science Research,' in accordance with 'General Guideline for the Evaluation of Government Research and Development (R and D) Activities' by Cabinet Office, Government of Japan, 'Guideline for Evaluation of R and D in Ministry of Education, Culture, Sports, Science and Technology' and 'Regulation on Conduct for Evaluation of R and D Activities' by JAEA. In response to the JAEA's request, the Committee assessed the research programs and activities of the Advanced Science Research Center (hereinafter referred to as 'ASRC') for the period of two years from April 2010. The Committee evaluated the management and the research programs of the ASRC based on the explanatory documents prepared by the ASRC and the oral presentations with questions-and-answers by the Director and the research group leaders. This report summarizes the result of the assessment by the Committee with the Committee report attached from page 7. (author)

Convergence or Divergence: Alignment of Standards, Assessment, and Issues of Diversity.

Science.gov (United States)

Carter, Norvella, Ed.

In this report, teacher educators scrutinize the relationships between the standards and assessment movement in education and the United States' increasingly multicultural population. The papers include: "Foreword" (Jacqueline Jordan Irvine); (1) "Diversity and Standards: Defining the Issues" (Norvella P. Carter); (2) "Accountability and…

78 FR 66892 - BASF Plant Science LP; Availability of Plant Pest Risk Assessment and Environmental Assessment...

Science.gov (United States)

2013-11-07

.... Kevin Shea, Administrator, Animal and Plant Health Inspection Service. [FR Doc. 2013-26701 Filed 11-6-13... DEPARTMENT OF AGRICULTURE Animal and Plant Health Inspection Service [Docket No. APHIS-2012-0028] BASF Plant Science LP; Availability of Plant Pest Risk Assessment and Environmental Assessment for...

Planning the Unplanned Experiment: Assessing the Efficacy of Standards for Safety Critical Software

Science.gov (United States)

Graydon, Patrick J.; Holloway, C. Michael

2015-01-01

We need well-founded means of determining whether software is t for use in safety-critical applications. While software in industries such as aviation has an excellent safety record, the fact that software aws have contributed to deaths illustrates the need for justi ably high con dence in software. It is often argued that software is t for safety-critical use because it conforms to a standard for software in safety-critical systems. But little is known about whether such standards `work.' Reliance upon a standard without knowing whether it works is an experiment; without collecting data to assess the standard, this experiment is unplanned. This paper reports on a workshop intended to explore how standards could practicably be assessed. Planning the Unplanned Experiment: Assessing the Ecacy of Standards for Safety Critical Software (AESSCS) was held on 13 May 2014 in conjunction with the European Dependable Computing Conference (EDCC). We summarize and elaborate on the workshop's discussion of the topic, including both the presented positions and the dialogue that ensued.

Seeking Missing Pieces in Science Concept Assessments: Reevaluating the Brief Electricity and Magnetism Assessment through Rasch Analysis

Science.gov (United States)

Ding, Lin

2014-01-01

Discipline-based science concept assessments are powerful tools to measure learners' disciplinary core ideas. Among many such assessments, the Brief Electricity and Magnetism Assessment (BEMA) has been broadly used to gauge student conceptions of key electricity and magnetism (E&M) topics in college-level introductory physics courses.…

Xpand chest drain: assessing equivalence to current standard ...

African Journals Online (AJOL)

leakage from 'open to air' system or breakage of glass bottle (with associated risk to ... and an air-leak detection system. It is connected to a ... need to add water. Xpand chest drain: assessing equivalence to current standard therapy – a randomised controlled trial. CHARL COOPER, M.B. CH.B. TIMOTHY HARDCASTLE ...

Multislice computed tomography: angiographic emulation versus standard assessment for detection of coronary stenoses

Energy Technology Data Exchange (ETDEWEB)

Schnapauff, Dirk; Hamm, Bernd; Dewey, Marc [Humboldt-Universitaet zu Berlin, Department of Radiology, Charite - Universitaetsmedizin Berlin, Chariteplatz 1, P.O. Box 10098, Berlin (Germany); Duebel, Hans-Peter; Baumann, Gert [Charite - Universitaetsmedizin Berlin, Department of Cardiology, Berlin (Germany); Scholze, Juergen [Charite - Universitaetsmedizin Berlin, Charite Outpatient Centre, Berlin (Germany)

2007-07-15

The present study investigated angiographic emulation of multislice computed tomography (MSCT) (catheter-like visualization) as an alternative approach of analyzing and visualizing findings in comparison with standard assessment. Thirty patients (120 coronary arteries) were randomly selected from 90 prospectively investigated patients with suspected coronary artery disease who underwent MSCT (16-slice scanner, 0.5 mm collimation, 400 ms rotation time) prior to conventional coronary angiography for comparison of both approaches. Sensitivity and specificity of angiographic emulation [81% (26/32) and 93% (82/88)] were not significantly different from those of standard assessment [88% (28/32) and 99% (87/88)], while the per-case analysis time was significantly shorter for angiographic emulation than for standard assessment (3.4 {+-} 1.5 vs 7.0 {+-} 2.5 min, P < 0.001). Both interventional and referring cardiologists preferred angiographic emulation over standard curved multiplanar reformations of MSCT coronary angiography for illustration, mainly because of improved overall lucidity and depiction of sidebranches (P < 0.001). In conclusion, angiographic emulation of MSCT reduces analysis time, yields a diagnostic accuracy comparable to that of standard assessment, and is preferred by cardiologists for visualization of results. (orig.)

Measurement uncertainties for vacuum standards at Korea Research Institute of Standards and Science

International Nuclear Information System (INIS)

Hong, S. S.; Shin, Y. H.; Chung, K. H.

2006-01-01

The Korea Research Institute of Standards and Science has three major vacuum systems: an ultrasonic interferometer manometer (UIM) (Sec. II, Figs. 1 and 2) for low vacuum, a static expansion system (SES) (Sec. III, Figs. 3 and 4) for medium vacuum, and an orifice-type dynamic expansion system (DES) (Sec. IV, Figs. 5 and 6) for high and ultrahigh vacuum. For each system explicit measurement model equations with multiple variables are, respectively, given. According to ISO standards, all these system variable errors were used to calculate the expanded uncertainty (U). For each system the expanded uncertainties (k=1, confidence level=95%) and relative expanded uncertainty (expanded uncertainty/generated pressure) are summarized in Table IV and are estimated to be as follows. For UIM, at 2.5-300 Pa generated pressure, the expanded uncertainty is -2 Pa and the relative expanded uncertainty is -2 ; at 1-100 kPa generated pressure, the expanded uncertainty is -5 . For SES, at 3-100 Pa generated pressure, the expanded uncertainty is -1 Pa and the relative expanded uncertainty is -3 . For DES, at 4.6x10 -3 -1.3x10 -2 Pa generated pressure, the expanded uncertainty is -4 Pa and the relative expanded uncertainty is -3 ; at 3.0x10 -6 -9.0x10 -4 Pa generated pressure, the expanded uncertainty is -6 Pa and the relative expanded uncertainty is -2 . Within uncertainty limits our bilateral and key comparisons [CCM.P-K4 (10 Pa-1 kPa)] are extensive and in good agreement with those of other nations (Fig. 8 and Table V)

A Scale to Assess Science Activity Videos (SASAV): The Study of Validity and Reliability

Science.gov (United States)

Kara, Yilmaz; Bakirci, Hasan

2018-01-01

The purpose of the study was to develop an assessment scale for science activity videos that can be used to determine qualified science activity videos that can fulfill the objectives of activity based science education, help teachers to evaluate any science activity videos and decide whether to include into science learning process. The subjects…

Results of Needs Assessments Related to Citizen Science Projects

Science.gov (United States)

Buxner, Sanlyn; Bracey, Georgia; Glushko, Anna; Bakerman, Maya; Gay, Pamela L.; CosmoQuest Team

2017-01-01

The CosmoQuest Virtual Research Facility invites the public and classrooms to participate in NASA Science Mission Directorate related research that leads to publishable results and data catalogues. One of the main goals of the project is to support professional scientists in doing science and the general public--including parents, children, teachers, and students--in learning and doing science. Through the effort, the CosmoQuest team is developing a variety of supports and opportunities to support the doing and teaching of science. To inform our efforts, we have implemented a set of needs surveys to assess the needs of our different audiences. These surveys are being used to understand the interests, motivations, resources, challenges and demographics of our growing CosmoQuest community and others interested in engaging in citizen science projects. The surveys include those for teachers, parents, adult learners, planetarium professionals, subject matter experts (SMEs), and the general public. We will share the results of these surveys and discuss the implications of the results for broader education and outreach programs.

The Use of Clinical Interviews to Develop Inservice Secondary Science Teachers' Nature of Science Knowledge and Assessment of Student Nature of Science Knowledge

Science.gov (United States)

Peters-Burton, Erin E.

2013-01-01

To fully incorporate nature of science knowledge into classrooms, teachers must be both proficient in their own nature of science knowledge, but also skillful in translating their knowledge into a learning environment which assesses student knowledge. Twenty-eight inservice teachers enrolled in a graduate course which in part required a clinical…

Higher Education Quality Assessment Model: Towards Achieving Educational Quality Standard

Science.gov (United States)

Noaman, Amin Y.; Ragab, Abdul Hamid M.; Madbouly, Ayman I.; Khedra, Ahmed M.; Fayoumi, Ayman G.

2017-01-01

This paper presents a developed higher education quality assessment model (HEQAM) that can be applied for enhancement of university services. This is because there is no universal unified quality standard model that can be used to assess the quality criteria of higher education institutes. The analytical hierarchy process is used to identify the…

DIFFERENCES IN MANAGER ASSESSMENTS OF ISO 14000 STANDARD IMPLEMENTATION IN TURKEY

Directory of Open Access Journals (Sweden)

Sıtkı Gözlü

2005-12-01

Full Text Available This study reports the results of a survey about the improvements achieved as result of ISO 14000 Environmental Management System (EMS standard implementation and the differences of improvements with respect to firm characteristics. A survey has been conducted in order to explain the improvements related to environmental management process and overall firm performance. The survey involved sixty-six enterprises implementing ISO 14000 EMS standard in Turkey. In order to assess improvements obtained from ISO 14000 EMS implementation, statements related to environmental management process and overall firm performance indicators have been prepared. The statements in this study are relevant to previous research. A factor analysis was employed to determine the factors of the variables explaining improvements. Nine factors have been identified related to achieved improvements, such as establishment of pro-active environmental management system, effectiveness in resource utilization, effectiveness of process control, relationships with industry and government, meeting expectations of stakeholders, demonstration of social responsibility, profitability, productivity, and competitiveness. Then, a T- test was conducted to determine the differences of managers’ assessments with respect to certain firm characteristics. The findings have shown that there are differences in the assessments of improvements achieved as a result of ISO 14000 EMS standard implementation with respect to sales volume, foreign-capital possession, and ISO 14000 EMS standard implementation. On the other hand, industrial sector, age of establishment, and export orientation are not statistically significant for the differences in the assessments of improvements.

