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OCR for page 209
Index
A
Accuracy of information
in achievement tests on science, 178
in curriculum, 13, 125, 137-138,
139, 140
Achieved curriculum, 121
Achievement tests
multiple-choice, as indicator of
student learning, 40-50
on science, 48-49, 175-180
high-quality, characteristics of,
178-1 79
panel on review of, 176, 180
. . .
scores on, ana socioeconomic
background of students, 31-32
Activities
in-school
of students, 77-79, 81-82
of teachers, 105-108
out-of-school
of students, 79-80, 82-83
of teachers, 103-105
Actual or implemented curriculum.
Scc Implemented curriculum
Agencies
federal, financial support of science
and mathematics education, 4,
14, 144-149
209
local education
financial support of science and
mathematics education,
143-144, 148-149, 186-187
summary of meetings with,
189-196
national scientific, support of
science and mathematics
education, 4, 14, 149-151
state education. See State
education agencies
Aggregation of data, 31-33, 199
and ecological fallacy, 31-32
inconsistent, 33
levels of, 31, 32
self-selection in, 33
American Association for the
Advancement of Science, 120,
149, 203
American Chemical Society, 203
support of science and mathematics
education, 149-150
American College Testing Program,
33
American Geological Institute, 150
American Institute of Biological
Sciences, 150
American Institute of Physics, 149
OCR for page 210
210
American Mathematical Society, 149
Anthropology, in study of education,
23
Army Alpha tests, in World War I,
42
Assessment Center of the Council of
Chief State School Officers, 39,
66
Attitudes of students toward science
and mathematics, 75-76, 84-85
meetings with representatives of
education agencies on, 187,
194-195
participants in colloquium on, 173
research and development
recommendations on, 85
Attribution of success, and sense of
fate control, 86-87
Automaticity of processing speed,
measures of, 56
Autonomy sense of students, 88
B
Balanced incomplete block design of
tests, 50
Behavior
and outcome of schooling, 22,
23-26
of students, 2, 3, 7-9, 29, 73-89.
Sac Teachers,
time use studies on; Time use
studies
Biases, in panel assessments, 38
British Assessment of Performance
Unit Series, 5, 53, 64
C
California
assessment of student attitudes in,
187
state guidelines on curriculum in,
127, 128, 140, 182-183, 204
student testing in, 185
California Assessment Program,
science content of, 177
Canada, curriculum guidelines in,
133
Carnegie Forum on Education and
the Economy, 91, 93-94, 138
INDEX
Center for Education Statistics, 39,
69, 201, 202, 206, 208
Center for Policy Research in
Education, 199
Center for the Study of Evaluation,
199
Certification of teachers, testing for,
109, 110
Civic literacy in mathematics, 21
Classroom instruction time on
science and mathematics. See
Instructional time on science
and mathematics
Coaching of students on achievement
tests, 45-46
computerized systems in, 60
Collection of data on indicators,
35-39. SAC ~80 Data on
indicators, collection of
College Board Advanced Placement
Tests, 5, 64
College education of teachers
collection of data on, 95-96, 102
entrance examinations in, 109
as indicator of teaching quality, 10,
95-96, 100, 102, 109
and salaries, compared with other
college graduates, 113-117, 118
College Placement Council, data on
salaries of teachers, 117
Colloquium on indicators of
precollege science and
mathematics education,
171-174
Comparable data, collection of,
35-36
on salaries of teachers and other
occupations, 113-117
Compensatory education for
disadvantaged children, 146-147
Competence, student perception of,
88
Competency testing
of students, 46-47
of teachers, 97-98, 101, 102,
108-1 10
Comprehensive Tests of Skills,
science content of, 17
Computers
affecting mathematics curriculum,
131-132
OCR for page 211
INDEX
in assessment of problem-solving
