"It Changed My View of Assessment": Impact of a Novel State Science Assessment Development Framework

• In Event: Improving While Working: Developing In-Service Mathematics and Science Teachers

Abstract

This qualitative study examined how sixteen K-12 science educators perceived their participation in a novel state assessment item development process. The process was framed by Achieve’s criteria for high-quality science assessment. Items were aligned to the NGSS and format requirements defined by the Illinois State Board of Education. Throughout the nine-day process items were developed by teams of 3-5 educators and iteratively screened by science, engineering, and education experts for accuracy, alignment, and compliance with format requirements. Throughout the process writers received actionable feedback from multiple experts. Results indicate the iterative engagement with experts was foundational to educators’ perceived professional growth. Primary professional growth reported was an increased ability to interpret the NGSS and to design standards-aligned classroom science assessment.

Authors

• Senetta F Bancroft, Southern Illinois University - Carbondale

• Carol Colaninno, Southern Illinois University - Edwardsville

• Euginia Nyirenda, Southern Illinois University - Carbondale

• Angela Box, Southern Illinois University - Carbondale

• Lavern Byfield, Southern Illinois University Carbondale

• Heidi Regina Bacon, Southern Illinois University Carbondale

• Harvey Henson, Southern Illinois University