High-stakes Testing in Science Education

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

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

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

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

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

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

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

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

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