Science Olympiad has been the focus of several journal articles and studies designed to measure its impact on students, teachers and science education in the United States. If you would like more information or have something you'd like posted, please contact Jenny Kopach at jrkopach@soinc.org or Dr. John Loehr at jfloehr@soinc.org.
New! Science Educator article on Math Alignment in Science Olympiad Events, by Michelle Meadows, Tiffin University and Joanne Caniglia, Kent State University, National Science Education Leadership Association Journal, Spring 2018, Volume 26
Archival information about Science Olympiad's inclusion in the 1996 National Science Education Standards
Since the release of the National Science Education Standards (NSES) in 1996, teachers have been looking for aligned curriculum resources. Numerous Science Olympiad events were used by the National Research Council to illustrate standards in action and included in their publication. For information about Science Olympiad's alignment to the current Next Generation Science Standards, see our Alignment page.
Science Olympiad illustrates the close relationship between teaching and assessment. Many assessment tasks are developmentally appropriate for young children, including recognition of students' physical skills and cognitive abilities. As students move from station to station displaying their understanding and ability in science, members of the community (leaders from government, business and industry, professors, scientist, educators, etc.) evaluate the students' science achievement and can observe that the students have had an opportunity to learn science. Science Olympiad highlights many of the elements of the Teaching Standards, Assessment Standards, Program Standards and Science Education System Standards.
SCIENCE TEACHING STANDARDS
A: Teachers of science plan an inquiry-based science program for their students.
C: Teachers of science engage in ongoing assessment of their teaching and of student learning.
D: Teachers of science design and manage learning environments that provide students with the time, space and resources needed for learning science.
ASSESSMENT OF SCIENCE EDUCATION
A: Assessments must be consistent with the decisions they are designed to inform.
B: Achievement and opportunity to learn science must be stressed.
C: The technical quality of the data collected is well matched to the decisions and actions taken on the basis of their interpretation.
E: The inferences made from assessments about student achievement and opportunity to learn must be sound.
SCIENCE EDUCATION PROGRAM STANDARDS
D: The K-12 science education program must give students access to appropriate and sufficient resources, including quality teachers, time, materials and equipment, adequate and safe space, and the community.
F: Schools must work as communities that encourage, support, and sustain teachers as they implement an effective science program.
SCIENCE EDUCATION SYSTEM STANDARDS
D: Policies must be supported with resources.
G: Responsible individuals must take the opportunity afforded by the standards-based reform movement to achieve the new vision of science education portrayed in the Standards.
