Resources for Assessment & Impact

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Resources for Assessment & Impact

Use these links to jump down to sections below

Designing Assessments | Importance of STEM Role Models, Early Exposure, Quality STEM Learning | Statistics and Reports on State of STEM Education, Related Data | Resources for Sharing Assessment Data, Reporting Impact | Messaging for Different Audiences about NGSS | Measuring STEM Identity, Interest & Engagement

Designing Assessments 

Activation Lab, Toolkit (free, online resource)

  • The Learning Activation Lab is a national research and design effort to learn and demonstrate how to activate children in ways that ignite persistent engagement in science, technology, engineering, art, and mathematics learning and innovation.
  • Toolkit contains a wide range of survey tools to use/adapt. Tools for assessing STEM interest, competency, values, beliefs, and much more.

PEAR Institute (for a fee, custom design, levels of support/consultation; can compare your results with their national database of responses for benchmarking)

Intro to Assessment, with background information, how-to guidelines, and templates:

Alameda County Office of Education, SIPP assessment and related resources

Importance of STEM Role Models, Early Exposure, Quality STEM Learning 

Robert Tai, et al. Planning Early for Careers in Science

  • Summary of findings: Young adolescents who expected to have a career in science were more likely to graduate from college with a science degree, emphasizing the importance of early encouragement.
  • Study suggests: …”to attract students into the sciences and engineering, we should pay close attention to children’s early exposure to science at the middle and even younger grades.” Supports contention that exposure and interest in science in elementary and middle grades “important impact” for future career plans.

Statistics and Reports on State of STEM Education, Related Data 

PACE (Policy Analysis for California Education)

  • Report: Based on Blank research paper, documenting decline in science instructional time and considering impact on student achievement, closing achievement gap.
  • Research Paper: Rolf K. Blank, “Science Instructional Time Is Declining in Elementary Schools: What Are the Implications for Student Achievement and Closing the Gap?” Science Education, October 2013. The research was supported by The Noyce Foundation.

National Student Clearinghouse Research Center

Resources for Sharing Assessment Data, Reporting Impact 

Infographcs are very useful for telling the story of data in easily understood format. Convey key information “at a glance” to key audiences.  Recommended resources:

Messaging for Different Audiences about NGSS 

Cal4NGSS Communication toolkit

Resources put together by California CDE, and California Science Teachers Association, hosted by CDE Foundation and Children Now, a toolkit with resources for communicating with parents, teachers, schools, and others about NGSS (in English and Spanish).

Measuring STEM Identity, Interest & Engagement

 

Community Resources for Science
1611 San Pablo Avenue, Suite 10 B
Berkeley, CA 94702

 

Phone: (510) 527-5212
Fax: (510) 527-5216
Email: community@crscience.org
EIN: 94-3262587

 

Privacy Statement
Join Our Team

The mission of CRS is to empower teachers and STEM professionals serving schools in historically marginalized communities to activate TK-8 students’ curiosity about the world, foster critical thinking, and inspire children to imagine future career pathways. We envision a community of educators, scientists, families and partners working together to build school cultures that equip all children to explore the world around them and build the skills needed to become innovators, problem solvers, environmental stewards, life-long learners and leaders. CRS leads a dynamic network, fostering relationships and collaborations that leverage expertise and resources to transform science teaching and learning toward greater equity, opportunity, and success for all students.

 

Our goal is simple: help teachers give students more opportunities to “do science” – to ask questions, test ideas, get their hands on real science activities. We need to inspire the next generation of thinkers, makers, problem solvers, and leaders!