Children and Science Tests

Closed Program

This project seeks to understand how elementary school children from diverse ethnic, linguistic, and socioeconomic backgrounds interpret items on high stakes achievement tests. Chèche Konnen Center researchers are analyzing the conceptual, linguistic, textual, and representational demands of science items on the MCAS, and the forms of knowledge, reasoning and interpretative practices that children from diverse backgrounds use in responding to such items, and how they interact in children's performance. Funded by the National Science Foundation.