Literaturnachweis - Detailanzeige
| Autor/inn/en | Alonzo, Alicia C.; Ke, Li |
|---|---|
| Titel | Taking Stock: Existing Resources for Assessing a New Vision of Science Learning |
| Quelle | In: Measurement: Interdisciplinary Research and Perspectives, 14 (2016) 4, S.119-152 (34 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Ke, Li) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1536-6367 |
| DOI | 10.1080/15366367.2016.1251279 |
| Schlagwörter | Science Achievement; Science Tests; Group Testing; Accountability; Academic Standards; Computer Assisted Testing; Performance Based Assessment; Educational Practices; Educational Research; Models; Testing Programs; Program Descriptions; Content Analysis; Student Participation; Engineering Education; Educational Resources |
| Abstract | 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 accountability systems, and in our understanding of students' engagement with the science and engineering practices, to inform such efforts. We highlight promising examples from current large-scale assessment programs, an alternative national accountability model, and cutting-edge research and offer several cautions to the field. (As Provided). |
| Anmerkungen | Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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