TY - BOOK AU - National Research Council A2 - J. Myron Atkin A2 - Paul Black A2 - Janet Coffey TI - Classroom Assessment and the National Science Education Standards SN - DO - 10.17226/9847 PY - 2001 UR - https://nap.nationalacademies.org/catalog/9847/classroom-assessment-and-the-national-science-education-standards PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system. ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - David Francis A2 - Amy Stephens TI - English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives SN - DO - 10.17226/25182 PY - 2018 UR - https://nap.nationalacademies.org/catalog/25182/english-learners-in-stem-subjects-transforming-classrooms-schools-and-lives PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM. ER - TY - BOOK AU - National Research Council TI - The Assessment of Science Meets the Science of Assessment: Summary of a Workshop SN - DO - 10.17226/9588 PY - 1999 UR - https://nap.nationalacademies.org/catalog/9588/the-assessment-of-science-meets-the-science-of-assessment-summary PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - To explore the connections between new approaches to science education and new developments in assessment, the Board on Testing and Assessment (BOTA) of the National Research Council (NRC) sponsored a two-day conference on February 22 and 23, 1997. Participants included BOTA members, other measurement experts, and educators and policymakers concerned with science education reform. The conference encouraged the exchange of ideas between those with measurement expertise and those with creative approaches to instruction and assessment. ER - TY - BOOK AU - National Research Council A2 - James W. Pellegrino A2 - Margaret L. Hilton TI - Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century SN - DO - 10.17226/13398 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13398/education-for-life-and-work-developing-transferable-knowledge-and-skills PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums. ER - TY - BOOK AU - National Research Council A2 - James W. Pellegrino A2 - Naomi Chudowsky A2 - Robert Glaser TI - Knowing What Students Know: The Science and Design of Educational Assessment SN - DO - 10.17226/10019 PY - 2001 UR - https://nap.nationalacademies.org/catalog/10019/knowing-what-students-know-the-science-and-design-of-educational PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Jennifer Self TI - Teaching K-12 Science and Engineering During a Crisis SN - DO - 10.17226/25909 PY - 2020 UR - https://nap.nationalacademies.org/catalog/25909/teaching-k-12-science-and-engineering-during-a-crisis PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - The COVID-19 pandemic is resulting in widespread and ongoing changes to how the K-12 education system functions, including disruptions to science teaching and learning environments. Students and teachers are all figuring out how to do schooling differently, and districts and states are working overtime to reimagine systems and processes. This is difficult and stressful work in the middle of the already stressful and sometimes traumatic backdrop of the global pandemic. In addition, students with disabilities, students of color, immigrants, English learners, and students from under-resourced communities have been disproportionately affected, both by the pandemic itself and by the resulting instructional shifts. Teaching K-12 Science and Engineering During a Crisis aims to describe what high quality science and engineering education can look like in a time of great uncertainty and to support practitioners as they work toward their goals. This book includes guidance for science and engineering practitioners - with an emphasis on the needs of district science supervisors, curriculum leads, and instructional coaches. Teaching K-12 Science and Engineering During a Crisis will help K-12 science and engineering teachers adapt learning experiences as needed to support students and their families dealing with ongoing changes to instructional and home environments and at the same time provide high quality in those experiences. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Erin Hammers Forstag TI - Taking Stock of Science Standards Implementation: Proceedings of a Virtual Summit SN - DO - 10.17226/26549 PY - 2022 UR - https://nap.nationalacademies.org/catalog/26549/taking-stock-of-science-standards-implementation-proceedings-of-a-virtual PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - On October 14 and 15, and December 8, 2021, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine held a virtual Summit entitled Taking Stock of Science Standards Implementation. Participants explored the landscape of state science standards implementation, identified where there have been successes and challenges, and determined next steps and the resources needed for continuing or re-invigorating implementation efforts. This publication summarizes the presentations and discussion of the event. ER - TY - BOOK AU - National Research Council A2 - Alexandra Beatty TI - Successful STEM Education: A Workshop Summary SN - DO - 10.17226/13230 PY - 2011 UR - https://nap.nationalacademies.org/catalog/13230/successful-stem-education-a-workshop-summary PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - What students learn about the science disciplines, technology, engineering, and mathematics during their K-12 schooling shapes their intellectual development, opportunities for future study and work, and choices of career, as well as their capacity to make informed decisions about political and civic issues and about their own lives. Most people share the vision that a highly capable STEM workforce and a population that understands and supports the scientific enterprise are key to the future place of the United States in global economics and politics and to the well-being of the nation. Indeed, the solutions to some of the most daunting problems facing the nation will require not only the expertise of top STEM professionals but also the wisdom and understanding of its citizens. Although much is known about why schools may not succeed, it is far less clear what makes STEM education effective. Successful STEM Education: A Workshop Summary discusses the importance of STEM education. The report describes the primary types of K-12 schools and programs that can support successful education in the STEM disciplines and examines data and research that demonstrate the effectiveness of these school types. It also summarizes research that helps to identify both the elements that make such programs effective and what is needed to implement these