The effects of formative assessment on student self-regulation, motivational beliefs, and achievement in elementary science

Science.gov (United States)

King, Melissa Digennaro

Goals 2000 set forth a bold vision for U.S. students: they would be "first in the world in science and mathematics" by the year 2000. Performance indicators such as the TIMSS-R (1999) and NAEP (2000) reports suggest that U.S. students have not yet reached that goal. This study intended to learn how specific assessment strategies might contribute to improved student performance in science. This quasi-experimental study investigated the effects of formative assessment with reflection on students' motivational beliefs, self-regulatory skills, and achievement in elementary science. The study aimed to find out whether and how classroom applications of formative assessment during science instruction might influence fifth-grade students' attitudes and self-perceptions about science learning, self-regulatory learning behaviors, and achievement. To explore the effects of the assessment intervention, the study utilized a mixed methods approach involving quantitative and qualitative investigations of treatment and control groups during a four-week intervention period. Quantitative measures included student self-report surveys administered pre- and post-treatment and an end-of-unit science test. Qualitative measures included classroom observations, student interviews (post-treatment), and a teacher interview (post-treatment). Findings indicated that the fifth-grade students in this study had positive attitudes toward science and high levels of self-efficacy for science. Results suggested that these elementary students employed a wide variety of cognitive and metacognitive strategies to support science learning. Findings revealed that these fifth graders believed formative assessment with reflection was beneficial for science learning outcomes. Research results did not show that the formative assessment intervention contributed to significant differences between treatment and control groups. However, the data revealed different levels of academic achievement and self

Development and Validation of an Online Dynamic Assessment for Raising Students' Comprehension of Science Text

Science.gov (United States)

Wang, Jing-Ru; Chen, Shin-Feng

2016-01-01

This article reports on the development of an online dynamic approach for assessing and improving students' reading comprehension of science texts--the dynamic assessment for reading comprehension of science text (DARCST). The DARCST blended assessment and response-specific instruction into a holistic learning task for grades 5 and 6 students. The…

Testing Trends: Considerations for Choosing and Using Assessments

Science.gov (United States)

Woods, Julie Rowland

2015-01-01

While federal law requires students to be tested in math, English-language arts and science in particular grades, states are still struggling to mount the resources and expertise necessary to fully implement college and career readiness standards, let alone new assessments aligned to these higher standards. New assessments are not only more…

After the Cap: Risk Assessment, Citizen Science and Disaster Recovery

Directory of Open Access Journals (Sweden)

Sabrina McCormick

2012-12-01

Full Text Available I used the 2010 Deepwater Horizon oil spill to examine how crowdsourcing is used as a new form of citizen science that provides real time assessments of health-related exposures. Assessing risks of an oil spill, or disasters more generally, is a challenge complicated by the situated nature of knowledge-generation that results in differential perceptions and responses. These processes are critical in the case of the British Petroleum spill in the Gulf Coast since the identification of risks promises to have ramifications for multiple social actors, as well as the health status and long-term resilience of communities in the area. Qualitative interviews, ethnographic observations, and video data were collected with local social movement organizations, grassroots groups, spill workers, fisherman, local residents, scientists, and government representatives within five months of the spill. Findings suggest that crowdsourcing is a new form of citizen science reflecting a transition from lay mapping to an online data gathering system that allows a broader range of participation and the detection of a broader range of impacts. Outcomes of this research promise to help demonstrate and theorize how citizen science relates to risk assessment processes and affects disaster recovery and long-term response.

Methods and Strategies: Beyond the Textbook--But Not Just "Hands On". Using High-Quality Informational Texts to Meet the "Next Generation Science Standards"

Science.gov (United States)

Vick, Matthew

2016-01-01

Science teaching continues to move away from teaching science as merely a body of facts and figures to be memorized to a process of exploring and drawing conclusions. The Next Generation Science Standards (NGSS) emphasize eight science and engineering practices that ask students to apply scientific and engineering reasoning and explanation. This…

Assessment report on research and development activities. Activity: 'Advanced science research' (Interim report)

International Nuclear Information System (INIS)

2012-11-01

Japan Atomic Energy Agency (hereinafter referred to as “JAEA”) consulted an assessment committee, “Evaluation Committee of Research Activities for Advanced Science Research” (hereinafter referred to as “Committee”) for interim assessment of “Advanced Science Research,” in accordance with “General Guideline for the Evaluation of Government Research and Development (R and D) Activities” by Cabinet Office, Government of Japan, “Guideline for Evaluation of R and D in Ministry of Education, Culture, Sports, Science and Technology” and “Regulation on Conduct for Evaluation of R and D Activities” by JAEA. In response to the JAEA's request, the Committee assessed the research programs and activities of the Advanced Science Research Center (hereinafter referred to as “ASRC”) for the period of two years from April 2010. The Committee evaluated the management and the research programs of the ASRC based on the explanatory documents prepared by the ASRC and the oral presentations with questions-and-answers by the Director and the research group leaders. This report summarizes the result of the assessment by the Committee with the Committee report attached from page 7. (author)

Safety standards for near surface disposal and the safety case and supporting safety assessment for demonstrating compliance with the standards

International Nuclear Information System (INIS)

Metcalf, P.

2003-01-01

The report presents the safety standards for near surface disposal (ICRP guidance and IAEA standards) and the safety case and supporting safety assessment for demonstrating compliance with the standards. Special attention is paid to the recommendations for disposal of long-lived solid radioactive waste. The requirements are based on the principle for the same level of protection of future individuals as for the current generation. Two types of exposure are considered: human intrusion and natural processes and protection measures are discussed. Safety requirements for near surface disposal are discussed including requirements for protection of human health and environment, requirements or safety assessments, waste acceptance and requirements etc

The National Climate Assessment as a Resource for Science Communication

Science.gov (United States)

Somerville, R. C. J.

2014-12-01

The 2014 Third National Climate Assessment (NCA3) is scientifically authoritative and features major advances, relative to other assessments produced by several organizations. NCA3 is a valuable resource for communicating climate science to a wide variety of audiences. Other assessments were often overly detailed and laden with scientific jargon that made them appear too complex and technical to many in their intended audiences, especially policymakers, the media, and the broad public. Some other assessments emphasized extensive scientific caveats, quantitative uncertainty estimates and broad consensus support. All these attributes, while valuable in research, carry the risk of impeding science communication to non-specialists. Without compromising scientific accuracy and integrity, NCA3 is written in exceptionally clear and vivid English. It includes outstanding graphics and employs powerful techniques aimed at conveying key results unambiguously to a wide range of audiences. I have used NCA3 as a resource in speaking about climate change in three very different settings: classroom teaching for undergraduate university students, presenting in academia to historians and other non-scientists, and briefing corporate executives working on renewable energy. NCA3 proved the value of developing a climate assessment with communication goals and strategies given a high priority throughout the process, not added on as an afterthought. I draw several lessons. First, producing an outstanding scientific assessment is too complex and demanding a task to be carried out by scientists alone. Many types of specialized expertise are also needed. Second, speaking about science to a variety of audiences requires an assortment of communication skills and tools, all tailored to specific groups of listeners. Third, NCA3 is scientifically impeccable and is also an outstanding example of effective communication as well as a valuable resource for communicators.

Health impact assessment in the United States: Has practice followed standards?

International Nuclear Information System (INIS)

Schuchter, Joseph; Bhatia, Rajiv; Corburn, Jason; Seto, Edmund

2014-01-01

As an emerging practice, Health Impact Assessment is heterogeneous in purpose, form, and scope and applied in a wide range of decision contexts. This heterogeneity challenges efforts to evaluate the quality and impact of practice. We examined whether information in completed HIA reports reflected objectively-evaluable criteria proposed by the North American HIA Practice Standards Working Group in 2009. From publically-available reports of HIAs conducted in the U.S. and published from 2009 to 2011, we excluded those that were components of, or comment letters on, Environmental Impact Assessments (5) or were demonstration projects or student exercises (8). For the remaining 23 reports, we used practice standards as a template to abstract data on the steps of HIA, including details on the rationale, authorship, funding, decision and decision-makers, participation, pathways and methods, quality of evidence, and recommendations. Most reports described screening, scoping, and assessment processes, but there was substantial variation in the extent of these processes and the degree of stakeholder participation. Community stakeholders participated in screening or scoping in just two-thirds of the HIAs (16). On average, these HIAs analyzed 5.5 determinants related to 10.6 health impacts. Most HIA reports did not include evaluation or monitoring plans. This study identifies issues for field development and improvement. The standards might be adapted to better account for variability in resources, produce fit-for-purpose HIAs, and facilitate innovation guided by the principles. - Highlights: • Our study examined reported HIAs in the U.S. against published practice standards. • Most HIAs used some screening, scoping and assessment elements from the standards. • The extent of these processes and stakeholder participation varied widely. • The average HIA considered multiple health determinants and impacts. • Evaluation or monitoring plans were generally not included in

Health impact assessment in the United States: Has practice followed standards?

Energy Technology Data Exchange (ETDEWEB)

Schuchter, Joseph, E-mail: jws@berkeley.edu [University of California, Berkeley, School of Public Health, Department of Environmental Health Sciences, 50 University Hall, Berkeley, CA 94720-7360 (United States); Bhatia, Rajiv [University of California, Berkeley, Institute of Urban and Regional Development (United States); Corburn, Jason [University of California, Berkeley, College of Environmental Design, Department of City and Regional Planning (United States); Seto, Edmund [University of Washington, School of Public Health, Department of Environmental and Occupational Health (United States)

2014-07-01

As an emerging practice, Health Impact Assessment is heterogeneous in purpose, form, and scope and applied in a wide range of decision contexts. This heterogeneity challenges efforts to evaluate the quality and impact of practice. We examined whether information in completed HIA reports reflected objectively-evaluable criteria proposed by the North American HIA Practice Standards Working Group in 2009. From publically-available reports of HIAs conducted in the U.S. and published from 2009 to 2011, we excluded those that were components of, or comment letters on, Environmental Impact Assessments (5) or were demonstration projects or student exercises (8). For the remaining 23 reports, we used practice standards as a template to abstract data on the steps of HIA, including details on the rationale, authorship, funding, decision and decision-makers, participation, pathways and methods, quality of evidence, and recommendations. Most reports described screening, scoping, and assessment processes, but there was substantial variation in the extent of these processes and the degree of stakeholder participation. Community stakeholders participated in screening or scoping in just two-thirds of the HIAs (16). On average, these HIAs analyzed 5.5 determinants related to 10.6 health impacts. Most HIA reports did not include evaluation or monitoring plans. This study identifies issues for field development and improvement. The standards might be adapted to better account for variability in resources, produce fit-for-purpose HIAs, and facilitate innovation guided by the principles. - Highlights: • Our study examined reported HIAs in the U.S. against published practice standards. • Most HIAs used some screening, scoping and assessment elements from the standards. • The extent of these processes and stakeholder participation varied widely. • The average HIA considered multiple health determinants and impacts. • Evaluation or monitoring plans were generally not included in

