![]() ![]() High-stakes decisions about students, teachers, or schools), cover an appropriate breadth of the NGSS, and are cost-effective. Is program X more effective in certain subgroups? How many students in different states have demonstrated proficiency in science? How does school/district X compare to school/district Y? How does this student compare to others in the school/state? Have students in program X increased in proficiency across several years? How does this year’s performance compare to last year’s? Has the mean performance for the district grown across years? How does this year’s performance compare to last year’s? Have individual students demonstrated growth across years in science? Has program X increased the proportion of students who are proficient? How many students in state X have demonstrated proficiency in science? Have schools demonstrated adequate performance in science this year? Have individual students demonstrated adequate performance in science? TABLE 5-1 Questions Answered by Monitoring Assessments In addition, assessments for monitoring need to be designed so that they can be given to large numbers of students, are sufficiently standardized to support the intended monitoring purpose (which may involveġExternal assessments (sometimes referred to as large-scale assessments) are designed or selected outside of the classroom, such as by districts, states, countries, or international bodies, and are typically used to audit or monitor learning. The tasks used in assessments designed for monitoring purposes need to have the same basic characteristics as those for classroom assessments (discussed in Chapter 4) in order to align with the Next Generation Science Standards (NGSS): they will need to address the progressive nature of learning, include multiple components that reflect three-dimensional science learning, and include an interpretive system for the evaluation of a range of student products. We refer to them as “monitoring assessments” or “external assessments.” 1 They can be used to answer a range of important questions about student learning, such as: How much have the students in a certain school or school system learned over the course of a year? How does achievement in one school system compare with achievement in another? Is one instructional technique or curricular program more effective than another? What are the effects of a particular policy measure, such as reduction in class size? Table 5-1 shows examples of the variety of questions that monitoring assessments may be designed to answer at different levels of the education system. In this chapter we turn to assessments that are distinct from classroom instruction and used to monitor or audit student learning over time. In Chapter 4, we focused on assessments that are used as a part of classroom instructional activities.
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