students’ understanding of the big ideas of science as opposed to recall of isolated facts, formulas, and procedures?
Question 3-4: Has the state conducted an independent review of its content standards to ensure that they articulate both the skills and the content knowledge students need to achieve science literacy?
Question 3-5: Does the state’s science assessment system reflect contemporary understandings of how people learn science?
Question 3-6: Is the state’s science assessment system consistent with the nature of scientific inquiry and practice as it is outlined in the state standards? For example, are opportunities built into the assessment system to assess students’ abilities to conduct extended scientific investigations, if such abilities are included in the state’s science standards?