The power of feedback.

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Understanding By Design

Science and Engineering Practices that connect to garden-based education (all 8): • Asking questions (for science) and defining problems (for engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations (for science) and designing solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

Next Generation Science Standards

The current zeitgeist in education in the USA emphasizes accountability for schools, students, and teachers, based on performance that can be easily quantified. Within this, current debates involving who should be teaching, what a good teacher looks like, and how best to evaluate and reward teachers are actually debates about the teaching profession. Inside such social and policy debates, however, lie real teachers with complex professional selves. The qualitative study reported here investigated how primary school teachers constructed self-understandings of what it means to be a professional inside the current educational reform context in the USA. Drawing from social-practice theories of identity construction and conceiving of the current educational reform discourses as sets of diffuse force relations that shape the social contexts and conditions of possibility in which American teachers work, this study sought to understand how nine California teachers made sense of their own professional selves amid ...

Teacher identity and agency in an era of accountability

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Taking Science To School Learning And Teaching Science In Grades K 8

Value‐added measures in education: What every educator needs to know

We present a multi-level model of contextual factors that may influence teachers’ assessment practices, and use this model in a selected review of existing literature on teachers’ assessment knowledge, views and conceptions with respect to these contextual factors. Adapting Kozma’s model, we distinguish three levels of influence on teachers’ practices: micro, meso and macro. We searched for relevant articles in EBSCO, JSTOR and other databases, and review selected articles with a focus on the complex relationships within and across these levels. Findings reveal a large body of research at the micro-level (teacher), such as on teachers’ values, conceptions and knowledge. However, there is relatively less research at the meso-level (school) or connecting it with the micro- or macro-levels. Implications for future research are also discussed.

Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research

School accountability decisions based on standardized tests hinge on the degree of alignment of the test with the state’s standards documents. Yet, there exist no established criteria for judging strength of alignment. Previous measures of alignment among tests, standards, and teachers' instruction have yielded mixed results that are difficult to interpret and to compare across studies. This article reports findings from a simulation study to determine critical values for Porter’s alignment index, suitable for hypothesis testing at alpha levels of .05 and .10, as is familiar to many scholars. It then reexamines the results of previous alignment studies and demonstrates how these findings may be compared through the use of these critical values. The tables of critical values will be useful to researchers or policymakers who seek to judge strength of alignment of standards, assessments, and instruction. The article also describes directions for future research in establishing objective criteria for the inte...

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Estimating Critical Values for Strength of Alignment Among Curriculum, Assessments, and Instruction

This article reports on an analysis of alignment between NY state core curricula and NY Regents tests in physics and chemistry. Both the curriculum and test were represented by a two dimensional table consisting of topics and cognitive demands. The cell values of the table were numbers of major understandings in the curriculum and points of test items in the test. The Porter alignment index was computed for each test. It was found that, overall, there was a high alignment between the NY core curriculum and the NY Regents test, and the alignment remained fairly stable from test to test. However, there were considerable dis- crepancies in emphases on different cognitive levels and topics between the core curriculum and the test. Issues related to the nature of alignment, and the nature and validity of content standards were raised, and implications for sci- ence curriculum and instructions were also discussed.

Gavin W. Fulmer

Papers

Value‐added measures in education: What every educator needs to know

Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research

Estimating Critical Values for Strength of Alignment Among Curriculum, Assessments, and Instruction

Alignment Between the Science Curriculum and Assessment in Selected NY State Regents Exams

The challenges of alignment for the Next Generation Science Standards