Assessments of Argumentation in Science

We have explored how well students performed on assessment tasks that test different levels of complexity of argumentation in science. Our assessments were administered over four years to 1,000+ students in the San Francisco Unified School District. All assessment items are about physical behavior of matter, and are designed for use with middle school or early high school students. The tasks assess students’ ability to both construct and critique scientific arguments.

PRACTISE | Practicum Academy to Improve Science Education

The PRACTISE project, conducted through a collaboration between the Lawrence Hall of Science at the University of California, Berkeley and the Stanford Graduate School of Education, studied the effectiveness of three different professional learning models forelementary school science teachers designed to improve their ability to support scientific argumentation in the classroom. This research study compared the practice of grade 3-5 teachers in an urban school district before, during, and after participating in one of the three professional learning models.

Reading to Learn in Science

This website is all about improving your students’ learning of science content by improving their ability to interpret science texts. This resource focuses on two main questions:

  • What’s the pedagogical basis for emphasizing literacy development in science education?
  • What specific tips and tools can you put into play on Monday morning to help enhance your students’ disciplinary literacy?

Stanford NGSS Assessment Project

The Next Generation Science Standards (NGSS) have been adopted by many states, including California, but numerous questions remain about how state and local administrators, professional developers, developers of instructional materials and assessments, and teachers will implement the new standards. The Stanford NGSS Assessment Project (SNAP) is focusing on ways that high-quality performance assessment can support the implementation process.