skills, 60-61
in assessment of student learning,
52, 53-54, 184, 185
on physical laws, 59-60
on procedural knowledge, 60-61
and processing speed, 56
improving student learning, 53-54,
60
in simulations of scientific
experiments, 54, 59-60
Conceptual knowledge, assessment
of, 55-61, 63
of adult population, 71
on internal representations of
problems, 58-60
on organization of knowledge in
memory, 57-58
Conference Board of the
Mathematical Sciences, 128, 131
Connectedness, student perception
of, 88
Connecticut, study of newly hired
teachers in, 100
Constraints influencing teacher and
student behavior, 24-26
in curriculum, 119, 125
Content coverage of curriculum, 12,
13, 124, 125, 127-135
depth of, 125, 136-137, 139, 140
expert panels in assessment of,
132-133
frequ en cy of ens essm ent, 1 34 , 1 3 5
on mathematics, 13~132
state guidelines on, 133
teacher reporting of, 13, 134, 135
in tests, 133
on science, review of, 175-180
in textbooks, 128-129, 133
Coordination of data collection
strategies, 38-39, 206-208
Correlation coefficients, aggregation
of data affecting, 31-32
Council of Chief State School
Officers, 39, 66, 140-141, 200,
201
Course enrollment data, 2, 7, 77-78,
79
recommendations on, 81
Creative thinking, exclusion of, in
multiple-choice tests, 43-44
211
Cultural literacy in mathematics, 22
Current projects on indicators,
197-205
Curriculum, 2, 3, 12-14, 119-142
accuracy of information in, 13, 125,
137-138, 139, 140
achieved, 121
computers affecting, 131-132
content coverage of, 12, 13, 124,
125, 127-135
definition of, 120-123
depth of topic treatments in, 125
indicators of, 136-137, 139, 140
development of indicators on,
203-204
expert panel in assessment of,
132-133, 137, 139, 140
frameworks for, 12, 127-132, 182,
191, 192, 204
national, 141, 182
recommendations on, 134-135
frequency of assessment of, 134, 135
by grade clusters, 122-123, 128,
129, 135
homework time as measure of, 127
implemented or actual. Sac
Implemented curriculum
incentives and constraints in, 119,
125
instructional time as measure of,
126-127
intended. Scc Intended curriculum
key indicators on, 12-13, 135, 140
on mathematics
frameworks for, 130-132
state guidelines on, 128, 129
meetings with representatives of
education agencies on, 182-183,
191-192
models of excellence in, 139
number of science and mathematics
courses taken as measure of, 126
pedagogical quality of, 13, 14, 125,
138, 139, 140
research and development
recommendations on, 12, 13, 14,
134-135, 139, 140
response of teachers to changes in,
106, 108
role of teachers in planning and
shaping, 26
OCR for page 212
212
on science
frameworks for, 132
state guidelines on, 132
spiraled, 125
state guidelines on, 12,13,121,
27, 128-129,132, 135,
182-183, 204
depth of topic treatments in, 137
implications of indicators for,
140-142
teacher reporting of, 13, 134,135
tests in, 122,128-129,135,141-142
content coverage of, 133,175-180
depth of topic treatments in, 137
scientific accuracy of, 137
tests influencing, 46~48
textbooks as part of, 12,13,
121-122, 135, 141
depth of topic treatments in, 137
measures of content coverage in,
128-129,133
scientific accuracy of, 137
types of indicators on, 124-126
users of indicators on, 123-124
D
Data on indicators
aggregation of, 31-33,199
collection of, 35-39
on college education of teachers,
95-96,102
of comparable and unexpected
information, 35-36
coordination of strategies in,
38-39,206-208
depth of information in, 35-36
expert panels in, 36-38
on federal financial support of
science and mathematics
education, 145-149
frequency of, 36
on implemented curriculum, 134
improvements in, 200-201,202
multiple-choice achievement tests
in, 40-50
on salary of teachers, 115-116
on scientific and mathematical
literacy of adults, 69-71
on subject-matter knowledge of
teachers, 99-100
INDEX
on time use of teachers, outside of
classroom, 104