elements. ER - TY - BOOK AU - National Research Council A2 - M. Suzanne Donovan A2 - John D. Bransford A2 - James W. Pellegrino TI - How People Learn: Bridging Research and Practice SN - DO - 10.17226/9457 PY - 1999 UR - https://nap.nationalacademies.org/catalog/9457/how-people-learn-bridging-research-and-practice PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - How People Learn: Bridging Research and Practice provides a broad overview of research on learners and learning and on teachers and teaching. It expands on the 1999 National Research Council publication How People Learn: Brain, Mind, Experience, and School, Expanded Edition that analyzed the science of learning in infants, educators, experts, and more. In How People Learn: Bridging Research and Practice, the Committee on Learning Research and Educational Practice asks how the insights from research can be incorporated into classroom practice and suggests a research and development agenda that would inform and stimulate the required change. The committee identifies teachers, or classroom practitioners, as the key to change, while acknowledging that change at the classroom level is significantly impacted by overarching public policies. How People Learn: Bridging Research and Practice highlights three key findings about how students gain and retain knowledge and discusses the implications of these findings for teaching and teacher preparation. The highlighted principles of learning are applicable to teacher education and professional development programs as well as to K-12 education. The research-based messages found in this book are clear and directly relevant to classroom practice. It is a useful guide for teachers, administrators, researchers, curriculum specialists, and educational policy makers. ER - TY - BOOK AU - National Research Council TI - Assessment in Support of Instruction and Learning: Bridging the Gap Between Large-Scale and Classroom Assessment: Workshop Report SN - DO - 10.17226/10802 PY - 2003 UR - https://nap.nationalacademies.org/catalog/10802/assessment-in-support-of-instruction-and-learning-bridging-the-gap PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Assessment in Support of Instruction and Learning is the summary of a National Research Council workshop convened to examine the gap between external and classroom assessment. This report discusses issues associated with designing an assessment system that meets the demands of public accountability and, at the same time, improves the quality of the education that students receive day by day. This report focuses on assessment that addresses both accountability and learning. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Elizabeth A. Davis A2 - Amy Stephens TI - Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators SN - DO - 10.17226/26215 PY - 2022 UR - https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content. Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering. Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students. ER - TY - BOOK AU - National Research Council TI - Guide to Implementing the Next Generation Science Standards SN - DO - 10.17226/18802 PY - 2015 UR - https://nap.nationalacademies.org/catalog/18802/guide-to-implementing-the-next-generation-science-standards PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - A Framework for K-12 Science Education and Next Generation Science Standards (NGSS) describe a new vision for science learning and teaching that is catalyzing improvements in science classrooms across the United States. Achieving this new vision will require time, resources, and ongoing commitment from state, district, and school leaders, as well as classroom teachers. Successful implementation of the NGSS will ensure that all K-12 students have high-quality opportunities to learn science. Guide to Implementing the Next Generation Science Standards provides guidance to district and school leaders and teachers charged with developing a plan and implementing the NGSS as they change their curriculum, instruction, professional learning, policies, and assessment to align with the new standards. For each of these elements, this report lays out recommendations for action around key issues and cautions about potential pitfalls. Coordinating changes in these aspects of the education system is challenging. As a foundation for that process, Guide to Implementing the Next Generation Science Standards identifies some overarching principles that should guide the planning and implementation process. The new standards present a vision of science and engineering learning designed to bring these subjects alive for all students, emphasizing the satisfaction of pursuing compelling questions and the joy of discovery and invention. Achieving this vision in all science classrooms will be a major undertaking and will require changes to many aspects of science education. Guide to Implementing the Next Generation Science Standards will be a valuable resource for states, districts, and schools charged with planning and implementing changes, to help them achieve the goal of teaching science for the 21st century. ER - TY - BOOK AU - National Research Council A2 - Richard A. Duschl A2 - Heidi A. Schweingruber A2 - Andrew W. Shouse TI - Taking Science to School: Learning and Teaching Science in Grades K-8 SN - DO - 10.17226/11625 PY - 2007 UR - https://nap.nationalacademies.org/catalog/11625/taking-science-to-school-learning-and-teaching-science-in-grades PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of science—about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education—teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn. ER - TY - BOOK AU - National Research Council A2 - Roy Pea A2 - William A. Wulf A2 - Stuart W. Elliott A2 - Martha A. Darling TI - Planning for Two Transformations in Education and Learning Technology: Report of a Workshop SN - DO - 10.17226/10789 PY - 2003 UR - https://nap.nationalacademies.org/catalog/10789/planning-for-two-transformations-in-education-and-learning-technology-report PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - In response to concerns about the continued unrealized potential of IT in K-12 education, the National Research Council’s Division of Behavioral and Social Sciences and Education, Center for Education (CFE), Board on Behavioral, Cognitive, and Sensory Sciences (BBCSS), and Computer Science and Telecommunications Board (CSTB) undertook a collaborative project to help the IT, education research, and practitioner communities work together to find ways of improving the use of IT in K-12 education for the benefit of all