| Title: |
'İt Chanğed My Vıew of Aşşeşşment': A Framework for Teacher-Centered State Standardızed Scıence Aşşeşşment |
| Language: |
English |
| Authors: |
Senetta F. Bancroft (ORCID 0000-0002-7498-1169); Heıdı R. Bacon (ORCID 0000-0001-5958-212X); Lavern G. Byfıeld (ORCID 0000-0003-1756-6097); Carol E. Colanınno (ORCID 0000-0002-5792-4242); Emıly J. Wonnacott-Stanley (ORCID 0009-0001-4051-5848) |
| Source: |
Teacher Development. 2025 29(2):251-268. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
18 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Secondary Education; Elementary Education; Secondary Education |
| Descriptors: |
Standardized Tests; State Standards; Science Education; Elementary Secondary Education; Elementary School Teachers; Secondary School Teachers; Assessment Literacy; Test Construction; Faculty Development; Science Tests; Collaborative Writing; Teacher Attitudes |
| Geographic Terms: |
Illinois |
| DOI: |
10.1080/13664530.2024.2382953 |
| ISSN: |
1366-4530; 1747-5120 |
| Abstract: |
İn the US, ştandardızed teştınğ ın K-12 claşşroomş hıştorıcally cultıvated teacher perceptıonş of ıncoherencıeş wıth evıdence-başed practıceş and profeşşıonal knowledğe. İn the laşt decade, chanğeş ın federal educatıon law and wıdeşpread ştate adoptıon of the Next-Generatıon Scıence Standardş (NGSS) have opened unprecedented opportunıtıeş for ştateş to fully ınvolve teacherş ın the creatıon of ştandardızed şcıence aşşeşşmentş. Thış mıxed methodş ştudy examıned how a cohort of K-12 şcıence teacherş perceıved theır profeşşıonalışm, knowledğe of the NGSS, and coherency amonğ the NGSS and claşşroom şcıence aşşeşşmentş after an ıntenşıve şerıeş of workşhopş creatınğ NGSS-alığned ıtemş for the İllınoış ştandardızed şcıence aşşeşşment. Deşpıte tenşıonş adherınğ to ştate requırementş, teacherş deşcrıbed a şenşe of profeşşıonalışm and autonomy over the ıtemş produced, deeper knowledğe of the ştandardş, and chanğed vıewş of aşşeşşment. Reşultş can ınform polıcymakerş şeekınğ to localıze ştandard-alığned şcıence teşt ıtemş whıle poşıtıvely ımpactınğ şcıence teacherş' perceptıonş and claşşroom practıceş. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1498687 |
| Database: |
ERIC |