on working conditions in schools,
111-112
Department of Education
current projects funded by, 199, 202
report on indicators, 198
Disadvantaged children,
compensatory education for,
146-147
Discretionary tasks in learning
science and mathematics, 88
District level of data aggregation, 31,
32
E
Ecological fallacy, in aggregation of
data, 31-32
Economics, in study of education, 23
Education for All Handicapped
Children Act, 146
Education Consolidation and
Improvement Act, 146
Education for Economic Security
Act of 1983, 146
Educational Testing Service, 77,
198-199, 201
Elementary and Secondary
Education Act of 1965, 46
Elementary/Secondary Integrated
Data Systems program, 207,
208
Engagement in learning science and
mathematics, 88
Enrollment data on science and
mathematics courses, 2, 7,
77-78, 79, 81
Equality of educational opportunity,
23
in curriculum, 141
Essay tests, as learning indicator,
51-53
Examinations. Sac Testing
Excellence in science and
mathematics
in curriculum, models of, 139
distribution of, 26
Expectations of students, 88
Expert panels, in assessment
procedures, 36-38
OCR for page 213
INDEX
biases of, 38
on curriculum, 132-133, 137, 139,
140
rater variability in, 37-38
on science achievement tests, 176,
180
validity and reliability of, 38
F
Fate control, sense of, 86-87
Feasibility of indicators, 35
Federal financial support of science
and mathematics education, 4,
14,144-149
agency budgets in, 146-147,148
categories of funding in, 146,147,
148
collection of data on, 145
supplementary indicator on, 148
Financial support of mathematics
and science education, 143-151
federal, 4,14,144-149
budgets of agencies, 146-148
local, 143-144, 148-149,186-187
meeting with state education
agencies on, 186-187
participants in colloquium on, 174
from scientific organizations,
149-151
budgets, 149-151
state, 148-149,186-187
traditional measures of, 143-144
Florida, student testing in, 46, 185,
193
Frameworks, curriculum, 12,
127-132,182,191, 192,204
development of, 129-132
on mathematics, 13~132
national, 141,182
recommendations on, 134-135
on science, 132
France, curriculum in, 133,182
Free-response tests
in assessment of adult scientific and
mathematical literacy, 71, 72
as indicator of student learning,
51-53
compared with multiple-choice
tests, 43-44
recommendations on, 64
213
validity of, 62-63
Frequency of data collection, 36
G
Global assessment procedures of
student learning, 51-54
Government
federal financial support of science
and mathematics education, 4,
14,144-149
state education agencies. See State
education agencies
Graduate Record Examinations, 52,
199
Graduation requirements, state
guidelines on, 187
Great Britain, curriculum quality in,
182
H
Habits of mind, scientific and
mathematical, 18-19, 75, 76,
85-89, 187
research and development
recommendations on, 89
Handicapped children, education of,
145, 146
Hands-on instruction, 5, 53, 64
quality of teaching in, 107, 108
High School and Beyond
Longitudinal Survey, 177, 199
Holmes Group Consortium, 91, 93,
138
Homework on science and
mathematics
teacher correction of and feedback
on, 106
time spent on, 4,8,80,82
as curriculum indicator, 127
recommendations on, 82
Human affairs, role of science in,
19-20
Hypothesis formulation testing, 5,
51-52, 64
I
Ideational fluency, 44
OCR for page 214
214
Illinois
mathematics curriculum in, 128
study of newly hired teachers in,
100
Implemented curriculum, 121, 122
assessment of, 122, 129, 134, 135
collection of data on, 134
compared with mandated
curriculum, 25-26
scientific accuracy of, 137-138
Incentives influencing teacher and
student behavior, 24-26
in curriculum, 119
salary as, 113-117
Indicators of science and
mathematics education, 27-39
aggregation of data on, 31-33
collection of data on, 35-39
current projects on, 197-205
definition of, 27-29
feasibility of, 35
interpretation of, 29-34
key, 2-3, 29
scale of, 33-34