students. ER - TY - BOOK AU - National Research Council A2 - Christopher T. Cross A2 - Taniesha A. Woods A2 - Heidi Schweingruber TI - Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity SN - DO - 10.17226/12519 PY - 2009 UR - https://nap.nationalacademies.org/catalog/12519/mathematics-learning-in-early-childhood-paths-toward-excellence-and-equity PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children. ER - TY - BOOK AU - National Research Council A2 - Alexandra Beatty TI - State Assessment Systems: Exploring Best Practices and Innovations: Summary of Two Workshops SN - DO - 10.17226/13013 PY - 2010 UR - https://nap.nationalacademies.org/catalog/13013/state-assessment-systems-exploring-best-practices-and-innovations-summary-of PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years, and have used the results for many purposes. They have tried minimum competency testing; portfolios; multiple-choice items, brief and extended constructed-response items; and more. They have contended with concerns about student privacy, test content, and equity--and they have responded to calls for tests to answer many kinds of questions about public education and literacy, international comparisons, accountability, and even property values. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. States are now considering whether to adopt the "common core" academic standards, and are also competing for federal dollars from the Department of Education's Race to the Top initiative. Both of these activities are intended to help make educational standards clearer and more concise and to set higher standards for students. As standards come under new scrutiny, so, too, do the assessments that measure their results. This book summarizes two workshops convened to collect information and perspectives on assessment in order to help state officials and others as they review current assessment practices and consider improvements. ER - TY - BOOK AU - National Research Council A2 - James W. Pellegrino A2 - Mark R. Wilson A2 - Judith A. Koenig A2 - Alexandra S. Beatty TI - Developing Assessments for the Next Generation Science Standards SN - DO - 10.17226/18409 PY - 2014 UR - https://nap.nationalacademies.org/catalog/18409/developing-assessments-for-the-next-generation-science-standards PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education. The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12. Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another. Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students. ER - TY - BOOK AU - National Academy of Engineering AU - National Academies of Sciences, Engineering, and Medicine A2 - Brett Moulding A2 - Nancy Songer A2 - Kerry Brenner TI - Science and Engineering for Grades 6-12: Investigation and Design at the Center SN - DO - 10.17226/25216 PY - 2019 UR - https://nap.nationalacademies.org/catalog/25216/science-and-engineering-for-grades-6-12-investigation-and-design PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - It is essential for today's students to learn about science and engineering in order to make sense of the world around them and participate as informed members of a democratic society. The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology. The majority of Americans learn most of what they know about science and engineering as middle and high school students. During these years of rapid change for students' knowledge, attitudes, and interests, they can be engaged in learning science and engineering through schoolwork that piques their curiosity about the phenomena around them in ways that are relevant to their local surroundings and to their culture. Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering. One of the effective practices that helps students learn is to engage in science investigation and engineering design. Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences. Science and Engineering for Grades 6-12: Investigation and Design at the Center revisits America's Lab Report: Investigations in High School Science in order to consider its discussion of laboratory experiences and teacher and school readiness in an updated context. It considers how to engage today's middle and high school students in doing science and engineering through an analysis of evidence and examples. This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students as they make sense of phenomena, gather and analyze data/information, construct explanations and design solutions, and communicate reasoning to self and others during science investigation and engineering design. It also provides guidance to help educators get started with designing, implementing, and assessing investigation and design. ER - TY - BOOK AU - National Research Council A2 - Ann Shannon TI - Keeping Score SN - DO - 10.17226/9635 PY - 1999 UR - https://nap.nationalacademies.org/catalog/9635/keeping-score PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Curriculum reform, performance assessment, standards, portfolios, and high stakes testing-what's next? What does this all mean for me in my classroom? Many teachers have asked such questions since mathematics led the way in setting standards with the publication of the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989). This seminal document and others that followed served as catalysts for mathematics education reform, giving rise to new initiatives related to curriculum, instruction, and assessment over the past decade. In particular, approaches to classroom, school, and district-wide assessment have undergone a variety of changes as educators have sought to link classroom teaching to appropriate assessment opportunities. Since the publication of Everybody Counts (National Research Council [NRC], 1989), the Mathematical Sciences Education Board (MSEB) has dedicated its efforts to the improvement of mathematics education. A national summit on assessment led to the publication of For Good Measure (NRC, 1991). This statement of goals and objectives for assessment in mathematics was followed by Measuring Up (NRC, 1993a), which provided prototypical fourth-grade performance assessment tasks linked to the goals of the NCTM's Curriculum and Evaluation Standards. Measuring What Counts (NRC, 1993b) demonstrated the importance of mathematics content, learning, and equity as they relate to assessment. The MSEB is now prepared to present perspectives on issues in mathematics education assessment for those most directly engaged in implementing the reform initiatives on a daily basis-classroom teachers, school principals, supervisors, and others in school-based settings. ER -