National Science Foundation

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National Science Foundation IMD Meeting May 2004
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Evaluation Internal and external
Feedback
1. Graduate Preparation
Outcomes
Impact

• Leadership
• Trained Professionals
• Capacity-building Tools
• Research Knowledge
• Informed Public

2. Professional Development
Improved assessment and student learning
4. Applied Research
3. Pre-Service Development
5. Public Understanding
CAESL Implementation Plan
Math and Science Partnerships
Science of Learning Centers
Centers for Learning and Teaching
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Strand 1 Renewing leadership through Graduate
Programs
Distance learning
LAP Courses
UCB
UCLA
1. Measurement in Education and the Social
Sciences - UCB
Stanford
2. Assessment of Science Achievement -
Stanford 3. Generalizability Theory - UCLA
CAESL Fellows
19 of 40 being supported
4 developed taught
Research projects
6 projects underway
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Strand 2 Building leadership in assessment
through Professional Development
CAESL Science Assessment Leadership Academy
Year 1 - Content focuses on (external) on-demand,
standards-based science assessments consisting of
multiple-measures.
Year 2 - Content focuses on (internal)
classroom-based embedded assessment.
Year 3 - Focus on the development of a coherent
district science assessment plan and the
dissemination of assessment skills and knowledge
through effective professional development plans.
Apple Learning Interchange (ALI)
Tools for Professional Developers
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Strand 3 Building teacher capacity through
pre-service education
Developed and taught course in assessment
Developing measures of teacher assessment practice
Developing teacher education modules on
assessment topics
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Strand 4 Building assessment knowledge through
applied research
CAESL Assessment System
Research on Assessment Design
Research on Teacher Assessment Practices
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Strand 5 Renewing leadership through public
understanding
Selected Articles
Knowledge Briefs
30 reviewed selected
10 developed
CAESL Assessment Educators Toolkit
Interactive tools
Interactive sessions
PowerPoint presentations
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(No Transcript)
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Research Questions
1. In what ways can progress variables and link
tests be used to provide greater coherence across
national/state standards, large-scale assessments
and classroom assessments? 2. How does the use of
science knowledge types as a cognitive organizer
for the use of progress variables provide
practitioners and assessment developers a
practical way to evaluate and/or develop a more
coherent assessment system? 3. Does the CAESL
assessment system work equally well in all
disciplines of science (Earth space science,
physical science, life science, science
inquiry)? 4. How can the CAESL framework have the
largest impact on state's developing or selecting
assessment to meet national accountability
requirements?
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National Science Foundation IMD Meeting May 2004