supplementary, 2, 4, 29
users of, 34-35, 123-124
variables affecting, 30
In-school activities
of students, 7-8, 77-79, 82
recommendations on, 81-82
of teachers, 105-108
Instructional time on science and
mathematics, 7-8, 78-79, 81-82
as behavior indicator, 7-8
as curriculum quality indicator,
126-127
minutes of, 78, 81-82
student use of, 78-79, 82
teacher use of, 105-106, 11~111
as teaching quality indicator, 92
Intended curriculum, 121-122
assessment of, 121-122, 127-129,
135
compared with actual curriculum,
25-26
depth of topic treatments in, 137
140
scientific accuracy of, 137, 140
Internal representations of problems,
assessment of, 58-60
INDEX
International Association for the
Evaluation of Educational
Achievement, 5, 53, 64, 85, 124,
134
science content in tests of, 177
Interpretation of indicators, 29-34
Item banks for student tests,
185-186, 192-193
Item-response theory on
multiple-choice tests, 48, 50
J
Japan
curriculum quality in, 133, 182
mathematics education in, 124
K
Key indicators of science and
mathematics education, 2-3, 29
curriculum quality, 12-13, 135, 140
student behavior and learning, 2-3,
6-9, 65, 72, 81-82
teaching quality, 9-10, 11-12, 102,
118
Knowledge of subject-matter of
teachers. See Teachers,
subject-matter knowledge of
L
Laboratory facilities of school, 111,
112, 118
influencing student and teacher
behavior, 25
Leadership of scientific organizations
in education, 4, 14, 149-151
Learning in science and
mathematics, indicators of, 2, 3,
4-7, 40-72
theoretical basis of, 23
Literacy, scientific and
mathematical, 2, 3, 6-7, 15-22,
67-72
collection of data on, 69-71
conceptual knowledge in, 71
dimensions of, 16-22
importance of, 67
levels of, 20-21
OCR for page 215
INDEX
mathematical, 20-22
meetings with representatives of
education agencies on, 187,194
participants in colloquium on,
173-174
recommendations on assessment of,
72
scientific, 16-20
target populations for assessment
of, 69
Local education agencies
financial support of science and
mathematics education,
143-144, 148-149,186-187
results of meeting with
representatives of, 189-196
Long-term memory, organization of
knowledge in, 57-58
M
Mandated curriculum, compared
with actual curriculum, 25-26
Materials and supplies, instructional,
4, 111-112,118
as curriculum quality indicator, 12,
13
influencing teacher and student
behavior, 25,26
meetings with representatives of
education agencies on, 186-187,
193
as teaching quality indicator, 11,
25,111-112,118
Mathematical Association of
America, 149
Mathematical Sciences Education
Board, 128
Matrix sampling, 49-50,185
Meetings with state and local
education agencies, summaries
of, 181-196
Memory
organization of knowledge in,
assessment of, 57-58
retrieval of information from,
assessment of, 58
Minnesota, student testing in, 185
Minority science and mathematics
teachers, 109
215
Models of schooling
education production function, 23
input-output, 74-75,91-93
process-product, 91-92
students and teachers as key
actors, 23,91-92
Motivation of students, 75-76,84-85
meetings with representatives of
education agencies on, 187,
194-195
participants in colloquium on, 173
Multiple-choice tests, 40-50
balanced incomplete block design
of, 50
coaching of students on, 45-46
comparison of results on over time
50
criticisms of, 41-49
as economical measure, 49
free-response tests compared with,
43-44
influence on curriculum, 46-48
item sampling of, 49-50
lack of creative thinking in, 43-44
as learning indicator, 40-50, 63
real-life problems compared to, 44
science content of, 48-49, 175-180
statistical analysis of, 50
theoretical basis of, 48
Museum visits, out-of-school, 80,82
N
National Academy of Sciences, 46,
149
National Assessment of Educational
Progress, 30, 199,202,206,208
assessment of student attitudes, 84,
85
on decline of student performance,
46,47
surveys of, 69, 77
test materials of, 5,50,53,64,177
