Project Assessment: Its History, Evolution, and Current Practice

Abstract

Contributions of First Three Waves of Systemic Reform Wave 1: Texts and Teaching. Although the term “systemic reform” was not used in the 1960s and 1970s, the United States embarked on large-scale reform efforts that addressed two major components of the education system, texts and teaching. These two aspects of the education system were viewed both educationally and politically as weaknesses (Dow, 1999; Nelkin, 1977; Offi ce of Technology Assessment [OTA], 1988). Both reform efforts substantively changed science education, and the synergy between the two enhanced their separate effects. The reforms of the 1960s and 1970s were national in scope; they refl ected a shared vision of improved science education, and they were driven by an urgent political need to educate a scientifi c and technical workforce. The curricular efforts focused on updating and improving the curricular materials used by students and resulted in improved content knowledge. The professional development for teachers also was focused on improving content knowledge and, toPart 1: Reimagining the Evaluation and Assessment of Systemic ReformSince the 1980s, systemic reform has been widely accepted as a meritorious approach to improving K-12 science education (Clune, Porter, & Raizen, 1999). Further, different waves of systemic reform have targeted particular aspects of the science education system that have had critical impact at each level-for example, assessment systems, accountability systems, systems of standards, and governance systems (Slavin, 2005). For this discussion, it will be helpful to conceive of the system of science education as both a horizontal and vertical arrangement of interconnected components and subsystems. For example, a horizontal systemic reform might address elementary science in all schools in a district. On the other hand, a vertical systemic effort might target teachers’ knowledge of physical sciences in all school buildings and districts, within the purview of a state system of education. These systems are embedded in a national system of education that has increasingly infl uenced education policy and practice at all levels.