Collaborative online projects for English language learners in science

Science.gov (United States)

Terrazas-Arellanes, Fatima E.; Knox, Carolyn; Rivas, Carmen

2013-12-01

This paper summarizes how collaborative online projects (COPs) are used to facilitate science content-area learning for English Learners of Hispanic origin. This is a Mexico-USA partnership project funded by the National Science Foundation. A COP is a 10-week thematic science unit, completely online, and bilingual (Spanish and English) designed to provide collaborative learning experiences with culturally and linguistically relevant science instruction in an interactive and multimodal learning environment. Units are integrated with explicit instructional lessons that include: (a) hands-on and laboratory activities, (b) interactive materials and interactive games with immediate feedback, (c) animated video tutorials, (d) discussion forums where students exchange scientific learning across classrooms in the USA and in Mexico, and (e) summative and formative assessments. Thematic units have been aligned to U.S. National Science Education Standards and are under current revisions for alignment to the Common Core State Standards. Training materials for the teachers have been integrated into the project website to facilitate self-paced and independent learning. Preliminary findings of our pre-experimental study with a sample of 53 students (81 % ELs), distributed across three different groups, resulted in a 21 % statistically significant points increase from pretest to posttest assessments of science content learning, t( 52) = 11.07, p = .000.

Simulation-Based Performance Assessment: An Innovative Approach to Exploring Understanding of Physical Science Concepts

Science.gov (United States)

Gale, Jessica; Wind, Stefanie; Koval, Jayma; Dagosta, Joseph; Ryan, Mike; Usselman, Marion

2016-01-01

This paper illustrates the use of simulation-based performance assessment (PA) methodology in a recent study of eighth-grade students' understanding of physical science concepts. A set of four simulation-based PA tasks were iteratively developed to assess student understanding of an array of physical science concepts, including net force,…

Missouri Assessment Program (MAP), Spring 2000: Secondary Science, Released Items, Grade 10.

Science.gov (United States)

Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

This assessment sample provides information on the Missouri Assessment Program (MAP) for grade 10 science. The sample consists of six items taken from the test booklet and scoring guides for the six items. The items assess ecosystems, mechanics, and data analysis. (MM)

STAMINA - Model description. Standard Model Instrumentation for Noise Assessments

NARCIS (Netherlands)

Schreurs EM; Jabben J; Verheijen ENG; CMM; mev

2010-01-01

Deze rapportage beschrijft het STAMINA-model, dat staat voor Standard Model Instrumentation for Noise Assessments en door het RIVM is ontwikkeld. Het instituut gebruikt dit standaardmodel om omgevingsgeluid in Nederland in kaart te brengen. Het model is gebaseerd op de Standaard Karteringsmethode

Hurricane Sandy science plan: coastal impact assessments

Science.gov (United States)

Stronko, Jakob M.

2013-01-01

Hurricane Sandy devastated some of the most heavily populated eastern coastal areas of the Nation. With a storm surge peaking at more than 19 feet, the powerful landscape-altering destruction of Hurricane Sandy is a stark reminder of why the Nation must become more resilient to coastal hazards. In response to this natural disaster, the U.S. Geological Survey (USGS) received a total of $41.2 million in supplemental appropriations from the Department of the Interior (DOI) to support response, recovery, and rebuilding efforts. These funds support a science plan that will provide critical scientific information necessary to inform management decisions for recovery of coastal communities, and aid in preparation for future natural hazards. This science plan is designed to coordinate continuing USGS activities with stakeholders and other agencies to improve data collection and analysis that will guide recovery and restoration efforts. The science plan is split into five distinct themes: coastal topography and bathymetry, impacts to coastal beaches and barriers, impacts of storm surge, including disturbed estuarine and bay hydrology, impacts on environmental quality and persisting contaminant exposures, impacts to coastal ecosystems, habitats, and fish and wildlife. This fact sheet focuses assessing impacts to coastal beaches and barriers.

Effect of information literacy training course on information literacy skills of undergraduate students of Isfahan University of Medical Sciences based on ACRL standards.

Science.gov (United States)

Karimi, Zohreh; Ashrafi-Rizi, Hasan; Papi, Ahmad; Shahrzadi, Leila; Hassanzadeh, Akbar

2015-01-01

Information literacy is the basis for lifelong learning. Information literacy skills, especially for student in an environment that is full of information from multiple technologies are being developed is equally important. Information literacy is a set of cognitive and practical skills and like any other science, proper training is needed, and standard-based education is definitely better and evaluation would be easier. This study aimed to determine the impact of information literacy training course on information literacy skills of Isfahan University of Medical Sciences students based on ACRL standard in 2012. The study method is semi-experience with two group design (with pre-test and post-test) and applied. The data collection toll was a questionnaire assessing student's information literacy that developed by Davarpanah and Siamak and validity was confirmed by professional librarians and reliability as measured by Cronbach's alpha, was 0.83. The sample consisted of 50 undergraduate students from Isfahan University of Medical Sciences that by random sampling method was perch in both case and control groups. Before and after the training (once a week), a questionnaire was distributed between the two groups. This training was held in a classroom equipped with computers with internet access and in addition to training using brochures and librarian presentation, interactive methods such as discussion and exercises were used. The data were analyzed using SPSS version 20 software and two level of descriptive (mean and SD) and inferential statistics (t-test and t-paired). The results showed that the students' information literacy scores before the training was lower than average, so that in the control group was 32.96 and in the case group was 33.24; while information literacy scores in the case group significantly increased after the training (46.68). Also, the effect of education, respectively had a greater impact on the ability to access information (the second

Edible safety requirements and assessment standards for agricultural genetically modified organisms.

Science.gov (United States)

Deng, Pingjian; Zhou, Xiangyang; Zhou, Peng; Du, Zhong; Hou, Hongli; Yang, Dongyan; Tan, Jianjun; Wu, Xiaojin; Zhang, Jinzhou; Yang, Yongcun; Liu, Jin; Liu, Guihua; Li, Yonghong; Liu, Jianjun; Yu, Lei; Fang, Shisong; Yang, Xiaoke

2008-05-01

This paper describes the background, principles, concepts and methods of framing the technical regulation for edible safety requirement and assessment of agricultural genetically modified organisms (agri-GMOs) for Shenzhen Special Economic Zone in the People's Republic of China. It provides a set of systematic criteria for edible safety requirements and the assessment process for agri-GMOs. First, focusing on the degree of risk and impact of different agri-GMOs, we developed hazard grades for toxicity, allergenicity, anti-nutrition effects, and unintended effects and standards for the impact type of genetic manipulation. Second, for assessing edible safety, we developed indexes and standards for different hazard grades of recipient organisms, for the influence of types of genetic manipulation and hazard grades of agri-GMOs. To evaluate the applicability of these criteria and their congruency with other safety assessment systems for GMOs applied by related organizations all over the world, we selected some agri-GMOs (soybean, maize, potato, capsicum and yeast) as cases to put through our new assessment system, and compared our results with the previous assessments. It turned out that the result of each of the cases was congruent with the original assessment.

Challenges and Opportunities for Integrating Social Science Perspectives into Climate and Global Change Assessments

Science.gov (United States)

Larson, E. K.; Li, J.; Zycherman, A.

2017-12-01

Integration of social science into climate and global change assessments is fundamental for improving understanding of the drivers, impacts and vulnerability of climate change, and the social, cultural and behavioral challenges related to climate change responses. This requires disciplinary and interdisciplinary knowledge as well as integrational and translational tools for linking this knowledge with the natural and physical sciences. The USGCRP's Social Science Coordinating Committee (SSCC) is tasked with this challenge and is working to integrate relevant social, economic and behavioral knowledge into processes like sustained assessments. This presentation will discuss outcomes from a recent SSCC workshop, "Social Science Perspectives on Climate Change" and their applications to sustained assessments. The workshop brought academic social scientists from four disciplines - anthropology, sociology, geography and archaeology - together with federal scientists and program managers to discuss three major research areas relevant to the USGCRP and climate assessments: (1) innovative tools, methods, and analyses to clarify the interactions of human and natural systems under climate change, (2) understanding of factors contributing to differences in social vulnerability between and within communities under climate change, and (3) social science perspectives on drivers of global climate change. These disciplines, collectively, emphasize the need to consider socio-cultural, political, economic, geographic, and historic factors, and their dynamic interactions, to understand climate change drivers, social vulnerability, and mitigation and adaptation responses. They also highlight the importance of mixed quantitative and qualitative methods to explain impacts, vulnerability, and responses at different time and spatial scales. This presentation will focus on major contributions of the social sciences to climate and global change research. We will discuss future directions for

EMBEDding the CEFR in Academic Writing Assessment : A case study in training and standardization

NARCIS (Netherlands)

Haines, Kevin; Lowie, Wander; Jansma, Petra; Schmidt, Nicole

2013-01-01

The CEFR is increasingly being used as the framework of choice for the assessment of language proficiency at universities across Europe. However, to attain consistent assessment, familiarization and standardization are essential. In this paper we report a case study of embedding a standardization

Assessing MBA Student Teamwork under the AACSB Assurance of Learning Standards

Science.gov (United States)

Procino, Matthew C.