National Center for Education
Statistics, 202
National Commission on Excellence
in Education, 197
National Council of Teachers of
Mathematics, 128,203
National curriculum frameworks,
141,182
National Defense Education Act, 146
OCR for page 216
216
National Education Longitudinal
Study, 101, 201, 202-203
National leadership in science and
mathematics education, 4, 14,
140151
National Longitudinal Study of the
High School Class of 1972. 101
National Research Council, 200
National Science Board Commission
on Precollege Science,
Mathematics, and Technology
Education, 197, 198
National Science Foundation, 14,
146, 148, 199, 200
Rand Corporation report for, 198
research projects funded by, 202,
203
on student testing, 201
National Science and Mathematics
Assessment Resource Center, 6,
65~6
National Science Resources Center,
46
National Science Teachers
Association, 46, 203
New York
curriculum guidelines in, 121, 183
study of newly hired teachers in,
100
New York State Regents, science
content of, 176, 177
North Carolina
student testing in, 185
teachers leaving teaching in, 100
Northwestern Endicott Report, 117
o
Oregon
science curriculum in, 132
student testing in, 185
Organization of knowledge in
memory, assessment of, 57-58
Organizations, scientific, support of
science and mathematics
education, 4, 14, 149-151
Out-of-school activities
of students, 8-9, 79-80
recommendations on, 82-83
of teachers, 103-105, 107
INDEX
p
Panels of experts, in assessment
procedures. Scc Expert panels,
in assessment procedures
Pattern recognition, assessment of,
56-57
Pedagogic quality of curriculum, 13,
14, 125, 138, 139, 140
Practical literacy in mathematics, 21
Precollege education, use of term,
195
Problem soldering
computerized assessment of, 60-61
free-response tests of, validity of,
62-63
internal representations of problems
in, 58-60
as learning indicator, 5
procedural knowledge in, 60-61
in real-life, compared with
multiple-choice tests, 44
"think aloudn method in
assessment of, 59
Procedural knowledge, assessment
of, 60-61
computers in, 60-61
Proce~s-product studies of teaching
quality, 91, 92-93
Processing skills, assessment of, 51,
55-61
on internal representations of
problems, 58-60
on organization of knowledge in
memory, 57-58
on pattern recognition, 56-57
on procedural knowledge, 60-61
on retrieval of information from
memory, 58
on speed of processing, 55-56
Professional teachers, 94
Project TALENT, 31
Project 2061, 203
Psychology, educational, 23, 74
Public policy decisions
mathematical concepts in, 21
scientific concepts in, 19-20
OCR for page 217
INDEX
Q
Questioning techniques of teachers,
in classroom, 107, 108
Questionnaires in data collection,
closed-ended, 35-36
R
Rand Corporation, 198, 201
Rater variability in panel
assessments, 37-38
Reliability
of essay tests, 51
of panel assessments, 38
Representations of problems,
internal, assessment of, 58-60
Representatives of education
agencies, summary of meetings
with, 181-196
Research Triangle Institute, 202
Reserve pool of experienced
teachers, 100
Resources for teaching science and
mathematics, 4,11-112,118
as curriculum quality indicator, 12,
13
influencing teacher and student
behavior, 25,26
meetings with representatives of
education agencies on, 186-187,
193-194
as teaching quality indicator, 11,
25,111-112,118
Response latencies, in measurement
of processing speed, 55-56
S
Salary of teachers, 3,11-12,
113-117,118,187
and career decisions, 113
collection of data on, 115-116
compared with other occupations,
11-12,24,113-117,118
and second jobs, 103
and time use outside classroom,
103
Scale of indicators, interpretation of,
33-34
Scholastic Aptitude Tests, 199
217
coaching of students on, 45
interpretation of scores on, 33
School level of data aggregation, 31,
32
School Mathematics Monitoring
Center, 203
School Mathematics Study Group,
149
Schooling outcomes, 22-26
