ABSTRACT
This chapter addresses implications and challenges of assessing students’ science knowledge using oral and written modes of communication in large-scale assessment and moves the field toward combining both summative and formative assessment approaches. A strong developmental theory of learning in a particular domain or learning progression is largely missing in existing programs that integrate science and literacy. The lack of a learning progression leads to lack of coherence among curriculum, instruction, and assessment, as well as ways to improve teaching and learning with English learners. One approach to the construction and empirical validation of a learning progression is described. This approach is built on four core principles: (1) a developmental perspective on student learning, (2) a match between instruction and assessment, (3) management by teachers; and (4) assessments that uphold high-quality standards of reliability and validity.]
