Advisor

William Becker

Date of Award

Spring 7-23-2013

Document Type

Thesis

Degree Name

Master of Science in Teaching (M.S.T.) in General Science

Department

Science Teaching

Physical Description

1 online resource (vii, 122 pages)

Subjects

Achievement tests -- Oregon -- Evaluation, Science teachers -- Attitudes, Inquiry-based learning -- Standards, Engineering design -- Standards, Science -- Study and teaching (Middle school) -- Standards

DOI

10.15760/etd.991

Abstract

In 2010, Oregon Department of Education (ODE) developed a set of rubrics designed to score a state required performance assessment targeting Science Inquiry (SI) and Engineering Design (ED) skills. During the development of the rubrics, ODE invited six panels of teachers to provide feedback on an early draft of the rubrics. This case study analyzed the teachers' feedback and the revisions of the rubrics to identify the types of feedback teachers offered and how ODE used that feedback to develop the rubrics. The results showed the teachers' feedback focused on defining the skills students were asked to demonstrate and distinguishing levels of student performance. There was clear evidence that the teachers' feedback had a substantial impact on the development of the rubrics. These results suggest that teachers can add substantial value during the development of a state issued assessment tool.

Persistent Identifier

http://archives.pdx.edu/ds/psu/9983

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