Using technology in assessing integrated science and mathematics learning

Drawing from current models, research, and science and mathematics education reform documents, this article first defines and/or delimits three broad domains of education: integrated school science and mathematics, assessment, and technology. Based upon this three-tiered discussion, a list of characteristics is then distilled to guide in the development of assessment for integrated school science and mathematics using technology. Two integrated school science and mathematics activities are provided to illustrate the alignment of instruction and assessment and the systematic integration of technology into both.The writing of this paper was supported by The National Center for Science Teaching and Learning under grant R117Q00062 from the Office of Educational Research and Improvement, U.S. Department of Education. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the sponsoring agency.