Taking Stock: Existing Resources for Assessing a New Vision of Science Learning

Abstract

ABSTRACTA new vision of science learning described in the Next Generation Science Standards—particularly the science and engineering practices and their integration with content—pose significant challenges for large-scale assessment. This article explores what might be learned from advances in large-scale science assessment and accountability systems, and in our understanding of students’ engagement with the science and engineering practices, to inform such efforts. We highlight promising examples from current large-scale assessment programs, an alternative national accountability model, and cutting-edge research and offer several cautions to the field.