Authentic Assessment Systems for Constructivist Based Elementary Science Programs

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This project will educate elementary teachers so that they will be able to improve their teaching of science and institute a comprehensive authentic assessment and reporting system into school districts of varying sizes and characteristics. In these districts, as in others across the country, there is a strong need for alignment among what is taught (curriculum), how it is taught (instruction), how it is measured (assessment), and how it is shared (reporting). Too often student performance within hands-on science programs is not documented at all or is subject to being measured by standardized tests that often offer little correlation to what is expected from these programs. During this project personnel from four Minnesota school districts (Minneapolis, Osseo, Duluth, Wayzata) will work in partnership over a three year period of time with the Minnesota Department of Education to (1) become knowledgeable about recent research and developments in assessment alternatives, (2) adapt and further develop their elementary science programs, and (3) inservice others in their districts to use these authentic assessment systems as standard operating procedures. When successfully instituted, this program will have directly affected more than 1,500 teachers and 45,000 students. The cost sharing will be 16 percent of the NSF portion.