Table of Contents

Part A Setting the Scene Chapter 1 Making it Tangible - Specifying Learning Outcomes in Science Education Sascha Bernholt, Knut Neumann & Peter Nentwig Part B The Big Picture Chapter 2 Moving Beyond Standards: How Can We Improve Elementary Science Learning? A German Perspective Kornelia Moller, Ilonca Hardy & Kim Lange Chapter 3 Developing a Framework for Diagnostic Assessment of Early Science Beno Csapo Chapter 4 The Design of an Assessment System Focused on Student Achievement: A Learning Sciences Perspective on Issues of Competence, Growth, and Measurement James W. Pellegrino Chapter 5 Learning Outcomes in Ireland - Implications for the Science Classroom Declan Kennedy Chapter 6 Assessing Professional Competences and their Development in Vocational Education in Germany - State of Research and Perspectives Reinhold Nickolaus, Andreas Lazar & Kerstin Norwig Part C The Devil in the Details Chapter 7 Competencies: The German Notion of Learning Outcomes Olaf Koller & Ilka Parchmann Chapter 8 Capturing the Diversity of Students' Competences in Science Classrooms: Differences and Commonalities of Three Complementary Approaches Sascha Bernholt, Sabina Eggert & Christoph Kulgemeyer Chapter 9 Assessment of Standards-based Learning Outcomes in Science Education: Perspectives from the German Project ESNaS Kerstin Kremer, Hans E. Fischer, Alexander Kauertz, Jurgen Mayer, Elke Sumfleth & Maik Walpuski Chapter 10 Standards, Competencies and Outcomes. A Critical View Horst Schecker Chapter 11 The Development, Validation, and Implementation of Standards in Science Education: Chances and Difficulties in the Swiss Project HarmoS Peter Labudde, Christian Nidegger, Marco Adamina & Francois Gingins Chapter 12 The Promise and Value of Learning Progression Research Joseph S. Krajcik, LeeAnn M. Sutherland, Kathryn Drago & Joi Merritt Chapter 13 Using Learning Progression to Organize Learning Outcomes: Implications for Assessment Xiufeng Liu Chapter 14 The Challenge of Alignment of Students' Learning Outcomes with Curriculum Guidelines, Instruction, and Assessment in Science Practice in Taiwan Mei-Hung Chiu & Hui-Jung Chen Chapter 15 Learning Outcomes for Science in Australia: How Are They Defined, Measured, and Implemented? Debra Panizzon Part D Perspectives from Different Countries Chapter 16 How Learning Outcomes in Science Are Specified and Measured in the English School System Robin Millar, Mary Whitehouse & Ian Abrahams Chapter 17 An Examination of Turkish Science Curricula from a Historical Perspective with an Emphasis on Learning Outcomes Alipasa Ayas Chapter 18 Defining the Structure and the Content of a New Chemistry Curriculum in the Netherlands Cris Bertona Chapter 19 Potential Learning Outcomes Inferred from French Curricula in Science Education Patrice Venturini & Andree Tiberghien Chapter 20 Item Construction for Finnish National Level Assessment in School Physics Without Pre-Defined Learning Outcomes Jari Lavonen, Heidi Krzywacki & Laura Koistinen Part E A Coda Chapter 21 Learning Outcomes in Science Education: A Synthesis of the International Views on Defining, Assessing and Fostering Science Learning Knut Neumann, Sascha Bernholt & Peter Nentwig