2012-01-01

Since the 2003 release of the AACSB's Assurance of Learning standards, outcomes assessment has been a required practice for business schools wishing to receive their endorsement. While most accredited institutions had been dabbling with the measurement of student learning, the new standards raised the bar considerably. It is now necessary to…

Using Microsoft Excel to Assess Standards: A "Techtorial". Article #2 in a 6-Part Series

Science.gov (United States)

Mears, Derrick

2009-01-01

Standards-based assessment is a term currently being used quite often in educational reform discussions. The philosophy behind this initiative is to utilize "standards" or "benchmarks" to focus instruction and assessments of student learning. The National Standards for Physical Education (NASPE, 2004) provide a framework to guide this process for…

Understanding Curriculum, Instruction and Assessment within Eighth Grade Science Classrooms for Special Needs Students

Science.gov (United States)

Riedell, Kate Elizabeth

The Individuals with Disabilities Education Act (IDEA, 2004) cemented the fact that students with disabilities must be placed in the least restrictive environment and be given the necessary supports to help them succeed (Lawrence-Brown, 2004). This provides significant challenges for general education teachers, especially in an era of standards based reform with the adoption of the Common Core State Standards (CCSSI, 2014) by most states, along with the Next Generation Science Standards (NGSS, 2013). While a variety of methods, strategies, and techniques are available to teachers, there is a dearth of literature that clearly investigates how teachers take into account the ability and motivation of students with special needs when planning and implementing curriculum, instruction, and assessment. Thus, this study sought to investigate this facet through the lens of differentiation, personalization, individualization and universal design for learning (UDL) (CAST, 2015), all of which are designed to meet the needs of diverse learners, including students with special needs. An embedded single-case study design (Yin, 2011) was used in this study with the case being differentiated and/or personalized curriculum, instruction and/or assessment, along with UDL for students with special needs, with each embedded unit of analysis being one eighth grade general education science teacher. Analyzing each sub-unit or case, along with a cross-case analysis, three eighth grade general education science teachers were observed over the course of two 10-day units of study in the fall and spring, as they collected artifacts and completed annotations within their electronic portfolios (ePortfolios). All three eighth grade general education science teachers collected ePortfolios as part of their participation in a larger study within California, "Measuring Next Generation Science Instruction Using Tablet-Based Teacher Portfolios," funded by the National Science Foundation. Each teacher

Assessment report of research and development activities. Activity: 'Advanced science research' (Pre-review report)

International Nuclear Information System (INIS)

2010-11-01

Japan Atomic Energy Agency (hereinafter referred to as 'JAEA') consulted an assessment committee, 'Evaluation Committee of Research Activities for Advanced Science Research' (hereinafter referred to as 'Committee') for prior assessment of 'Advanced Science Research,' in accordance with 'General Guideline for the Evaluation of Government Research and Development (R and D) Activities' by Cabinet Office, Government of Japan, 'Guideline for Evaluation of R and D in Ministry of Education, Culture, Sports, Science and Technology' and 'Regulation on Conduct for Evaluation of R and D Activities' by JAEA. In response to the JAEA's request, the Committee assessed the research program and activities of the Advanced Science Research Center (hereinafter referred to as 'ASRC') for the period of five years from April 2010. The Committee evaluated the management and the research program of the ASRC based on the explanatory documents prepared by the ASRC and the oral presentations with questions-and-answers by the Director and the research group leaders. This report summarizes the result of the assessment by the Committee with the Committee report attached from page 7. (author)

An Evaluation of Integrated Curriculum as It Exists in Mathematics and Science SSS as Well as the Subsequent Supportive Presentation of Those Standards in Eighth Grade Mathematics and Science Textbooks

Science.gov (United States)

Gill, Clara Joanne Schneberger

2010-01-01

This study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and…

Assessment report of research and development activities. Activity: advanced science research' (Interim report)

International Nuclear Information System (INIS)

2008-08-01

Japan Atomic Energy Agency (hereinafter referred to as 'JAEA') consults an assessment committee, 'Evaluation Committee of Research Activities for Advanced Science Research' (hereinafter referred to as 'Committee') for interim assessment of 'Advanced Science Research,' in accordance with General Guideline for the Evaluation of Government Research and Development (R and D) Activities' by Cabinet Office, Government of Japan, 'Guideline for Evaluation of R and D in Ministry of Education, Culture, Sports, Science and Technology' and 'Regulation on Conduct for Evaluation of R and D Activities' by JAEA. In response to the JAEA's request, the Committee assessed the research program of the Advanced Science Research Center (hereinafter referred to as 'ASRC') during the period of two years from October 2005 to September 2007. The Committee evaluated the management and research activities of the ASRC based on the explanatory documents prepared by the ASRC, the oral presentations with questions-and-answers by the Director and the research group leaders, and interviews from group members through on-site visits by the Committee members. One CD-ROM is attached as an appendix. (J.P.N.)

View of Nature of Science (VNOS Form B: An Instrument for Assessing Preservice Teachers View of Nature of Science at Borneo University Tarakan

Directory of Open Access Journals (Sweden)

Listiani Listiani

2017-03-01

Full Text Available NOS form B is an instrument that has been developed and revised to assess the view of nature of science of preservice science teachers through nature of science aspects.Indeed, students and teachers have to have the view of nature of science to avoid misconceptions of science concepts. Unfortunately, research on the view of Nature of Science is less conducted in Indonesia. This is a qualitative research that was conducted in Borneo University Tarakan. Respondents are preservice biology teachers in the sixth semester. The first step of this research is translating and adapting the VNOS form B into Bahasa Indonesia to make sure that the instrument is culturally fit to Indonesian and the transadapted instrument then given to the respondents. The result shows that the VNOS form B can be applied to assess the view of nature of science of preservice biology teachers. However, the result also shows that most of preservice biology teachers have few understanding on aspects of nature of scince.

Newly graduated doctors' competence in managing cardiopulmonary arrests assessed using a standardized Advanced Life Support (ALS) assessment

DEFF Research Database (Denmark)

Jensen, Morten Lind; Hesselfeldt, Rasmus; Rasmussen, Maria Birkvad

2008-01-01

Aim of the study: Several studies using a variety of assessment approaches have demonstrated that young doctors possess insufficient resuscitation competence. The aims of this study were to assess newly graduated doctors’ resuscitation competence against an internationally recognised standard and...

Intentional research design in implementation science: implications for the use of nomothetic and idiographic assessment.

Science.gov (United States)

Lyon, Aaron R; Connors, Elizabeth; Jensen-Doss, Amanda; Landes, Sara J; Lewis, Cara C; McLeod, Bryce D; Rutt, Christopher; Stanick, Cameo; Weiner, Bryan J

2017-09-01

The advancement of implementation science is dependent on identifying assessment strategies that can address implementation and clinical outcome variables in ways that are valid, relevant to stakeholders, and scalable. This paper presents a measurement agenda for implementation science that integrates the previously disparate assessment traditions of idiographic and nomothetic approaches. Although idiographic and nomothetic approaches are both used in implementation science, a review of the literature on this topic suggests that their selection can be indiscriminate, driven by convenience, and not explicitly tied to research study design. As a result, they are not typically combined deliberately or effectively. Thoughtful integration may simultaneously enhance both the rigor and relevance of assessments across multiple levels within health service systems. Background on nomothetic and idiographic assessment is provided as well as their potential to support research in implementation science. Drawing from an existing framework, seven structures (of various sequencing and weighting options) and five functions (Convergence, Complementarity, Expansion, Development, Sampling) for integrating conceptually distinct research methods are articulated as they apply to the deliberate, design-driven integration of nomothetic and idiographic assessment approaches. Specific examples and practical guidance are provided to inform research consistent with this framework. Selection and integration of idiographic and nomothetic assessments for implementation science research designs can be improved. The current paper argues for the deliberate application of a clear framework to improve the rigor and relevance of contemporary assessment strategies.

Planning the Unplanned Experiment: Towards Assessing the Efficacy of Standards for Safety-Critical Software

Science.gov (United States)

Graydon, Patrick J.; Holloway, C. M.

2015-01-01

Safe use of software in safety-critical applications requires well-founded means of determining whether software is fit for such use. While software in industries such as aviation has a good safety record, little is known about whether standards for software in safety-critical applications 'work' (or even what that means). It is often (implicitly) argued that software is fit for safety-critical use because it conforms to an appropriate standard. Without knowing whether a standard works, such reliance is an experiment; without carefully collecting assessment data, that experiment is unplanned. To help plan the experiment, we organized a workshop to develop practical ideas for assessing software safety standards. In this paper, we relate and elaborate on the workshop discussion, which revealed subtle but important study design considerations and practical barriers to collecting appropriate historical data and recruiting appropriate experimental subjects. We discuss assessing standards as written and as applied, several candidate definitions for what it means for a standard to 'work,' and key assessment strategies and study techniques and the pros and cons of each. Finally, we conclude with thoughts about the kinds of research that will be required and how academia, industry, and regulators might collaborate to overcome the noted barriers.

The science of epidemiology and the methods needed for public health assessments: a review of epidemiology textbooks.

Science.gov (United States)

Gouda, Hebe N; Powles, John W

2014-02-10

Epidemiology is often described as 'the science of public health'. Here we aim to assess the extent that epidemiological methods, as covered in contemporary standard textbooks, provide tools that can assess the relative magnitude of public health problems and can be used to help rank and assess public health priorities. Narrative literature review. Thirty textbooks were grouped into three categories; pure, extended or applied epidemiology, were reviewed with attention to the ways the discipline is characterised and the nature of the analytical methods described. Pure texts tend to present a strict hierarchy of methods with those metrics deemed to best serve aetiological inquiry at the top. Extended and applied texts employ broader definitions of epidemiology but in most cases, the metrics described are also those used in aetiological inquiry and may not be optimal for capturing the consequences and social importance of injuries and disease onsets. The primary scientific purpose of epidemiology, even amongst 'applied' textbooks, is aetiological inquiry. Authors do not readily extend to methods suitable for assessing public health problems and priorities.

25 CFR 36.12 - Standard III-Program needs assessment.

Science.gov (United States)

2010-04-01

...., (1) Perceptions of the parents, tribes, educators, and the students with regard to the relevance and....12 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS... Program Evaluation. This assessment shall include at least the following: (a) A clear statement of student...

The role of differentiation and standards-based grading in the science learning of struggling and advanced learners in a detracked high school honors biology classroom

Science.gov (United States)

MacDonald, Michelina Ruth Carter

The accountability movement in education resulting from the passage of The No Child Left Behind Act of 2001 has brought to light the disparities that exist in student achievement in the United States which play out along racial and socioeconomic lines. Three educational practices hold promise for reducing this achievement gap: differentiated instruction, standards-based assessment, and elimination of academic tracking. The purpose of this practitioner research study was to examine the ways that differentiation and standards-based assessment can support struggling learners and challenge advanced learners in a detracked, honors biology classroom. To gain insight into the role that differentiation and standards-based assessment played in supporting struggling and advanced learners, I used practitioner research to examine the development and implementation of a differentiated, standards-based instructional unit around the conceptual topic of protein synthesis. I collected multiple data pieces for 10 students in the study: two advanced learners, four struggling learners, and four strong learners who struggled in biology. Data analyzed included formative, self-, and summative assessment results; student artifacts; informal and formal student interviews; and, a practitioner reflection journal chronicling critical incidents and actions taken during the development and implementation of this unit and notes from peer debriefing during and following the unit's implementation. As I analyzed the data collected, my four findings fell into two overarching categories related to student grouping. My first three findings reflect what I learned about homogeneous grouping: (1) Pre-assessment based on unit outcomes is not useful for determining groups for tiered instruction; (2) Decisions about differentiation and grouping for differentiation must be made in the act of teaching using formative assessment results; and, (3) Flexible grouping structures are effective for both struggling

The Use of Illustrations in Large-Scale Science Assessment: A Comparative Study

Science.gov (United States)

Wang, Chao

2012-01-01

This dissertation addresses the complexity of test illustrations design across cultures. More specifically, it examines how the characteristics of illustrations used in science test items vary across content areas, assessment programs, and cultural origins. It compares a total of 416 Grade 8 illustrated items from the areas of earth science, life…

Documenting Matured Science: The BACC-Type Assessment Reports

Science.gov (United States)

Reckermann, M.; Omstedt, A. T.

