NSTA - National Science Teachers Association

Developing Assessment Items: A How-to Guide Laura Henriques, Alan Colburn, and William C. Ritz A chapter from Assessment in Science: Practical Experiences and Education Research Many current high-stakes accountability measures take the form of traditional test items. While traditional forms of assessment may not be the best method to assess all important skills and knowledge, teachers should learn how to construct these kinds...  [view full summary] Many current high-stakes accountability measures take the form of traditional test items. While traditional forms of assessment may not be the best method to assess all important skills and knowledge, teachers should learn how to construct these kinds of tests. Teachers can pose questions about their own teaching and student learning, seek answers in the form of student test results, evaluate those results, and then use that information to make instructional decisions. Helpful tips for generating and evaluating multiple-choice, short-answer, essay, true/false, and matching questions are reviewed. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School

Adaptive Inquiry as the Silver Bullet: Reconciling Local Curriculum, Instruction, and Assessment Procedures With State-Mandated Testing in Science Stephen J. Farenga, Beverly A. Joyce, and Daniel Ness A chapter from Assessment in Science: Practical Experiences and Education Research “Adaptive inquiry” is the product of the synergistic relationship between what a student brings to the classroom, the teacher’s ability to shape a lesson in response to the needs of the student, and the method of final assessment. This new form of assessment...  [view full summary] “Adaptive inquiry” is the product of the synergistic relationship between what a student brings to the classroom, the teacher’s ability to shape a lesson in response to the needs of the student, and the method of final assessment. This new form of assessment requires teachers to reexamine curriculum, instructional techniques, and measures of achievement. Effective teachers need to possess broad pedagogical knowledge, a content base, and a pedagogical-content repertoire that varies from direct instruction to open-ended inquiry in order to enhance student achievement. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School

Science Standards Influence Classroom Assessment Practices Kathy J. McWaters and Ronald G. Good A chapter from Assessment in Science: Practical Experiences and Education Research School districts and individual schools must place a premium on linking classroom instruction, science content standards, and classroom assessment. In this study, the authors examined the influence of national science standards on middle school science...  [view full summary] School districts and individual schools must place a premium on linking classroom instruction, science content standards, and classroom assessment. In this study, the authors examined the influence of national science standards on middle school science teachers’ classroom assessment practices. Middle school science teachers’ classroom assessment practices were influenced by state science content standards and benchmarks and to a lesser degree on the national science content standards and benchmarks. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School

Mind Mapping as a Flexible Assessment Tool Karen Goodnough and Robin Long A chapter from Assessment in Science: Practical Experiences and Education Research Mind mapping, a visual tool to improve note taking, foster creativity, organize thinking, and develop ideas and concepts, was the focus of this research project with middle school students. The efficacy of mind mapping as a teaching, learning, and assessment...  [view full summary] Mind mapping, a visual tool to improve note taking, foster creativity, organize thinking, and develop ideas and concepts, was the focus of this research project with middle school students. The efficacy of mind mapping as a teaching, learning, and assessment tool in a grade 6 science classroom was explored. This study provided preliminary support for the adoption of mind mapping as a flexible assessment tool to foster student learning in science and to guide curriculum planning and classroom practice. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School

Assessment in Support of Contextually Authentic Inquiry Cory A. Buxton A chapter from Assessment in Science: Practical Experiences and Education Research If research into the assessment of science learning is going to make a difference for teachers, it must be applicable to the realities of K—12 classrooms. This research study conducted in urban elementary schools focused on how students and teachers engaged...  [view full summary] If research into the assessment of science learning is going to make a difference for teachers, it must be applicable to the realities of K—12 classrooms. This research study conducted in urban elementary schools focused on how students and teachers engaged in both contextually authentic assessment and the new realities of high-stakes testing. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School

Helping Students Understand the Minds-On Side of Learning Science Michael Tomlinson and Lawrence B. Flick A chapter from Assessment in Science: Practical Experiences and Education Research This collaboration between a fourth-grade teacher and university researcher resulted in the development of the Cognitive Strategies Inventory, an assessment instrument targeting writing, discussing, computing, reading, public speaking, and problem solving....  [view full summary] This collaboration between a fourth-grade teacher and university researcher resulted in the development of the Cognitive Strategies Inventory, an assessment instrument targeting writing, discussing, computing, reading, public speaking, and problem solving. The project focused on how an elementary teacher synthesized and applied four cognitive strategies (setting the purpose, relating prior knowledge, understanding metacognition, and looking for patterns) to classroom instructional activities. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School

Revised Views of Classroom Assessment Mistilina Sato, Vicki Baker, Elaine Fong, Joni Gilbertson, Tracey Liebig, and Neil Schwartzfarb A chapter from Assessment in Science: Practical Experiences and Education Research The Classroom Assessment Project to Improve Teaching and Learning (CAPITAL), a collaborative research initiative between Stanford University and middle school science teachers in nearby school districts, examined classroom-based assessment in science....  [view full summary] The Classroom Assessment Project to Improve Teaching and Learning (CAPITAL), a collaborative research initiative between Stanford University and middle school science teachers in nearby school districts, examined classroom-based assessment in science. The teachers shared ideas with one another, and the university staff introduced research findings and ideas into the conversations. The CAPITAL teachers co-authoring this chapter described themselves as moving away from the role of teacher as giver of grades to teacher as conductor of learning. They increased their interactions with students during class time and better assisted students toward achieving the learning goals. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School

Usable Assessments for Teaching Science Content and Inquiry Standards Christopher J. Harris, Katherine L. McNeill, David J. Lizotte, Joseph Krajcik, and Ronald W. Marx A chapter from Assessment in Science: Practical Experiences and Education Research This chapter reports on an approach to developing middle school science assessments using a learning-goals-driven design model. The design process for creating usable assessments that are aligned with curriculum and important science content and inquiry...  [view full summary] This chapter reports on an approach to developing middle school science assessments using a learning-goals-driven design model. The design process for creating usable assessments that are aligned with curriculum and important science content and inquiry learning standards is described, as is the use of rubrics as an assessment tool. Evidence from the enactment of a middle school chemistry unit shows the initial success of the work reported on, as well as lessons learned from the real-world environment of an urban science classroom. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College, Elementary School, High School, Middle School

Science Anxiety: Research and Action Jeffry V. Mallow A chapter from Handbook of College Science Teaching Science anxiety has been shown to seriously impede student learning. This chapter will describe research done on science anxiety and will explain specific actions that college science teachers can take to build the confidence of their students. This free...  [view full summary] Science anxiety has been shown to seriously impede student learning. This chapter will describe research done on science anxiety and will explain specific actions that college science teachers can take to build the confidence of their students. This free selection includes the Table of Contents, Preface, Endorsement of the Society for College Science Teachers, and Introduction. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: College

New Physics Teaching and Assessment: Laboratory- and Technology-Enhanced Active Learning Robert J. Beichner, Yehudit Judy Dori, and John Belcher A chapter from Handbook of College Science Teaching For more than half a decade, two universities—North Carolina State University (NCSU) and Massachusetts Institute of Technology—have been engaged in reforming their introductory physics courses. This chapter describes the instructional objectives that...  [view full summary] For more than half a decade, two universities—North Carolina State University (NCSU) and Massachusetts Institute of Technology—have been engaged in reforming their introductory physics courses. This chapter describes the instructional objectives that formed the basis of these reform efforts. After showing how revising the content led to a redesign of the classroom space, the authors set forth some of the new instructional activities that resulted from their efforts. Finally, different types of assessments that were used to evaluate the efficacy of these changes are presented. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College