Description
The National Science Foundation-funded research projects described here show the strong link between assessment and improved student learning; the essays invite science teachers to reflect on their practices and priorities and to consider a variety of productive assessment strategies and frameworks. The central ideas around which the chapters are based—and which provide compelling data to fuel conversations about assessment purposes and opportunities—include the:
• Roles of assessment in teaching and learning
• Characteristics of meaningful assessment items
• Need for research to validate assessment practices
• Significance of assessing both student knowledge and their misconceptions
• Value of assessing students’ ability to apply their knowledge
• Importance of assessment-focused professional development
In addressing assessment as a central element of teaching practice, Assessing Science Learning explores the various forms assessment can take, including student journal entries, feedback on lab reports, observations of students engaged in activities, whole-class discussion, and large annual tests.
Ideas For Use
This volume also looks at the multiple purposes of each form of assessment and encourages greater dialogue among researchers, practitioners, and policy makers to bring about a better understanding of the relationship between assessment and learning.
Contents
Foreword Elizabeth Stage
Introduction Janet Coffey and Carole Stearns
Section I Formative Assessment: Assessment for Learning
Chapter 1: Improving Learning in Science with Formative Assessment
Dylan Wiliam, Institute of Education, University of London
Chapter 2: On the Role and Impact of Formative Assessment on Science Inquiry
Teaching and Learning
Richard J. Shavelson, Yue Yin, Erin M. Furtak, Maria A. Ruiz-Primo, and Carlos C. Ayala, Stanford Educational Assessment Laboratory, Donald B. Young, Miki K. Tomita, Paul R. Brandon, and Francis M. Pottenger III, Curriculum Research and Development Group, Hawaii
Chapter 3: From Practice to Research and Back: Perspectives and Tools in Assessing for Learning
Jim Minstrell, Ruth Anderson, Pamela Kraus, and James Minstrell, FACET Innovations, Seattle
Section II Probing Students’ Understanding Through Classroom-Based Assessment
Chapter 4: Documenting Early Science Learning
Jacqueline Jones, Division of Early Childhood Education, New Jersey State Department of Education, and Rosalea Courtney, Educational Testing Service
Chapter 5: Using Science Notebooks as an Informal Assessment Tool
Alicia C. Alonzo, University of Iowa
Chapter 6: Assessing Middle School Students’ Content Knowledge and Reasoning
Through Written Scientific Explanations
Katherine L. McNeill, Boston College, and Joseph S. Krajcik, University of Michigan
Chapter 7: Making Meaning: The Use of Science Notebooks as an Effective Assessment
Tool
Olga Amaral and Michael Klentschy, San Diego State University
Chapter 8: Assessment of Laboratory Investigations
Arthur Eisenkraft, University of Massachusetts, and Mathew Anthes-Washburn, International High School
Chapter 9: Assessing Science Knowledge—Seeing More Through the Formative
Assessment Lens
Kathy Long, Larry Malone, and Linda De Lucchi, Lawrence Hall of Science, Berkeley
Chapter 10: Exploring the Role of Technology-Based Simulations in Science
Assessment: The Calipers Project
Edys S. Quellmalz, West Ed, Angela H. DeBarger, Geneva Haertel, and Patricia Schank, SRI International, Barbara C. Buckley, Janice Gobert, and Paul Horwitz, Concord Consortium, and Carlos Ayala, Sonoma State University
Chapter11: Using Standards and Cognitive Research to Inform the Design and Use of
Formative Assessment Probes
Page D. Keeley and Francis Q. Eberle, Maine Mathematics and Science Alliance
Section III High-Stakes Assessment: Test Items and Formats
Chapter 12: Assessment Linked to Science Learning Goals: Probing Student Thinking
Through Assessment
George E. DeBoer and Cari Hermann, Project 2061 at AAAS; Arhonda Gogos, Sequoia Pharmaceuticals; An Michiels, Leuven, Belgium; Thomas Regan, American Institutes for Research, and Paula Wilson, Kaysville, Utah
Chapter 13: Assessing Science Literacy Using Extended Constructed-Response Items
Audrey B. Champagne and Vicky L. Kouba, University at Albany, and Linda Gentiluomo, Schenectady, New York, School District
Chapter 14: Aligning Classroom-Based Assessment With High-Stakes Tests
Marian Pasquale and Marian Grogan, EDC Center for Science Education
Chapter 15: Systems for State Science Assessment: Findings of the National Research
Council’s Committee on Test Design for K-12 Science Achievement
Meryl W. Bertenthal, Mark R. Wilson, Alexandra Beatty, and Thomas E. Keller, National Research Council
Chapter 16: From Reading to Science: Assessment That Supports and Describes Student
Achievement
Peter Afflerbach, University of Maryland
Section IV Professional Development: Helping Teachers Link Assessment, Teaching, and Learning
Chapter 17: What Research Says about Science Assessment with English Language
Learners
Kathryn LeRoy, Duval County, Florida, Public Schools, and Okhee Lee, University of Miami
Chapter 18: Washington State’s Science Assessment System: One District’s Approach to
Preparing Teachers and Students
Elaine Woo and Kathryn Show, Seattle Public Schools
Chapter 19: Linking Assessment to Student Achievement in a Professional Development
Model
Janet L. Struble, Mark A. Templin, and Charlene M. Czerniak, University of Toledo
Chapter 20: Using Assessment Design as a Model of Professional Development
Paul J. Kuerbis, Colorado College, and Linda B. Mooney, Colorado Springs Public Schools
Chapter 21: Using Formative Assessment and Feedback to Improve Science Teacher
Practice
Paul Hickman, science education consultant, Drew Isola, Allegan, Michigan, Public Schools, and Marc Reif, Ruamrudee International School, Bangkok
Chapter 22: Using Data to Move Schools from Resignation to Results: The Power of
Collaborative Inquiry
Nancy Love, Research for Better Teaching