They have chosen two forms of assessing, both of which are causing problems. The first is the multiple choice science test. A multiple choice test is a poor way of assessing our new standards because it tends to reduce complex interconnected ideas into simple questions with one correct answer which is selected from a list. My opinion is that the decision to use the cheapest method of testing, despite its unsuitability, is leading to difficulty determining how high students must score to achieve standards. The other form of assessment is a much better match with our standards.
Teachers score the student work using a state scoring guide.
The problem is that the scoring guide is new and untested. The science work sample is such a large departure from anything we have done before that it is prudent to go slowly, carry out multiple field tests, and implement the assessment only when we are sure that it is fair and will do more good than harm. It does not make sense to withhold funding for students because the state of Oregon is not ready to assess their progress. Dave Hamilton, science assessment specialist for Portland Public Schools, holds a doctorate degree from Columbia University in secondary science teaching. He is president-elect of the Oregon Science Teachers Association and winner of the Presidential Award for Excellence in Science Teaching.