Assessment Services, Inc. designs and develops materials for hands-on performance-based assessments and specializes in custom kits for science and math curriculum. We also manufacture and distribute science kits and math kits. Providing a full range of reading, math, and science classroom supplies, Assessment Services Inc. also provides a wide variety of teacher resources to help make lessons memorable.
The founder of Assessment Services Inc., has over twenty-five years of experience in the education industry developing and producing science and math materials. The company was created: (1) from a desire to continue a long term, successful partnership in the science assessment industry; (2) to meet a growing need for science assessment kits created in response to the requirements of federal education legislation; (3) to provide the highest quality classroom materials to schools and teachers at the best possible price.
Assessment Services, Inc., specializes in development services; materials design and development for hands-on performance based assessment; and custom math and science curriculum. Services are always cost effective with timely material deliveries.
Assessment Services, Inc. provides kit manufacturing and fulfillment for hands-on performance based assessments and custom math and science curriculum.
Our Custom Kit Professionals are ready to the meet the needs of your custom design, development and kit fulfillment. We customize kits based on your curriculum; grade level; students; teachers; state and national standards; and your science and math assessment needs. Custom kits are also designed to include materials lists, and a specific lab or experiment. We also source all labels indicating the kit name, contents, classroom and more.
Assessment Services, Inc. ensures that organizing your curriculum and schedule rotation is seamless. The ready to go kits are delivered to the classroom ready for class to begin. Materials can be prepped as well.
Our custom kits are also cost-effective. Ordering all our materials together saves time and money. It’s now possible to organize your supplies for easier distribution, storage and classroom use. It also simplifies coordinating, ordering and shipping for multiple classrooms with the same needs. We stock and pack all the kits for your convenience.
We also always offer Technical support for kit use via phone or email.
Our Kit Professionals can discuss further options and provide invaluable suggestions and insights into your custom needs.
Call us: (978-925-9459 -or- 800-425-4370) or Click Here to contact a Kit Professional. Give us a description of your project and kits so we may better assist you. We are happy to provide custom kit plans and quotes.
You can also fax your information and our Custom Kit Specialists will take care of your request.
Fax Number: 978-383-0400
Mailing Address: Assessment Services, Inc., P.O. Box 117, Pepperell, MA 01463
The No Child Left Behind Act of 2001 (NCLB, Public Law 110-107) requires that all states: (1) must have challenging academic content science standards in place by 2005-2006; and, (2) must start measuring student mastery of those standards in 2007-2008. The assessment tools used to measure student mastery must incorporate multiple up-to-date measures of student achievement including measures that assess higher order thinking skills and understanding challenging content.
States are in varying stages of developing their NCLB science assessments. Typically, states contract with assessment companies which have a history of producing standardized, norm referenced tests, e.g., the Iowa Test of Basic Skills (ITBS), the Tera Nova, the Stanford Achievement Test (SAT-9, SAT-10).
These new NCLB science tests must include either criterion-referenced assessments or augmented norm-referenced assessments, or both. The world of the standardized, multiple-choice, norm referenced test is disappearing as standards-aligned, criterion-referenced tests emerge.
Because many states’ science standards include science inquiry and science process skills that are difficult to assess with conventional multiple-choice questions, more and more science assessments are taking on a different format and look. To assess a student’s skills, students must “perform”.
Performance assessment is moving us “beyond the bubble” of Scantron forms. When students are asked to perform, they are better able to utilize their unique learning styles (kinesthetic, visual, aural, etc.) as they tap into their own content knowledge of science. Student work from performance assessments better informs the teacher (and student) of what the student understands versus what bubble he may have guessed to be right.
Performance assessment in science requires students to perform various science skills (observation, data collection, organizing data, data analysis, drawing conclusions, etc.) as they manipulate equipment. Science equipment, typically organized in classroom sets, is delivered as science kits.
As the need for criterion-referenced science assessment of inquiry skills takes hold, the demand for science kits will continue to increase. States, districts, and schools are realizing that to assess science inquiry adequately, kits are a necessary, essential part of the assessment program. Educators also realize that if they are to meet the NCLB requirements for science assessment, i.e., to use up-to-date measures to assess mastery of science standards, and the states’ science content standards include science inquiry, then the tests themselves need to include student performance tasks. And since “what gets tested gets taught,” we will see an increasing number of science inquiry learning activities in classroom curriculum throughout the school year.
The National Assessment of Educational Progress (NAEP) program has been using science kits as part of its science program for over 10 years. These science tests are administered every four years to a small sample of students across the nation. Although this national assessment program advocates the use of performance assessment requiring hands-on manipulation of science equipment, it is limited in scope. The more powerful influences that are changing science assessment nationally stem from the requirements of the No Child Left Behind Act of 2001.
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