A case study of vertically moderated standard seating for a state science assessment program

Under the adequate yearly progress requirements of the No Child Left Behind (NCLB) Act (2001), states are currently faced with the challenge of demonstrating continuous improvement in student performance in reading and mathematics. Beginning in 2007 to 2008, science will be required as a component of the NCLB Act. This article describes South Carolina's elementary science assessments and its approach to setting achievement levels on those tests. A description of how the state developed a system of vertically moderated standards across the range of grades covered by the tests is provided. Included in the process are standard-setting activities, Technical Advisory Committee deliberations, State Department of Education final decisions, and data provided to the state's Board of Education for information purposes. Recommendations for practice are also provided.