Conceptualizing the Science Curriculum: 40 Years of Developing Assessment Frameworks in Three Large-Scale Assessments

Autor/in	Kind, Per Morten
Titel	Conceptualizing the Science Curriculum: 40 Years of Developing Assessment Frameworks in Three Large-Scale Assessments
Quelle	In: Science Education, 97 (2013) 5, S.671-694 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21070
Schlagwörter	Science Curriculum; Science Instruction; Standardized Tests; Student Evaluation; National Surveys; International Programs; Educational History; Test Construction; Trend Analysis; Educational Theories; Science Process Skills; National Assessment of Educational Progress; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung; History of education; Bildungsgeschichte; Testaufbau; Trendanalyse; Educational theory; Theory of education; Bildungstheorie
Abstract	The paper analyzes conceptualizations in the science frameworks in three large-scale assessments, Trends in Mathematics and Science Study (TIMSS), Programme for International Student Assessment (PISA), and National Assessment of Educational Progress (NAEP). The assessments have a shared history, but have developed different conceptualizations. The paper asks "how" and "why" the frameworks are different and seeks answers by studying their development. The methodology is document analysis by, first, tracing developments within each assessment, next, comparing developments and conceptualization across the assessments, and, last, relating the frameworks to trends of developments in educational theory. The outcome of the analysis provides a complex picture with the assessments following their own lines of development but with influence from trends in assessment and educational theory. Five main conceptualizations are found to have existed over time, with different definition of "scientific behavior" and explanations to the relationship between knowledge and behavior. The frameworks have moved toward more elaborated "explanations" of the science domain, providing assessors with better support for operationalizing learning objectives. Currently, the assessments are faced with a challenge of adapting to the "practice turn" in science studies and learning science and thereby accounting for scientific behavior as a "community practice." The paper concludes with suggestions for how frameworks may be improved to achieve this aim. (As Provided).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10