2016-12-01

The BACC-type reports (BALTEX and Baltic Earth Assessment of Climate Change for the Baltic Sea region, BACC 2008 and BACC II 2015) represent an approach to assessing and making available current knowledge on regional climate change and its regional impacts on the physical, biogeochemical and biological environment (ecosystems, socio-economic sphere). The BACC assessments have originated in the BALTEX scientific research community (now Baltic Earth) and are coordinated by the International Baltic Earth Secretariat. The assessments are produced by teams of scientists from the region, led by lead authors who recruit experts from relevant topics to contribute. The report of 2015 was compiled by a different group of authors as 2008 to warrant independence of personal opinions and bias. The process is not externally funded and completely based on published scientific evidence, and not biased by political or economic interest groups. The BACC-type reports aim to bring together consolidated knowledge that has broad consensus in the scientific community, but also acknowledging issues for which contradicting opinions are found in the literature, so that no consensus can be reached ("consensus on dissensus"). An international steering committee is responsible for overlooking the process, and all manuscripts are anonymously peer-reviewed by independent international experts. Outreach to stakeholders and the public is an inherent aspect of this approach to document mature science. For the Baltic Sea, there is a close collaboration with HELCOM, the intergovernmental Baltic Marine Environment Protection Commission and the major regional science-policy interface in the Baltic Sea region. A summary for non-scientists was produced for the first BACC report and is in preparation for the second. Other BACC-type reports published are the climate report for the greater Hamburg area (published in 2011), and the NOSCCA report (North Sea Climate Change Assessment), published in 2016.

Gender differences in national assessment of educational progress science items: What does i don't know really mean?

Science.gov (United States)

Linn, Marcia C.; de Benedictis, Tina; Delucchi, Kevin; Harris, Abigail; Stage, Elizabeth

The National Assessment of Educational Progress Science Assessment has consistently revealed small gender differences on science content items but not on science inquiry items. This assessment differs from others in that respondents can choose I don't know rather than guessing. This paper examines explanations for the gender differences including (a) differential prior instruction, (b) differential response to uncertainty and use of the I don't know response, (c) differential response to figurally presented items, and (d) different attitudes towards science. Of these possible explanations, the first two received support. Females are more likely to use the I don't know response, especially for items with physical science content or masculine themes such as football. To ameliorate this situation we need more effective science instruction and more gender-neutral assessment items.

Using the Geoscience Literacy Frameworks and Educational Technologies to Promote Science Literacy in Non-science Major Undergraduates

Science.gov (United States)

Carley, S.; Tuddenham, P.; Bishop, K. O.

2008-12-01

In recent years several geoscience communities have been developing ocean, climate, atmosphere and earth science literacy frameworks as enhancements to the National Science Education Standards content standards. Like the older content standards these new geoscience literacy frameworks have focused on K-12 education although they are also intended for informal education and general public audiences. These geoscience literacy frameworks potentially provide a more integrated and less abstract approach to science literacy that may be more suitable for non-science major students that are not pursuing careers in science research or education. They provide a natural link to contemporary environmental issues - e.g., climate change, resource depletion, species and habitat loss, natural hazards, pollution, development of renewable energy, material recycling. The College of Exploration is an education research non-profit that has provided process and technical support for the development of most of these geoscience literacy frameworks. It has a unique perspective on their development. In the last ten years it has also gained considerable national and international expertise in facilitating web-based workshops that support in-depth conversations among educators and working scientists/researchers on important science topics. These workshops have been of enormous value to educators working in K-12, 4-year institutions and community colleges. How can these geoscience literacy frameworks promote more collaborative inquiry-based learning that enhances the appreciation of scientific thinking by non-majors? How can web- and mobile-based education technologies transform the undergraduate non-major survey course into a place where learners begin their passion for science literacy rather than end it? How do we assess science literacy in students and citizens?

Technical Standards on the Safety Assessment of a HLW Repository in Other Countries

International Nuclear Information System (INIS)

Lee, Sung Ho; Hwang, Yong Soo

2009-01-01

The basic function of HLW disposal system is to prevent excessive radio-nuclides being leaked from the repository in a short time. To do this, many technical standards should be developed and established on the components of disposal system. Safety assessment of a repository is considered as one of technical standards, because it produces quantitative results of the future evolution of a repository based on a reasonably simplified model. In this paper, we investigated other countries' regulations related to safely assessment focused on the assessment period, radiation dose limits and uncertainties of the assessment. Especially, in the investigation process of the USA regulations, the USA regulatory bodies' approach to assessment period and peak dose is worth taking into account in case of a conflict between peak dose from safety assessment and limited value in regulation.

A Student Assessment Tool for Standardized Patient Simulations (SAT-SPS): Psychometric analysis.

Science.gov (United States)

Castro-Yuste, Cristina; García-Cabanillas, María José; Rodríguez-Cornejo, María Jesús; Carnicer-Fuentes, Concepción; Paloma-Castro, Olga; Moreno-Corral, Luis Javier

2018-05-01

The evaluation of the level of clinical competence acquired by the student is a complex process that must meet various requirements to ensure its quality. The psychometric analysis of the data collected by the assessment tools used is a fundamental aspect to guarantee the student's competence level. To conduct a psychometric analysis of an instrument which assesses clinical competence in nursing students at simulation stations with standardized patients in OSCE-format tests. The construct of clinical competence was operationalized as a set of observable and measurable behaviors, measured by the newly-created Student Assessment Tool for Standardized Patient Simulations (SAT-SPS), which was comprised of 27 items. The categories assigned to the items were 'incorrect or not performed' (0), 'acceptable' (1), and 'correct' (2). 499 nursing students. Data were collected by two independent observers during the assessment of the students' performance at a four-station OSCE with standardized patients. Descriptive statistics were used to summarize the variables. The difficulty levels and floor and ceiling effects were determined for each item. Reliability was analyzed using internal consistency and inter-observer reliability. The validity analysis was performed considering face validity, content and construct validity (through exploratory factor analysis), and criterion validity. Internal reliability and inter-observer reliability were higher than 0.80. The construct validity analysis suggested a three-factor model accounting for 37.1% of the variance. These three factors were named 'Nursing process', 'Communication skills', and 'Safe practice'. A significant correlation was found between the scores obtained and the students' grades in general, as well as with the grades obtained in subjects with clinical content. The assessment tool has proven to be sufficiently reliable and valid for the assessment of the clinical competence of nursing students using standardized patients

Technology Readiness Level Assessment Process as Applied to NASA Earth Science Missions

Science.gov (United States)

Leete, Stephen J.; Romero, Raul A.; Dempsey, James A.; Carey, John P.; Cline, Helmut P.; Lively, Carey F.

2015-01-01

Technology assessments of fourteen science instruments were conducted within NASA using the NASA Technology Readiness Level (TRL) Metric. The instruments were part of three NASA Earth Science Decadal Survey missions in pre-formulation. The Earth Systematic Missions Program (ESMP) Systems Engineering Working Group (SEWG), composed of members of three NASA Centers, provided a newly modified electronic workbook to be completed, with instructions. Each instrument development team performed an internal assessment of its technology status, prepared an overview of its instrument, and completed the workbook with the results of its assessment. A team from the ESMP SEWG met with each instrument team and provided feedback. The instrument teams then reported through the Program Scientist for their respective missions to NASA's Earth Science Division (ESD) on technology readiness, taking the SEWG input into account. The instruments were found to have a range of TRL from 4 to 7. Lessons Learned are presented; however, due to the competition-sensitive nature of the assessments, the results for specific missions are not presented. The assessments were generally successful, and produced useful results for the agency. The SEWG team identified a number of potential improvements to the process. Particular focus was on ensuring traceability to guiding NASA documents, including the NASA Systems Engineering Handbook. The TRL Workbook has been substantially modified, and the revised workbook is described.

SUPPORTING TEACHERS IN IMPLEMENTING FORMATIVE ASSESSMENT PRACTICES IN EARTH SYSTEMS SCIENCE

Science.gov (United States)

Harris, C. J.; Penuel, W. R.; Haydel Debarger, A.; Blank, J. G.

2009-12-01

An important purpose of formative assessment is to elicit student thinking to use in instruction to help all students learn and inform next steps in teaching. However, formative assessment practices are difficult to implement and thus present a formidable challenge for many science teachers. A critical need in geoscience education is a framework for providing teachers with real-time assessment tools as well as professional development to learn how to use formative assessment to improve instruction. Here, we describe a comprehensive support system, developed for our NSF-funded Contingent Pedagogies project, for addressing the challenge of helping teachers to use formative assessment to enhance student learning in middle school Earth Systems science. Our support system is designed to improve student understanding about the geosphere by integrating classroom network technology, interactive formative assessments, and contingent curricular activities to guide teachers from formative assessment to instructional decision-making and improved student learning. To accomplish this, we are using a new classroom network technology, Group Scribbles, in the context of an innovative middle-grades Earth Science curriculum called Investigating Earth Systems (IES). Group Scribbles, developed at SRI International, is a collaborative software tool that allows individual students to compose “scribbles” (i.e., drawings and notes), on “post-it” notes in a private workspace (a notebook computer) in response to a public task. They can post these notes anonymously to a shared, public workspace (a teacher-controlled large screen monitor) that becomes the centerpiece of group and class discussion. To help teachers implement formative assessment practices, we have introduced a key resource, called a teaching routine, to help teachers take advantage of Group Scribbles for more interactive assessments. Routine refers to a sequence of repeatable interactions that, over time, become

Using PISA as an International Benchmark in Standard Setting.

Science.gov (United States)

Phillips, Gary W; Jiang, Tao

2015-01-01

This study describes how the Programme for International Student Assessment (PISA) can be used to internationally benchmark state performance standards. The process is accomplished in three steps. First, PISA items are embedded in the administration of the state assessment and calibrated on the state scale. Second, the international item calibrations are then used to link the state scale to the PISA scale through common item linking. Third, the statistical linking results are used as part of the state standard setting process to help standard setting panelists determine how high their state standards need to be in order to be internationally competitive. This process was carried out in Delaware, Hawaii, and Oregon, in three subjects-science, mathematics and reading with initial results reported by Phillips and Jiang (2011). An in depth discussion of methods and results are reported in this article for one subject (mathematics) and one state (Hawaii).

