Transitioning NAEP Science to a Digitally Based Assessment

• In Event: 58.074 - Discussion and Demonstration of New Digitally Based Assessments for NAEP

Abstract

NAEP has been assessing science at grades 4, 8, and 12 since 1969. The first assessments were administered via paper-and-pencil. In 2011 the grade 8 assessment was administered so that results from both the NAEP mathematics and science assessments in 2011 could be linked to results for the 2011 Trends in International Mathematics and Science Study (TIMSS). The results from the linking study show how the performance of eighth-grade students in states and selected districts compares to international benchmarks.

Starting in 2009, the NAEP science assessment has evolved to include interactive computer tasks (ICTs) and hands-on tasks (HOTs). In these tasks, students performed both real and simulated science experiments. Students were presented with simulations of experiments that allowed them to demonstrate a broad range of skills involved in scientific inquiry and reasoning. By simulating the experiments on a computer, students can be tested on concepts that NAEP could not adequately assess using paper and pencil. ICTs challenge students to solve scientific problems, often through simulations. They allow students to demonstrate the skills involved in solving problems through scientific investigations without the logistical constraints associated with a natural or laboratory setting. Through HOTs, students have the opportunity to physically manipulate objects and perform scientific investigations. Each HOT allows students to demonstrate how well they are able to plan and conduct scientific investigations, reason through complex problems, and apply their knowledge in real-world contexts.

Previously, NAEP science ICTs were administered on a computer without touch-screen capabilities. As NAEP transitions to digitally based assessments (DBA), ICTs have been administered on touch-enabled devices. In addition, in the previously administered science HOTs, when students worked with laboratory materials and other equipment to perform scientific investigations, they recorded their responses using paper-and-pencil booklets. Students continue to complete HOTs by working with laboratory materials and performing scientific investigations, but they now use a touch-enabled device rather than a paper-and-pencil booklet to receive directions, record results, and respond to questions.

As digital tools assume increasingly prominent roles in today’s classrooms, NAEP is exploring new ways to use technology—including touch-enabled devices—to gauge what students know and can do. During this portion of the presentation, attendees will have the opportunity to view examples of the evidence-centered design practices used to build such rich technology enhanced assessments in science.

Author

• Kathleen Scalise, ETS