Question

1
Question 3 From your point of view, what other
projects might the Center for Education at the
NRC propose that would be in the national
interest?

• High-Stakes Tests (HSTs)
• Do inquiry-based curricula improve student
  performance in HSTs?
• What is the effect of HSTs on teaching?
• How are state and local adoption requirements
  affected by HSTs?

2

• STEM
• What are the benefits of the context-setting
  aspects of technology education to math and
  science learning and achievement?
• Can technology education curricula and teaching
  help prepare young students to understand MS
  better later in their school careers?

3

• Assessment
• What assessment strategies are common to STEM
  disciplines?
• What criteria could be used for teachers, school
  districts, and states to evaluate assessment
  items?
• To what degree do existing instruments align with
  big ideas and state frameworks?
• What do assessments reliably predict in a
  longitudinal sense (e.g., post-secondary pursuit
  of ST careers higher salaries)

4

• Science of Learning
• What is known about brain development and
  cognition as they relate to science inquiry and
  design in technology education?
• How does educational technology contribute to
  learning goals, beyond those related to
  computation/calculation?
• How do TV, toys, the Internet, and other
  free-choice experiences affect learning in STEM?

5

• Communication and Outreach
• How can the NRC sell the curriculum to parents?

6
Question 4 - What actions can developers take to
provide teachers with assessment items that can
contribute to comprehensive systems?

• Provide professional development specifically
  dealing with assessment. Topics may include
• Formative and summative assessment
• When to use specific assessments
• How to analyze and report on assessment results
• There are a broad range of activities that can be
  used to assess student learning

7
Question 4 - What actions can developers take to
provide teachers with assessment items that can
contribute to comprehensive systems?

• Work with assessment developers to provide
  guidance about assessment design and how to link
  assessment with standards.
• Draw a clearer connection between learning goals,
  standards (objectives), activities, and
  assessments.

8
Question 4 - What actions can developers take to
provide teachers with assessment items that can
contribute to comprehensive systems?

• Provide multiple examples of assessments and/or
  strategies for teachers to use for the same
  goal/activity.
• Design curriculum so that the curriculum more
  seamlessly integrates the assessments (formal and
  informal) rather than have them as an
  afterthought.