Longitudinal analysis of standardized test scores of students in the Science Writing Heuristic approach

Science.gov (United States)

Chanlen, Niphon

The purpose of this study was to examine the longitudinal impacts of the Science Writing Heuristic (SWH) approach on student science achievement measured by the Iowa Test of Basic Skills (ITBS). A number of studies have reported positive impact of an inquiry-based instruction on student achievement, critical thinking skills, reasoning skills, attitude toward science, etc. So far, studies have focused on exploring how an intervention affects student achievement using teacher/researcher-generated measurement. Only a few studies have attempted to explore the long-term impacts of an intervention on student science achievement measured by standardized tests. The students' science and reading ITBS data was collected from 2000 to 2011 from a school district which had adopted the SWH approach as the main approach in science classrooms since 2002. The data consisted of 12,350 data points from 3,039 students. The multilevel model for change with discontinuity in elevation and slope technique was used to analyze changes in student science achievement growth trajectories prior and after adopting the SWH approach. The results showed that the SWH approach positively impacted students by initially raising science achievement scores. The initial impact was maintained and gradually increased when students were continuously exposed to the SWH approach. Disadvantaged students who were at risk of having low science achievement had bigger benefits from experience with the SWH approach. As a result, existing problematic achievement gaps were narrowed down. Moreover, students who started experience with the SWH approach as early as elementary school seemed to have better science achievement growth compared to students who started experiencing with the SWH approach only in high school. The results found in this study not only confirmed the positive impacts of the SWH approach on student achievement, but also demonstrated additive impacts found when students had longitudinal experiences

Science teachers' mission impossible?: a qualitative study of obstacles in assessing students' practical abilities

Science.gov (United States)

Sund, Per

2016-09-01

Science teachers regard practical work as important and many claim that it helps students to learn science. Besides theoretical knowledge, such as concepts and formulas, practical work is considered to be an integral and basic part of science education. As practical work is perceived and understood in different ways, comparing the results between classes and schools is difficult. One way of making the results comparable is to develop systematic inquiries to be assessed in national large-scale tests. However, introducing similar testing conditions in a laboratory environment is not always possible. Although the instructions and assessment guides for such tests are detailed, many obstacles need to be overcome if equality in the overall test situation is to be achieved. This empirical case study investigates two secondary school science teachers' assessments of 15-16 years old students in three separate groups in the practical part of a Swedish national test in chemistry. Data are gathered using two video cameras and three pairs of spy camera glasses. The results show that individual and independent assessments are difficult due to the social interactions that take place and the physical sources of errors that occur in this type of setting.

Reinforcement of qualitative risk assessment proposals from computer science

International Nuclear Information System (INIS)

Friedlhuber, T.; Hibti, M.; Rauzy, A.

2013-01-01

During the last decade a lot of research has been made to evaluate concepts and methos of quantitative risk assessment in order to predict hazards more precisely. Nevertheless, the occurrence of new catastrophes like the Indonesian Tsunami in 2004, the Deepwater Horizon accident in 2010 or recently the Fukushima accidents in 2011 raise the question whether we may underestimate some natural limits of annotative risk assessment or even mistake its significance. Especially in the case of very unlikely events, in combination with uncertainty and severe consequences, may be we would do better to concentrate more on understanding risk than on calculating probability values. In this paper we apply progresses, made in the field of computer science, to tools and modelling concepts used in risk assessment. Regarding computer science, we point out now concepts, that may improve the quality of risk models and the process of model engineering. The goal is to reinforce the importance of qualitative risk assessment with the help of sophisticated tools and modelling. Qualitative risk assessment aims to understand risk and therefore reflects the initial idea of risk assessment. Risk understanding requires understanding systems and relations of components. It is fundamental to comprehend the meaning of components in fault- and event trees, to retrace all applied modifications and to highlight critical aspects. It is important how PSA models are visualized, documented, navigated, how results are presented and how model maintenance, integration and version control are performed. Also, the conjoint usage of different type of models (for example PSA models together with event sequence diagrams) can contribute to quality assurance. We present new concepts for various kind of problems. (author)

Standardized assessment of psychosocial factors and their influence on medically confirmed health outcomes in workers: a systematic review.

Science.gov (United States)

Rosário, Susel; Fonseca, João A; Nienhaus, Albert; da Costa, José Torres

2016-01-01

Previous studies of psychosocial work factors have indicated their importance for workers' health. However, to what extent health problems can be attributed to the nature of the work environment or other psychosocial factors is not clear. No previous systematic review has used inclusion criteria based on specific medical evaluation of work-related health outcomes and the use of validated instruments for the assessment of the psychosocial (work) environment. The aim of this systematic review is to summarize the evidence assessing the relationship between the psychosocial work environment and workers' health based on studies that used standardized and validated instruments to assess the psychosocial work environment and that focused on medically confirmed health outcomes. A systematic review of the literature was carried out by searching the databases PubMed, B-ON, Science Direct, Psycarticles, Psychology and Behavioral Sciences Collection and the search engine (Google Scholar) using appropriate words for studies published from 2004 to 2014. This review follows the recommendations of the Statement for Reporting Systematic Reviews (PRISMA). Studies were included in the review if data on psychosocial validated assessment method(s) for the study population and specific medical evaluation of health-related work outcome(s) were presented. In total, the search strategy yielded 10,623 references, of which 10 studies (seven prospective cohort and three cross-sectional) met the inclusion criteria. Most studies (7/10) observed an adverse effect of poor psychosocial work factors on workers' health: 3 on sickness absence, 4 on cardiovascular diseases. The other 3 studies reported detrimental effects on sleep and on disease-associated biomarkers. A more consistent effect was observed in studies of higher methodological quality that used a prospective design jointly with the use of validated instruments for the assessment of the psychosocial (work) environment and clinical

Safety assessment standards for modern plants in the UK

International Nuclear Information System (INIS)

Harbison, S.A.; Hannaford, J.

1993-01-01

The NII has revised its safety assessment principles (SAPs). This paper discusses the revised SAPs and their links with international standards. It considers the licensing of foreign designs of plant - a matter under active consideration in the UK -and discusses how the SAPs and the licensing process cater for that possibility. (author)

Science Education and Teacher Effectiveness: Implications of the Next Generation Science Standards (NGSS): Q&A with Chris Wilson, Ph.D., and Jody Bintz, M.S. REL Mid-Atlantic Teacher Effectiveness Webinar Series

Science.gov (United States)

Regional Educational Laboratory Mid-Atlantic, 2014

2014-01-01

This webinar explored how the Next Generation Science Standards (NGSS) provide an instructional framework to support professional growth and inform teacher evaluation systems for science instruction. This Q&A addressed the questions participants had for Dr. Wilson and Jody Bintz following the webinar. The webinar recording and PowerPoint…

A randomized trial of standardized nursing patient assessment using wireless devices.

Science.gov (United States)

Dykes, Patricia C; Carroll, Diane L; Benoit, Angela; Coakley, Amanda; Chang, Frank; Empoliti, Joanne; Gallagher, Joan; Lasala, Cynthia; O'Malley, Rosemary; Rath, Greg; Silva, Judy; Li, Qi

2007-10-11

A complete and accurate patient assessment database is essential for effective communication, problem identification, planning and evaluation of patient status. When employed consistently for point-of-care documentation, information systems are associated with completeness and quality of documentation. The purpose of this paper is to report on the findings of a randomized, cross-over study conducted to evaluate the adequacy of a standard patient assessment module to support problem identification, care planning and tracking of nursing sensitive patient outcomes. The feasibility of wireless devices to support patient assessment data collection at the point-of-care was evaluated using wireless PDAs and tablet PCs. Seventy-nine (79) nurses from two patient care units at Massachusetts General Hospital (Boston, MA) were recruited into the study and randomized to complete patient assessment using wireless or paper devices. At the end of six weeks, nurses who where randomized to the paper assessment module were assigned to a device and those who used a device were assigned to paper for an additional six weeks. Impact was evaluated with regard to data capture, workflow implications and nurse satisfaction. Findings suggest that a standard patient assessment set promotes patient sensitive and quality data capture, which is augmented by the use of wireless devices.

Evidence of system: A network model case-study of seventh grade science assessment practices from classrooms to the state test

Science.gov (United States)

Piety, Philip John

With science education in the United States entering a period of greater accountability, this study investigated how student learning in science was assessed by educators within one state, asking what systemic assessment approaches existed and how the information from them was used. Conducted during the 20o6-2007 school year, this research developed and piloted a network-model case study design that included teachers, principals, administrators, and the state test development process, as well as several state-level professional associations. The data analyzed included observations, interviews, surveys, and both public and private documents. Some data were secondary. This design produced an empirical depiction of practice with a web of related cases. The network model expands on the hierarchical (nested) models often assumed in the growing literature on how information is used in educational contexts by showing multiple ways in which individuals are related through organizational structures. Seven case study teachers, each employing assessment methods largely unique and invisible to others in their schools, illustrate one set of assessment practices. The only alternative to classroom assessments that could be documented was the annual state accountability test. These two assessment species were neither tightly coupled nor distinct. Some teachers were partners in developing state test instruments, and in some cases the annual test could be seen as a school management resource. Boundary practices---activities where these two systems connected---were opportunities to identify challenges to policy implementation in science education. The challenges include standards, cognition, vocabulary, and classroom equipment. The boundary practices, along with the web of connections, provide the outlines of potential (and often unrealized) synergistic relationships. This model shows diverse indigenous practices and adaptations by actors responding to pressures of change and

Assessment for Effective Intervention: Enrichment Science Academic Program

Science.gov (United States)

Sasson, Irit; Cohen, Donita

2013-10-01

Israel suffers from a growing problem of socio-economic gaps between those who live in the center of the country and residents of outlying areas. As a result, there is a low level of accessibility to higher education among the peripheral population. The goal of the Sidney Warren Science Education Center for Youth at Tel-Hai College is to strengthen the potential of middle and high school students and encourage them to pursue higher education, with an emphasis on majoring in science and technology. This study investigated the implementation and evaluation of the enrichment science academic program, as an example of informal learning environment, with an emphasis on physics studies. About 500 students conducted feedback survey after participating in science activities in four domains: biology, chemistry, physics, and computer science. Results indicated high level of satisfaction among the students. No differences were found with respect to gender excluding in physics with a positive attitudes advantage among boys. In order to get a deeper understanding of this finding, about 70 additional students conducted special questionnaires, both 1 week before the physics enrichment day and at the end of that day. Questionnaires were intended to assess both their attitudes toward physics and their knowledge and conceptions of the physical concept "pressure." We found that the activity moderately improved boys' attitudes toward physics, but that girls displayed decreased interest in and lower self-efficacy toward physics. Research results were used to the improvement of the instructional design of the physics activity demonstrating internal evaluation process for effective intervention.