behavior of students and teachers
affecting, 22,23-24
and distribution of excellence, 23,
26
incentives and constraints affecting,
22,24-26
Scientific method, 19
Scientific organizations, support of
science and mathematics
education, 4,14,149-151
Scientific world view, 16-17
Simulations of scientific experiments,
computer-aided, 54,59-60
Society, importance of science and
mathematics in, 19-20, 21, 80,
83
Socioeconomic background, and
achievement test scores, 31-32
Sociology, in study of education, 23
South Carolina
curriculum guidelines in, 127, 140,
182, 204
teacher testing in, 183
Speed of processing, assessment of,
55-56
pattern recognition in, 56-57
Spiraled curriculum, 125
State education agencies
curriculum guidelines of, 12, 13,
121, 127, 135, 182-183, 204
on content coverage, 133
depth of, 137
implications of indicators for,
140142
on mathematics, 128, 129
on science, 132
financial support of science and
mathematics education,
148-149, 186-187
graduation requirements of, 187
student learning indicators for,
66-67
OCR for page 218
218
summary of meetings with, 181-188
teaching quality indicators for,
108-111
State level of data aggregation, 31,
32
Student learning
assessment of, 51-66
computerized assessment of, 52-54,
56, 59-61
computers improving in classroom,
53-54, 60
engagement in, 88
global assessment of, 51-54
indicators of, 2-7, 23, 40-72
key indicators of, 2-3, 6-8, 65,
81-82
research and development
recommendations on, 8-g
and behavior, 64~6, 82-83
supplementary indicators on, 4, 8,
82
Students, 4~89
aggregation of data on, 31-33
attitudes toward science and
mathematics of, 75-76, 84-85
meetings with representatives of
education agencies on, 187,
194-195
participants in colloquium on, 173
research and development
recommendations on, 85
autonomy sense of, 88
behavior indicators on, 2, 3, 7-g,
29, 73-89
center for production and
distribution of assessment
materials on, 6, 65-66
competence of, 88
conceptual knowledge and
processing skills of, 51, 55-61
course enrollment data on, 2, 7,
77-78, 79
recommendations on, 81
as determinant of schooling
outcome, 22, 23-24
incentives and constraints
affecting, 24-26
expectations of, 88
fate control, sense of, 86-87
frequency of assessment, 65
INDEX
habits of mind of, scientific and
mathematical, 18-lg, 75, 76,
85-89, 187
hands-on procedures in instruction
of, 5, 53, 64, 107, 108
homework on science and
mathematics of, 4, 8, 80, 82,
106, 127
input-output model on, 74-75
in-~chool activities of, 7-8, 77-79,
82
recommendations on, 81-82
as key actors, 73-76
new methods of assessment, 51-66
out-of-school activities of, 8-g,
79-80
recommendations on, 82-83
perception of connectedness, 88
problem-solving skills of, 5, 44,
58-61, 62
testing of. Sac Testing, of students
Subject-matter knowledge
of students, indicators on, 2, 3,
4-7, 40-72
of teachers. Scc Teachers,
subject-matter knowledge of
Supplementary indicators of science
and mathematics education, 2,
4, 29
federal financial support, 148
student behavior and learning, 4, 8,
82
teaching quality, 4, 1o-ll, 102,
107-108, 118
Supply and demand for teachers,
100, 200
and reserve pool of experienced
teachers, 100
T
Teachers, 3, 9-12, 90-118
collection of data on, improvements
in, 200, 201, 202
college education of, 10, 95-96,
100, 102, 109, 113-117
computers in instruction methods
of, 53-54, 60
curriculum changes affecting, 106,
108
OCR for page 219
INDEX
as determinant of schooling
outcome, 22,23-24
incentives and constraints
affecting, 24-26
early home and school experiences
affecting, 101-102
encouraging intellectual curiosity,
184,190
hands-on instruction methods of, 5,
53,107, 108
implications of indicators on, for
state education agencies
108-1 1 1
input-output studies of, 91, 92,93
instructional materials and supplies
used by. Scc Materials and
supplies, instructional
interpretation of indicators on, 29
