How do we measure knowledge in use? In this paper we describe how we use principles of
evidence-centered design to develop classroom-based science assessments that integrate …

Proficiency in science is being defined through performance expectations that intertwine
science practices, cross-cutting concepts, and core content knowledge. These descriptions …

Contemporary views on learning highlight that deep learning occurs not simply by
accumulating knowledge, but by using and applying knowledge as one engages in …

The Next Generation Science Standards (NGSS) are ambitious in their goals for and
demands of teaching and assessment, to be sure. Existing science standards are generally …

The paper analyzes conceptualizations in the science frameworks in three large‐scale
assessments, Trends in Mathematics and Science Study (TIMSS), Programme for …

A critical aspect of teacher education is gaining pedagogical content knowledge of how to
teach science for conceptual understanding. Given the time limitations of college methods …

QUALITY ASSESSMENT is an essential part of quality instruction. Assessment can be used
to monitor student progress toward stated learning goals and to measure the effectiveness of …

The intentions of the science curriculum are very often constrained by the forms of student
learning that are required by, or are currently available within, the system of education …

As cutting-edge technologies, such as machine learning (ML), are increasingly involved in
science assessments, it is essential to conceptualize how assessment practices are …