Comparing the performance and preference of students experiencing a Reading Aloud Accommodation to those who do not on a virtual science assessment

Science.gov (United States)

Shelton, Angela

Many United States secondary students perform poorly on standardized summative science assessments. Situated Assessments using Virtual Environments (SAVE) Science is an innovative assessment project that seeks to capture students' science knowledge and understanding by contextualizing problems in a game-based virtual environment called Scientopolis. Within Scientopolis, students use an "avatar" to interact with non-player characters (NPCs), artifacts, embedded clues and "sci-tools" in order to help solve the problems of the townspeople. In an attempt to increase students' success on assessments, SAVE science places students in an environment where they can use their inquiry skills to solve problems instead of reading long passages which attempt to contextualize questions but ultimately cause construct-irrelevant variance. However, within these assessments reading is still required to access the test questions and character interactions. This dissertation explores how students' in-world performances differ when exposed to a Reading Aloud Accommodation (RAA) treatment in comparison to a control group. Student perceptions of the treatment are also evaluated. While a RAA is typically available for students with learning disabilities or English language learners, within this study, all students were randomly assigned to either the treatment or control, regardless of any demographic factors or learning barriers. The theories of Universal design for learning and brain-based learning advocate for multiple ways for students to engage, comprehend, and illustrate their content knowledge. Further, through providing more ways for students to interact with content, all students should benefit, not just those with learning disabilities. Students in the experimental group listened to the NPCs speak the dialogue that provides them with the problem, clues, and assessment questions, instead of relying on reading skills to gather the information. Overall, students in the treatment

Breathing life into fisheries stock assessments with citizen science.

Science.gov (United States)

Fairclough, D V; Brown, J I; Carlish, B J; Crisafulli, B M; Keay, I S

2014-11-28

Citizen science offers a potentially cost-effective way for researchers to obtain large data sets over large spatial scales. However, it is not used widely to support biological data collection for fisheries stock assessments. Overfishing of demersal fishes along 1,000 km of the west Australian coast led to restrictive management to recover stocks. This diminished opportunities for scientists to cost-effectively monitor stock recovery via fishery-dependent sampling, particularly of the recreational fishing sector. As fishery-independent methods would be too expensive and logistically-challenging to implement, a citizen science program, Send us your skeletons (SUYS), was developed. SUYS asks recreational fishers to voluntarily donate fish skeletons of important species from their catch to allow biological data extraction by scientists to produce age structures and conduct stock assessment analyses. During SUYS, recreational fisher involvement, sample sizes and spatial and temporal coverage of samples have dramatically increased, while the collection cost per skeleton has declined substantially. SUYS is ensuring sampling objectives for stock assessments are achieved via fishery-dependent collection and reliable and timely scientific advice can be provided to managers. The program is also encouraging public ownership through involvement in the monitoring process, which can lead to greater acceptance of management decisions.

Towards a Standardized e-Assessment System: Motivations, Challenges and First Findings

Directory of Open Access Journals (Sweden)

Denis Helic

2009-10-01

Full Text Available “Global Learning” with shared learning contents, resources, activities and goals is one of the contributions of Globalization. With the capability to use new Information and Communication Technologies (ICT it is a bit easier to have a technology based learning systems that enable learners to share the learning resources and possibilities. As a result many Learning Management Systems (LMS were developed with divers of platforms and approaches. Consequently, sharing learning resources and components has become a major challenge. E-assessment as a primary activity of any LMS is facing the same challenges and problems. In order to stand on this challenge people in the field of technology enhanced learning have recommended that LMS should conform to specific standards. This paper discuses this challenge, the consequences and limitations of standards in the modern learning settings. Moreover, it shows a service oriented framework for assessment which aims to make the e-assessment systems flexible and also to initiate the term of “Global Learning Assessment” with the possibility of sharing the e-assessment system components.

Teaching secondary science constructing meaning and developing understanding

CERN Document Server

Ross, Keith; McKechnie, Janet

2010-01-01

Now fully updated in its third edition Teaching Secondary Science is a comprehensive guide to all aspects of science teaching, providing a wealth of information and ideas about different approaches. With guidance on how children understand scientific ideas and the implications this has on teaching, teachers are encouraged to construct their own meanings and become reflective in their practice. Relating science to government agendas, such as the National Strategies, Assessment for Learning and Every Child Matters, this new edition reflects and maps to changes in national standards. Ke

Assessing Data Quality in Emergent Domains of Earth Sciences

Science.gov (United States)

Darch, P. T.; Borgman, C.

2016-12-01

As earth scientists seek to study known phenomena in new ways, and to study new phenomena, they often develop new technologies and new methods such as embedded network sensing, or reapply extant technologies, such as seafloor drilling. Emergent domains are often highly multidisciplinary as researchers from many backgrounds converge on new research questions. They may adapt existing methods, or develop methods de novo. As a result, emerging domains tend to be methodologically heterogeneous. As these domains mature, pressure to standardize methods increases. Standardization promotes trust, reliability, accuracy, and reproducibility, and simplifies data management. However, for standardization to occur, researchers must be able to assess which of the competing methods produces the highest quality data. The exploratory nature of emerging domains discourages standardization. Because competing methods originate in different disciplinary backgrounds, their scientific credibility is difficult to compare. Instead of direct comparison, researchers attempt to conduct meta-analyses. Scientists compare datasets produced by different methods to assess their consistency and efficiency. This paper presents findings from a long-term qualitative case study of research on the deep subseafloor biosphere, an emergent domain. A diverse community converged on the study of microbes in the seafloor and those microbes' interactions with the physical environments they inhabit. Data on this problem are scarce, leading to calls for standardization as a means to acquire and analyze greater volumes of data. Lacking consistent methods, scientists attempted to conduct meta-analyses to determine the most promising methods on which to standardize. Among the factors that inhibited meta-analyses were disparate approaches to metadata and to curating data. Datasets may be deposited in a variety of databases or kept on individual scientists' servers. Associated metadata may be inconsistent or hard to

Variation in assessment and standard setting practices across UK undergraduate medicine and the need for a benchmark.

Science.gov (United States)

MacDougall, Margaret

2015-10-31

The principal aim of this study is to provide an account of variation in UK undergraduate medical assessment styles and corresponding standard setting approaches with a view to highlighting the importance of a UK national licensing exam in recognizing a common standard. Using a secure online survey system, response data were collected during the period 13 - 30 January 2014 from selected specialists in medical education assessment, who served as representatives for their respective medical schools. Assessment styles and corresponding choices of standard setting methods vary markedly across UK medical schools. While there is considerable consensus on the application of compensatory approaches, individual schools display their own nuances through use of hybrid assessment and standard setting styles, uptake of less popular standard setting techniques and divided views on norm referencing. The extent of variation in assessment and standard setting practices across UK medical schools validates the concern that there is a lack of evidence that UK medical students achieve a common standard on graduation. A national licensing exam is therefore a viable option for benchmarking the performance of all UK undergraduate medical students.

77 FR 23250 - HIT Standards Committee; Schedule for the Assessment of HIT Policy Committee Recommendations

Science.gov (United States)

2012-04-18

... DEPARTMENT OF HEALTH AND HUMAN SERVICES HIT Standards Committee; Schedule for the Assessment of HIT Policy Committee Recommendations AGENCY: Office of the National Coordinator for Health Information... 2009 mandates that the HIT Standards Committee develop a schedule for the assessment of policy...

76 FR 25355 - HIT Standards Committee; Schedule for the Assessment of HIT Policy Committee Recommendations

Science.gov (United States)

2011-05-04

... DEPARTMENT OF HEALTH AND HUMAN SERVICES HIT Standards Committee; Schedule for the Assessment of HIT Policy Committee Recommendations AGENCY: Office of the National Coordinator for Health Information... 2009 mandates that the HIT Standards Committee develop a schedule for the assessment of policy...

78 FR 29134 - HIT Standards Committee; Schedule for the Assessment of HIT Policy Committee Recommendations

Science.gov (United States)

2013-05-17

... DEPARTMENT OF HEALTH AND HUMAN SERVICES HIT Standards Committee; Schedule for the Assessment of HIT Policy Committee Recommendations AGENCY: Office of the National Coordinator for Health Information... 2009 mandates that the HIT Standards Committee develop a schedule for the assessment of policy...

submitter BioSharing: curated and crowd-sourced metadata standards, databases and data policies in the life sciences

CERN Document Server

McQuilton, Peter; Rocca-Serra, Philippe; Thurston, Milo; Lister, Allyson; Maguire, Eamonn; Sansone, Susanna-Assunta

2016-01-01

BioSharing (http://www.biosharing.org) is a manually curated, searchable portal of three linked registries. These resources cover standards (terminologies, formats and models, and reporting guidelines), databases, and data policies in the life sciences, broadly encompassing the biological, environmental and biomedical sciences. Launched in 2011 and built by the same core team as the successful MIBBI portal, BioSharing harnesses community curation to collate and cross-reference resources across the life sciences from around the world. BioSharing makes these resources findable and accessible (the core of the FAIR principle). Every record is designed to be interlinked, providing a detailed description not only on the resource itself, but also on its relations with other life science infrastructures. Serving a variety of stakeholders, BioSharing cultivates a growing community, to which it offers diverse benefits. It is a resource for funding bodies and journal publishers to navigate the metadata landscape of the ...

Designing Interdisciplinary Assessments in Sciences for College Students: An Example on Osmosis

Science.gov (United States)

Shen, Ji; Liu, Ou Lydia; Sung, Shannon

2014-01-01

College science education needs to foster students' habit of mind beyond disciplinary constraints. However, little research has been devoted to assessing students' interdisciplinary understanding. To address this problem, we formed a team of experts from different disciplines to develop interdisciplinary assessments that target…

Future Directions in Assessment: Influences of Standards and Implications for Language Learning

Science.gov (United States)

Cox, Troy L.; Malone, Margaret E.; Winke, Paula

2018-01-01

As "Foreign Language Annals" concludes its 50th anniversary, it is fitting to review the past and peer into the future of standards-based education and assessment. Standards are a common yardstick used by educators and researchers as a powerful framework for conceptualizing teaching and measuring learner success. The impact of standards…

POLICY ISSUES ASSOCIATED WITH USING SIMULATION TO ASSESS ENVIRONMENTAL IMPACTS

Energy Technology Data Exchange (ETDEWEB)

Uchitel, Kirsten; Tanana, Heather

2014-11-01

This report examines the relationship between simulation-based science and judicial assessments of simulations or models supporting evaluations of environmental harms or risks, considering both how it exists currently and how it might be shaped in the future. This report considers the legal standards relevant to judicial assessments of simulation-based science and provides examples of the judicial application of those legal standards. Next, this report discusses the factors that inform whether there is a correlation between the sophistication of a challenged simulation and judicial support for that simulation. Finally, this report examines legal analysis of the broader issues that must be addressed for simulation-based science to be better understood and utilized in the context of judicial challenge and evaluation. !

Academic performance: A case study of mathematics and science educators from rural Washington high schools

Science.gov (United States)

Hancock, Tira K.

