Assessments must be consistent with the decisions they are designed to
inform.
Assessments are deliberately
designed.
Assessments have explicitly
stated purposes.
The relationship between the
decisions and the data is clear.
Achievement and opportunity to learn science must be assessed.
Achievement data collected focus
on the science content that is most important
for students to learn.
The technical quality of the data collected is well matched to the decisions
and actions taken on the basis of their interpretation.
Assessment tasks are authentic.
Students have adequate opportunity
to demonstrate their achievements.
Assessment practices must be fair.
Assessment tasks must be appropriately modified to accommodate the needs
of students with physical disabilities, learning disabilities, or limited
English proficiency.
Assessment tasks must be set in a variety of contexts, be engaging to students
with different interests and experiences, and must not assume the perspective
or experience of a particular gender, racial, or ethnic group.
Teachers of science plan an inquiry-based science
program for their students. In
doing this, teachers
Select teaching
and assessment strategies that support the development of
student understanding and nurture a community of science learners.
.
TEACHING STANDARD B:
Teachers of science guide and facilitate learning.
In doing this, teachers
Focus and support
inquiries while interacting with students.
Orchestrate discourse
among students about scientific ideas.
Encourage and model
the skills of scientific inquiry, as well as the curiosity,
openness to new ideas and data, and skepticism that characterize science.
TEACHING STANDARD C:
Teachers of science engage in ongoing assessment
of their teaching and of student
learning. In doing this, teachers
Use multiple methods
and systematically gather data about student
understanding and ability.
Guide students in
self-assessment.
TEACHING STANDARD D:
Teachers of science design and manage learning
environments that provide students
with the time, space, and resources needed
for learning science. In doing this,
teachers
Structure the time
available so that students are able to engage in extended
investigations.
Create a setting
for student work that is flexible and supportive of science
inquiry.
Ensure a safe working
environment.
Make the available
science tools, materials, media, and technological resources
accessible to students.
Identify and use
resources outside the school.
TEACHING STANDARD E:
Teachers of science develop communities of science
learners that reflect the
intellectual rigor of scientific inquiry and
the attitudes and social values conducive to
science learning. In doing this, teachers
Display and demand
respect for the diverse ideas, skills, and experiences of all
students.
Nurture collaboration
among students.
Structure and facilitate
ongoing formal and informal discussion based on a
shared understanding
of rules of scientific discourse.
Model and emphasize
the skills, attitudes, and values of scientific inquiry.
All elements of the K-12 science program must
be consistent with the other National
Science Education Standards and with one another
and developed within and across
grade levels to meet a clearly stated set
of goals.
In an effective
science program, a set of clear goals and expectations for
students must be used to guide the design, implementation, and assessment
of all elements of the science program.
Teaching practices
need to be consistent with the goals and curriculum
frameworks.
Assessment policies
and practices should be aligned with the goals, student
expectations, and curriculum frameworks.
PROGRAM STANDARD B:
The program of study in science for all students
should be developmentally
appropriate, interesting, and relevant to
students' lives; emphasize student
understanding through inquiry; and be connected
with other school subjects.
The program of study
must emphasize student understanding through inquiry.
The program of study
in science should connect to other school subjects.
PROGRAM STANDARD C:
The science program should be coordinated with
the mathematics program to
enhance student use and understanding of mathematics
in the study of science and to
improve student understanding of mathematics.