21st Century Science Assessment: The Future is Now
Jim Pellegrino of the University of Illinois at Chicago presents a vision for a balanced and coordinated system of STEM assessments that work together, and with curriculum and instruction, to promote effective science teaching and learning. Such a system would consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. Download the Pellegrino Full Paper or Pellegrino Executive Summary.
Implications of the K-12 STEM Education Indicators: Concept Papers
Three education policy experts contributed concept papers that explore the research and policy implications of the indicators system. Together, these papers can guide policymakers, researchers, and educators through the potential implications and implementation of the STEM education indicator system. Together, these documents explore how new indicators of STEM education quality may inform local education leadership, support quality teacher education, and shape meaningful assessment. Further, they guide researchers to consider next steps in the measurement of STEM education quality. Such purposeful collaborations between research and practice are at the heart of efforts to measure K-12 STEM education quality across the United States.