A qualitative descriptive case study explored courses of action for educators and leaders of math and science educators to implement to help students achieve state assessment standard and postsecondary success. The problem focused on two demographically similar rural high schools in Southwest Washington that demonstrated inadequate rates of student achievement in mathematics and science. The research question investigated courses of action that may assist educators and leaders of secondary math and science educators to help students achieve WASL standards and postsecondary success in compliance with the No Child Left Behind (NCLB) Act of 2001. Senge's learning organization theory (1990, 2006) and Fullan's (2001) contributions to leading and learning in times of change provided the theoretical framework for the study. Twenty study participant responses analyzed with qualitative analysis software QSR NVivo 7 revealed six themes. Triangulation of responses with secondary data from WASL assessment scores and case study school assessment data identified 14 courses of action and three recommendations for educators and leaders of math and science educators to help students meet state standards and postsecondary success. Critical factors identified in the study as needed to assist educators to help students succeed included professional development, collaboration, teaching practices, funding, student accountability, and parental involvement.

Psychosocial Assessment as a Standard of Care in Pediatric Cancer

NARCIS (Netherlands)

Kazak, Anne E.; Abrams, Annah N.; Banks, Jaime; Christofferson, Jennifer; DiDonato, Stephen; Grootenhuis, Martha A.; Kabour, Marianne; Madan-Swain, Avi; Patel, Sunita K.; Zadeh, Sima; Kupst, Mary Jo

2015-01-01

This paper presents the evidence for a standard of care for psychosocial assessment in pediatric cancer. An interdisciplinary group of investigators utilized EBSCO, PubMed, PsycINFO, Ovid, and Google Scholar search databases, focusing on five areas: youth/family psychosocial adjustment, family

Assessing Motivations and Use of Online Citizen Science Astronomy Projects

Science.gov (United States)

Nona Bakerman, Maya; Buxner, Sanlyn; Bracey, Georgia; Gugliucci, Nicole

2018-01-01

The exponential proliferation of astronomy data has resulted in the need to develop new ways to analyze data. Recent efforts to engage the public in the discussion of the importance of science has led to projects that are aimed at letting them have hands-on experiences. Citizen science in astronomy, which has followed the model of citizen science in other scientific fields, has increased in the number and type of projects in the last few years and poses captivating ways to engage the public in science.The primary feature of this study was citizen science users’ motivations and activities related to engaging in astronomy citizen science projects. We report on participants’ interview responses related to their motivations, length and frequency of engagement, and reasons for leaving the project. From May to October 2014, 32 adults were interviewed to assess their motivations and experiences with citizen science. In particular, we looked at if and how motivations have changed for those who have engaged in the projects in order to develop support for and understandparticipants of citizen science. The predominant reasons participants took part in citizen science were: interest, helping, learning or teaching, and being part of science. Everyone interviewed demonstrated an intrinsic motivation to do citizen science projects.Participants’ reasons for ending their engagement on any given day were: having to do other things, physical effects of the computer, scheduled event that ended, attention span or tired, computer or program issues. A small fraction of the participants also indicated experiencing negative feedback. Out of the participants who no longer took part in citizen science projects, some indicated that receiving negative feedback was their primary reason and others reported the program to be frustrating.Our work is helping us to understand participants who engage in online citizen science projects so that researchers can better design projects to meet their

Teachers' Practices in High School Chemistry Just Prior to the Adoption of the Next Generation Science Standards

Science.gov (United States)

Boesdorfer, Sarah B.; Staude, Kristin D.

2016-01-01

Effective professional development that influences teachers' classroom practices starts with what teachers know, understand, and do in their classroom. The Next Generation Science Standards (NGSS) challenge teachers to make changes to their classroom; to help teachers make these changes, it is necessary to know what they are doing in their…

Standards for psychological assessment of nuclear facility personnel. Technical report

International Nuclear Information System (INIS)

Frank, F.D.; Lindley, B.S.; Cohen, R.A.

1981-07-01

The subject of this study was the development of standards for the assessment of emotional instability in applicants for nuclear facility positions. The investigation covered all positions associated with a nuclear facility. Conclusions reached in this investigation focused on the ingredients of an integrated selection system including the use of personality tests, situational simulations, and the clinical interview; the need for professional standards to ensure quality control; the need for a uniform selection system as organizations vary considerably in terms of instruments presently used; and the need for an on-the-job behavioral observation program

Negotiating the use of formative assessment for learning in an era of accountability testing

Science.gov (United States)

Yin, Xinying

The purpose of this collaborative action research was to understand how science educators can negotiate the tension between integrating formative assessment (FA) for students' learning and meeting the need for standardized summative assessment (testing) from a critical perspective. Using formative assessment in the era of accountability testing was a process in which the science educators identified the ways that the standardized testing system constrained the teacher's use of FA to improve students' learning, sought solutions to overcome the obstacles and came to understand how FA can be utilized to neutralize the power relationship between the institutional requirement and classroom teaching and learning. The challenge of doing FA under the pressure of standardized testing mainly lie in two dimensions: one was the demand of teaching all the desired standard-based content to all students in a limited amount of time and the sufficient time and flexibility required by doing FA to improve students' understanding, the other was the different levels of knowledge and forms of knowledge representation on FA and tests. The negotiation of doing FA for teaching standards and preparing students for tests entailed six aspects for the collaborative team, including clarifying teaching objectives, reconstructing instructional activities, negotiating with time constraints, designing effective FA activities, attending to students' needs in doing FA, and modifying end-of-unit tests to better assess the learning goals. As the teacher's instructional goals evolved to be more focused on conceptual understanding of standards and more thorough understanding for less activities, she perceived doing FA for learning and preparing students for standardized tests as more congruent. By integrating both divergent and convergent FA into instruction as well as modifying tests to be more aligned with standards, students' learning were enhanced and they were also being prepared for tests. This

Perceptions and attitudes of formative assessments in middle-school science classes

Science.gov (United States)

Chauncey, Penny Denyse

No Child Left Behind mandates utilizing summative assessment to measure schools' effectiveness. The problem is that summative assessment measures students' knowledge without depth of understanding. The goal of public education, however, is to prepare students to think critically at higher levels. The purpose of this study was to examine any difference between formative assessment incorporated in instruction as opposed to the usual, more summative methods in terms of attitudes and academic achievement of middle-school science students. Maslow's theory emphasizes that individuals must have basic needs met before they can advance to higher levels. Formative assessment enables students to master one level at a time. The research questions focused on whether statistically significant differences existed between classrooms using these two types of assessments on academic tests and an attitude survey. Using a quantitative quasi-experimental control-group design, data were obtained from a sample of 430 middle-school science students in 6 classes. One control and 2 experimental classes were assigned to each teacher. Results of the independent t tests revealed academic achievement was significantly greater for groups that utilized formative assessment. No significant difference in attitudes was noted. Recommendations include incorporating formative assessment results with the summative results. Findings from this study could contribute to positive social change by prompting educational stakeholders to examine local and state policies on curriculum as well as funding based on summative scores alone. Use of formative assessment can lead to improved academic success.

MRI assessment of myelination: an age standardization

Energy Technology Data Exchange (ETDEWEB)

Staudt, M. (Kinderklinik Dritter Orden, Passau (Germany)); Schropp, C. (Kinderklinik Dritter Orden, Passau (Germany)); Staudt, F. (Kinderklinik Dritter Orden, Passau (Germany)); Obletter, N. (Radiologische Praxis, Klinikum Ingolstadt (Germany)); Bise, K. (Neuropathologisches Inst., Muenchen Univ. (Germany)); Breit, A. (MR Tomographie, Klinikum Passau (Germany)); Weinmann, H.M. (Kinderklinik Schwabing, Muenchen (Germany))

1994-04-01

777 cerebral MRI examinations of children aged 3 days to 14 years were staged for myelination to establish an age standardization. Staging was performed using a system proposed in a previous paper, separately ranking 10 different regions of the brain. Interpretation of the results led to the identification of foue clinical diagnoses that are frequently associated with delays in myelination: West syndrome, cerebral palsy, developmental retardation, and congenital anomalies. In addition, it was found that assessment of myelination in children with head injuries was not practical as alterations in MRI signal can simulate earlier stages of myelination. Age limits were therefore calculated from the case material after excluding all children with these conditions. When simplifications of the definition of the stages are applied, these age limits for the various stages of myelination of each of the 10 regions of the brain make the staging system applicable for routine assessment of myelination. (orig.)

Evaluation and comparison of medical records department of Iran university of medical sciences teaching hospitals and medical records department of Kermanshah university of medical sciences teaching hospitals according to the international standards ISO 9001-2000 in 2008

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maryam ahmadi

2010-04-01

Conclusion: The rate of final conformity of medical records system by the criteria of the ISO 9001-2000 standards in hospitals related to Iran university of medical sciences was greater than in hospitals related to Kermanshah university of medical sciences. And total conformity rate of medical records system in Kermanshah hospitals was low. So the regulation of medical records department with ISO quality management standards can help to elevate its quality.

Motivational Effects of Standardized Language Assessment on Chinese Young Learners

Science.gov (United States)

Zhao, Chuqiao

2016-01-01

This review paper examines how standardized language assessment affects Chinese young learners' motivation for second-language learning. By presenting the historical and contemporary contexts of the testing system in China, this paper seeks to demonstrate the interrelationship among cultural, social, familial, and individual factors, which…

Assessing cultural validity in standardized tests in stem education

Science.gov (United States)

Gassant, Lunes

This quantitative ex post facto study examined how race and gender, as elements of culture, influence the development of common misconceptions among STEM students. Primary data came from a standardized test: the Digital Logic Concept Inventory (DLCI) developed by Drs. Geoffrey L. Herman, Michael C. Louis, and Craig Zilles from the University of Illinois at Urbana-Champaign. The sample consisted of a cohort of 82 STEM students recruited from three universities in Northern Louisiana. Microsoft Excel and the Statistical Package for the Social Sciences (SPSS) were used for data computation. Two key concepts, several sub concepts, and 19 misconceptions were tested through 11 items in the DLCI. Statistical analyses based on both the Classical Test Theory (Spearman, 1904) and the Item Response Theory (Lord, 1952) yielded similar results: some misconceptions in the DLCI can reliably be predicted by the Race or the Gender of the test taker. The research is significant because it has shown that some misconceptions in a STEM discipline attracted students with similar ethnic backgrounds differently; thus, leading to the existence of some cultural bias in the standardized test. Therefore the study encourages further research in cultural validity in standardized tests. With culturally valid tests, it will be possible to increase the effectiveness of targeted teaching and learning strategies for STEM students from diverse ethnic backgrounds. To some extent, this dissertation has contributed to understanding, better, the gap between high enrollment rates and low graduation rates among African American students and also among other minority students in STEM disciplines.