as key actors, 90-94
key indicators on, 9-10, 11-12,102,
118
leaving teaching after one year, 100
literature on, 92-93
meetings with representatives of
education agencies on, 183-184
189-191
outcomes-based model of, 190
participants in colloquium on,
172-173
pedagogic knowledge of, 138
process-product studies of, 91,
92-93
professional, 94
quality of curriculum delivery by,
184
questioning techniques of, 107,108
reporting on content coverage of
curriculum by, 13, 134, 135
research and development
recommendations on, 10, 11,
103, 108
resources in school affecting, 4,
111-112, 118
salary of. Scc Salary of teachers
subject-matter knowledge of, 95,
96-100,101,102,108-110
and accuracy of curriculum,
137-138
assessment of, 183, 190
collection of data on, 99-100
219
implications for state education
agencies, 108-110
of newly hired teachers, 99, 100
recommendations on testing of,
102
research needed on, 101
supplementary indicators on, 4,
10-11,102,107-108,118
supply and demand for, 100, 200
and reserve pool of experienced
teachers, 100
testing of. Scc Testing, of teachers
tests of student learning in
evaluation of, 41-42
time use studies on, 10-11, 103-108
in classroom, 92,105-106,
110-111,126-127
as curriculum quality indicator,
126-127
outside classroom, 103-105,107
recommendations on, 107-108
research needed on, 106-107
working conditions in school
affecting, 111-118
years of experience of, 92
Tennessee
student testing in, 185
teacher evaluation in, 108,184
Testing
of students, 5-6, 40-50
accuracy of information in, 137,
178
balanced incomplete block design
of tests in, 50
computerized, 184,185
content coverage of, 133,175-180
creative thinking in, 43-44
criticisms of, 41-49
in curriculum, 122,128-129,135,
141-142
depth of topic treatments in, 137
essay tests in, 51-53
financial support for, 148
free-response tests in, 43-44,
51-53,62-63,64
frequency of, 6
ideational fluency in, 44
instructional applications of,
41-42
item banks for, 185-186,192-193
item response theory on, 48,50
OCR for page 220
220
meetings with representatives of
education agencies on, 184-186,
192-193
multiple-choice tests in. Sac
Multiple-choice tests
purposes of, 41-42
science content in, 175-180
statewide, 185
virtues of, 49-50
of teachers, 9-10, 97-98,101,102,
108-110, 137-138,183,191
for certification, 109, 110
collection of data on, 99-100
frequency of, 10, 99, 102
implications for state education
agencies, 108-110
recommendations on, 102
Tests of Achievement and
Proficiency, science content of,
177
Texas, curriculum guidelines in, 140
Textbooks, in curriculum, 12,13,
121-122,135, 141
content coverage of, 128-129,133
depth of topic treatments in, 137
scientific accuracy of, 137
"Think aloud" method in assessment
of problem-solving skills, 59
Time use studies, 4, 7-8,36
on homework time on science and
mathematics, 4,8,80,82,
on instructional time on science
and mathematics. Scc
Instructional time on science
and mathematics
on teachers, 10-11, 103-108. See
~80 Teachers, time use studies
on
Timing of data collection, 36
U
Users of indicators, 34-35
on curriculum quality, 123-124
V
Validity
of panel assessments, 38
of student learning indicators,
62-63
INDEX
Variability in panel assessments,
37-38
Variables affecting interpretation of
indicators, 30
Videotaping of problem-solving
behavior, 59
Virginia
curriculum guidelines in, 127
student testing in, 185
W
West Germany, curriculum
guidelines in, 133, 182
Wisconsin, mathematics curriculum
in, 128
Working conditions in schools, 4,25,
26,111-118
data collection on, 111-112
as indicator of curriculum quality,
12,13
as indicator of teaching quality, 11,
25,111-118
meetings with representatives of
education agencies on, 186-187,
193-194
salaries in, 113-117,118
World view, scientific, 16-17
z
Zoo visits, out-of-school, 80,82
Representative terms from entire chapter:
mathematics education
