Translating a Curriculum-embedded Assessment System to Two New Curricula: Using the "Progress Variable" as Organizing Principle -- A Planning Grant

University Of California-Berkeley, Berkeley CA

Investigators

Abstract

9910154 WILSON Citing the dearth of models of what works in terms of integrating assessment reforms into a curriculum, this project will develop a set of "progress variables" that mediate between the specific detail in assessments associated with particular curricula and the more general contents of Standards documents. These progress variables will permit teachers to track student progress through a particular curriculum. Calibrated scale maps that map student growth will be developed. The purpose of the planning grant is to demonstrate the feasibility of the transfer of the BEAR Assessment System (developed for SEPUP's "Issues Evidence and You") to two middle school FOSS units.