Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions

Autor/inn/en	DeBarger, Angela Haydel; Penuel, William R.; Harris, Christopher J.; Kennedy, Cathleen A.
Titel	Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions
Quelle	In: American Journal of Evaluation, 37 (2016) 2, S.174-192 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-2140
DOI	10.1177/1098214015581707
Schlagwörter	Intervention; Program Evaluation; Research Design; Science Tests; Curriculum Evaluation; Academic Standards; Benchmarking; Test Validity; Relevance (Education); Evidence Based Practice; Task Analysis; Design Requirements; Scoring Rubrics; Item Analysis; Goodness of Fit; Test Construction; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Forschungsdesign; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Testvalidität; Relevance; Relevanz; Aufgabenanalyse; Design preferences; Gestaltungsmittel; Scoring formulas; Auswertungsbogen; Itemanalyse; Testaufbau
Abstract	Evaluators must employ research designs that generate compelling evidence related to the worth or value of programs, of which assessment data often play a critical role. This article focuses on assessment design in the context of evaluation. It describes the process of using the Framework for K-12 Science Education and Next Generation Science Standards (NGSS) to design assessments to evaluate the efficacy of a curricular intervention. The new science standards present a significant challenge to assessment designers and evaluators because these standards emphasize the integration of disciplinary core ideas, practices, and crosscutting concepts. This article presents the structure of a validity argument for such uses with an evidence-centered design perspective and unpacks the design decisions in developing and implementing these assessments in an efficacy study of a project-based science curriculum. Implications for designing NGSS-aligned assessments for program evaluation purposes are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01