Project Activities
The research team is using a group-randomized design to study the impact of using the Assessing Science Knowledge system in conjunction with the Full Option Science System in fourth-grade classrooms. Assessing Science Knowledge comprises two kinds of assessments: embedded and benchmark. The embedded assessments are incorporated into instruction and provide continuous information about students' learning to both teachers and students. The benchmark assessments are summative measures of students' accumulated knowledge and understanding of science.
Structured Abstract
Setting
Elementary schools in Arizona.
Sample
The study sample consists of approximately 140 fourth-grade teachers and their 3,500 students in 70 elementary schools in Arizona. The sample includes schools with high proportions of historically low-performing students to better ascertain the impact for groups of students under-represented in higher education.
Assessing Science Knowledge is a diagnostic formative assessment system. Currently, Assessing Science Knowledge is integrated into 16 modules of the Full Option Science System, a widely used K-8 science curriculum. The diagnostic assessment tools in Assessing Science Knowledge are designed to monitor student progress at critical junctures in the curriculum, enabling teachers to adjust their instruction according to how well their students are mastering the material. Assessing Science Knowledge comprises two kinds of assessments: embedded and benchmark. The embedded assessments are incorporated into instruction and provide continuous information about students' learning to both teachers and students. The benchmark assessments are summative measures of students' accumulated knowledge and understanding of science. The content covered by the four Full Option Science System modules examined in this study (Variables, Landforms, Environments, Mixtures and Solutions) maps directly to several of the Arizona State standards for science at the elementary grades.
Research design and methods
The study uses a group-randomized design with two groups, treatment and control. Seventy schools are randomly assigned to treatment or control conditions with two participating teachers at each school. All schools use the Full Option Science System curriculum.
Control condition
Teachers in schools randomly assigned to the control condition are teaching their fourth-grade students using the Full Option Science System modules without the Assessing Science Knowledge system.
Key measures
Key measures include grade 4 science scores on the Arizona State Science Test and the Assessing Science Knowledge tests for each of the four Full Option Science System modules being examined in this study.
Data analytic strategy
The primary analyses involve fitting conditional mixed effects ANCOVA models (multilevel models), with an additional term to account for the nesting of students within schools.
People and institutions involved
IES program contact(s)
Products and publications
Products: Products from this project include published reports regarding the efficacy of an embedded diagnostic assessment system for elementary school science.
Journal article, monograph, or newsletter
Herman, J., Osmundson, E., Dai, Y., Ringstaff, C., and Timms, M. (2015). Investigating the Dynamics of Formative Assessment: Relationships between Teacher Knowledge, Assessment Practice and Learning. Assessment in Education: Principles, Policy & Practice, 22(3): 344-367.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
