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    A timely article from the peerreviewed journal science discusses the new science standards. Assessment in science is too often such that students are required to regurgitate facts and information. This type of assessment is not aligned with how science should be done inquiry, experimentation, and solving problems.

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    A timely article from the peerreviewed journal science discusses the new science standards. Assessment in science is too often such that students are required to regurgitate facts and information. This type of assessment is not aligned with how science should be done inquiry, experimentation, and solving problems.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    50 views4 pages

    Literaryreviewmeasuringproficiencyinscience

    Uploaded by

    api-278255765
    A timely article from the peerreviewed journal science discusses the new science standards. Assessment in science is too often such that students are required to regurgitate facts and information. This type of assessment is not aligned with how science should be done inquiry, experimentation, and solving problems.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 4

    LiteraryReview:

    ScholarlyArticle
    MeasuringProficiencyinSciencebyJamesW.Pellegrino
    February26,2015
    SarahJones

    Inpartialfulfillmentoftherequirementsfor
    TED690:CapstoneCourse
    NationalUniversity
    Dr.StaciaLevy

    Introduction
    Author:
    JamesW.Pellegrino
    Title:
    ProficiencyinScience:AssessmentChallengesandOpportunities
    Publisher:
    Journal
    Science
    ,Volume340,320323
    Year:
    2013
    Reviewer
    :SarahJones,NationalUniversity

    Thistimelyarticlefromthepeerreviewedjournal
    Science
    discussesthenewsciencestandards,the
    NGSS,thatarecomingandtherelevanceofthesestandardsincreatingassessments.Assessmentinscience,as
    theauthordiscusses,istoooftensuchthatstudentsarerequiredtoregurgitatefactsandinformation.Thistype
    ofassessment,however,notonlydoesntbenefitstudentsbutalsoisnotalignedwithhowscienceshouldbe
    doneinquiry,experimentation,andsolvingproblems.

    Review
    Pellegrinobeginsbyintroducingtheideathatthefutureofscienceeducationisbrightandpromising,
    butwiththecaveatthatwealsofacemanychallenges,notleastamongthemdesigningassessmentsthatalign
    withhowweunderstandsciencelearningoughttobedone.AccordingtoPellegrino(2013),proficiencyin
    scienceisbeingdefinedthroughperformanceexpectationsthatintertwinesciencepractices,crosscutting
    concepts,andcorecontentknowledge.Thesedescriptionsofwhatitmeanstoknowanddosciencepose
    challengesforassessmentdesignanduse,whetherattheclassroominstructionallevelorthesystemlevelfor
    monitoringtheprogressofscienceeducation(pg.320).Becausetruescienceisinquirybased,weneedtofocus
    oncatchingupourassessmentssothattheyarealignedwiththisideaand,asahappyresult,alsoalignedwith
    thenewNGSSstandards.
    PellegrinousestheNationalResearchCouncilsframeworktounderscorehowweshoulddefine
    proficiency.Thatis,proficiencyneedstoincludenotonlythebigideaofthescientificdisciplinebeingtaught,

    butalsotheabilitytoreasonscientificallyandtoconnectlearninginscienceacrosscontentareasandto
    studentsreallives(pg.320).Asaresult,weneedtomovebeyondrequiringstudentstoknowabunchoffacts
    orunderstandthebasicsofaprocess,andmovetowardengagingstudentsinanalysis,questioning,
    argumentation,andmodeling,justtonameafew.Ifthisisidentifiedasourultimategoalasscienceeducators,
    whichIwouldagreewiththeauthorthatitis,thenweneedtobeginassessingstudentsaccordingly.
    Amovetowardamoreintegrative,intertwinedapproachtosciencelearningsuggeststhatassessment
    shouldhelpdeterminewhereastudentcanbeplacedalongasequenceofprogressivelymorescientific
    understandingsofagivencoreideathatbydefinitionincludessuccessivelymoresophisticatedapplicationsof
    practicesandcrosscuttingconcepts(Pellegrino,2013pg.320).Yetthetoolstodothisarenotyetavailable
    theNGSSarejustnewlyimplementedinsomestates,Californiaamongthem,anddistrictsarestilldetermining
    howtheywillimplementthenewstandards.Assuch,teachersinindividualclassroomshavenotyetcometothe
    forefrontoftheplanningstagesinmydistrict,forexample,wejusthadameetingtoworkoutwhatsupport
    schoolsneedfromthedistrictandatimelineforthat,withfullimplementationofNGSStargetedfor23years
    fromnow.Theauthordiscussesseveralsuccessfulexamplesofhowclassroominstructionandassessmenthave
    beenimplementedinspecificprojectsinawaythattiesinwithourvisionofwhatscienceeducationshouldbe.
    Itisasyetunclearhowassessmentwilltakeplaceatthenationallevelaswell,butnewassessmentswith
    necessarilyneedtobealignedwiththeNRCframework.
    Toconclude,IagreewithPellegrinothatwearefacinganexcitingtimeinscienceeducation,butthatit
    isalsogoingtobeachallengingtime.Itisgoingtobecriticalmovingforward,asdistrictsbegintowork
    towardimplementationofNGSSandtheNRCframework,thatteachersaregiventhetime,support,andtools
    necessarytobesuccessfulrushingimplementationwillonlycomebacktohauntus,andwemustmoveforward
    withcarefulenthusiasmbecauseofthedegreeofshiftrepresentedbythesenewframeworks.

    References
    Pellegrino,J.W.(2013).Proficiencyinscience:Assessmentchallengesandopportunities.
    ScienceMagazine
    ,
    340,
    320323.

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