Teacher-developed tests can be more valid and reliable than standardized tests or state-mandated tests in evaluating student achievement in science. Many teachers, however, are not acquainted with the standards to use in test writing. The National Research Council has released "Classroom Assessment and the National Education Standards," a…

This report presents the results of a study conducted during the 1995-1996 school year to evaluate the educational progress of 12th grade students taking advanced biology, chemistry, and physics courses. The study was conducted by the National Center for Education Statistics (NCES) in association with the National Assessment of Educational…

This practicum reports on a project designed to improve middle school students' science scores. The project used three general strategies to improve science learning: (1) the inclusion of multiple hands-on activities and techniques in the science classroom; (2) the implementation of portfolio assessment; and (3) the inclusion of a Multiple…

In response to the No Child Left Behind Act of 2001 (NCLB), "Systems for State Science Assessment" explores the ideas and tools that are needed to assess science learning at the state level. This book provides a detailed examination of K-12 science assessment: looking specifically at what should be measured and how to measure it. Along…

Data were obtained from the 1987-1991 Longitudinal Study of American Youth for this study of secondary students. Beyond the expected effects of gender, socioeconomic status, reading ability, and prior achievement, homework effects were found for mathematics achievement; and homework and assessment format effects were found for science achievement.…

Longitudinal case study of reform efforts centering on the Talent Development Middle School model at low-performing, high-poverty middle school in Philadelphia. Finds that student gains in mathematics, science, and reading achievement at subject school exceeded that of students in comparable school. (Contains 19 references.) (PKP)

Examined are boys' and girls' achievement from a developmental perspective over the three years of science curricula. Results show the overachievement of girls relative to boys in both chemistry and physics in grades 10 through 12. Discusses implications of the results. (YP)

Analyzed the relationship between general coding orientation and specific characteristics associated with the family (social class, race, gender) and the school (pedagogic practice and science achievement) of (n=80) socially differentiated elementary school children. Found that there is a mutual influence of family and school factors on students'…

Investigates high school students' perceptions and attitudes toward mathematics and science and their perceived reasons for not performing well in mathematics and science. Reports that boys have more favorable attitudes and that gender differences in attitudes increased as students progressed through high school, irrespective of school type and…

In search of a better understanding of the learning difficulties in basic electricity, learning results, interest, achievement motivation, IQ, and cognitive development were investigated in students from both urban and rural schools. An analysis reveals that, for urban classes, learning is related primarily to interest and motivation and, for…

A 1-year lag was found between the effect of an intervention intended to promote formal operational thinking in students initially 11 or 12 years of age and the appearance of substantial science achievement in the experimental groups. A one-year lag on cognitive development and an age/gender interaction were also reported. (Author/KR)

This literature review pays particular attention to research that: (1) focuses on gender differences in mathematics and science achievement; and (2) offers implications for middle school educators addressing young adolescents' gender-specific needs. The review offers a list of recommendations for middle school educators based on the research. (EV)

Reports initial findings from the Third International Mathematics and Science Study--Repeat (TIMSS-R). Includes the performance of U.S. eighth-grade students relative to students in other nations in 1999, as well as changes in achievement in participating nations between 1995 and 1999. (Author)

Reviewing the results of the Third International Mathematics and Science Study-Repeat (TIMSS-R) shows that U.S. eighth graders are about average in mathematics and science when compared to students in other countries. The primary lesson from the TIMSS-R is that children learn what they are taught. (SLD)

The purpose of this study was to investigate the effects of a Computer-Assisted Instruction Material (CAIM) related to "photosynthesis" topic on student cognitive development, misconceptions and attitudes. The study conducted in 2002-2003 academic year and was carried out in two different classes taught by the same teacher, in which…