NSTA - National Science Teachers Association

Assessing Student Learning By: Anne M. Cox-Petersen and Joanne K. Olson A chapter from Learning SCIENCE and the science of LEARNING Average User Rating: Assessment involves an ongoing investigation of student learning that influences teachers’ planning and instruction. Multiple assessment strategies should be used to provide feedback to students and teachers. Such strategies include questioning, concept...  [view full summary] Assessment involves an ongoing investigation of student learning that influences teachers’ planning and instruction. Multiple assessment strategies should be used to provide feedback to students and teachers. Such strategies include questioning, concept maps, reflective journals, written tests, observations, drawings, performance, and interviews. Assessment practices should be inclusive of all students as well as congruent with learning goals and instructional strategies. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School, Middle School, High School

Using Assessment to Help Students Learn By: J. Myron Atkin A chapter from Learning SCIENCE and the science of LEARNING Average User Rating: Assessment in the classroom is more than tests and quizzes on Friday. It is an everyday feature of classroom life. Students and teachers use assessment, for example, when they gauge the quality of a response to a question, judge the accuracy of a diagram,...  [view full summary] Assessment in the classroom is more than tests and quizzes on Friday. It is an everyday feature of classroom life. Students and teachers use assessment, for example, when they gauge the quality of a response to a question, judge the accuracy of a diagram, or evaluate an oral report. Ensuing class discussions help students understand how their own efforts can be improved. Research indicates that such classroom practices, often called formative assessment, are among the most powerful methods of improving learning. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School, Middle School, High School

Assessing Science as Inquiry in the Classroom By: Pamela Van Scotter and K. David Pinkerton A chapter from Science as Inquiry in the Secondary Setting Average User Rating: Assessments of inquiry should align with what we know about learning and should be balanced and authentic. That is, they should include all the important features of inquiry, not just those easy to assess. This approach helps ensure that all students...  [view full summary] Assessments of inquiry should align with what we know about learning and should be balanced and authentic. That is, they should include all the important features of inquiry, not just those easy to assess. This approach helps ensure that all students acquire the knowledge of and skills regarding scientific inquiry considered important. In turn, this foundation of knowledge should help students participate more effectively in an increasingly complex world.This chapter will describe some ideas about assessing for understanding and abilities related to inquiry. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: Middle School, High School

Alignment of Instruction with Knowledge of Student Learning By: Paul Jablon A chapter from Learning SCIENCE and the science of LEARNING Average User Rating: A series of classroom vignettes and student conversations provides a glimpse into how our theoretical understanding of human learning translates into science classroom practice. The surprisingly large number of components operating in an effective classroom...  [view full summary] A series of classroom vignettes and student conversations provides a glimpse into how our theoretical understanding of human learning translates into science classroom practice. The surprisingly large number of components operating in an effective classroom must interrelate with each other if students are to retain and use their science conceptual understandings. The author brings together ideas from neurobiology, learning theory, and developmental psychology and correlates them with the complex matrix of everyday classroom practice that allows students to gain science reasoning skills, conceptual understandings, and insight into the nature of the scientific enterprise. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School, Middle School, High School

Online Assessments and Hearing Students Think About Science By: Taryn L. S. Hess and Sherry A. Southerland A chapter from Technology in the Secondary Science Classroom Average User Rating: This chapter examines online assessments and explores how they might be useful in your science classroom. Although there is a wealth of computer-based assessment tools (such as homework and exam generated programs that accompany many science textbooks),...  [view full summary] This chapter examines online assessments and explores how they might be useful in your science classroom. Although there is a wealth of computer-based assessment tools (such as homework and exam generated programs that accompany many science textbooks), the focus of this chapter is on a specific form of online, interactive assessments; specifically, web-based practice assignments in which students submit their work for computerized grading over the internet. Online assessments can enhance science instruction by tapping into students’ interest in computers and providing instant feedback on their efforts. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: Middle School, High School

Assessment Literacy By: Linda Froschauer and Mary L. Bigelow A chapter from Rise and Shine: A Practical Guide for the Beginning Science Teacher Average User Rating: Student learning is the ultimate goal of everything you do in the classroom. Assessment is the process of gathering information (or evidence) from a variety of sources to determine what students are learning in terms of knowledge and skills and how they...  [view full summary] Student learning is the ultimate goal of everything you do in the classroom. Assessment is the process of gathering information (or evidence) from a variety of sources to determine what students are learning in terms of knowledge and skills and how they can apply their learning to problem-solving or creative situations. Assessments can also provide feedback on the effectiveness of your learning goals, instructional strategies, and choice of instructional materials. This chapter provides information and ideas on assessment literacy that will prove helpful to the beginning teacher. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School, Middle School, High School

Teaching Strategies By: Linda Froschauer and Mary L. Bigelow A chapter from Rise and Shine: A Practical Guide for the Beginning Science Teacher Average User Rating: As a teacher, you can threaten, cajole, plead, or reward students into doing what you want, but the ultimate decision about how much to participate is made by the students. This chapter gives many suggestions of new strategies to try to help your students...  [view full summary] As a teacher, you can threaten, cajole, plead, or reward students into doing what you want, but the ultimate decision about how much to participate is made by the students. This chapter gives many suggestions of new strategies to try to help your students become active learners in your classroom. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School, Middle School, High School

Rocking Around the Rock Cycle By: Christine Anne Royce A chapter from Teaching Science Through Trade Books Average User Rating: “What type of rock is this?” is a common question spoken by all children at some point in their young lives. Many students have rocks of all shapes and sizes in their “collections.” In this chapter, young students will have the opportunity to explore...  [view full summary] “What type of rock is this?” is a common question spoken by all children at some point in their young lives. Many students have rocks of all shapes and sizes in their “collections.” In this chapter, young students will have the opportunity to explore more in depth as they make observations of the three types of rocks—igneous, metamorphic, and sedimentary. Upper-grade students who have some previous study of rocks can use these books to review what they know of the rock cycle. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School

Active Learning in the College Science Classroom By: Catherine Ueckert and Julie Gess-Newsome A chapter from Handbook of College Science Teaching Average User Rating: Research has consistently shown that all students, including college science students, learn more when activity engaged. Engagement can occur through increased interaction with the content itself, or it may be coupled with increased interaction with peers...  [view full summary] Research has consistently shown that all students, including college science students, learn more when activity engaged. Engagement can occur through increased interaction with the content itself, or it may be coupled with increased interaction with peers or the course instructor. These strategies not only mirror many of the processes of scientific inquiry and accommodate different interests and learning preferences, but they are also helpful in attracting and retaining women and students of color in the sciences. This chapter describes some active-learning strategies that can be effectively used in the college science classroom. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: College

Aligning Classroom-Based Assessment With High-Stakes Tests By: Marian Pasquale and Marian Grogan A chapter from Assessing Science Learning: Perspectives From Research and Practice Average User Rating: In this chapter, the authors will focus on the types of assessments found on high-stakes tests that can and should be used in middle-grades science classrooms. The authors provide a model for analyzing the kinds of information these types of assessments...  [view full summary] In this chapter, the authors will focus on the types of assessments found on high-stakes tests that can and should be used in middle-grades science classrooms. The authors provide a model for analyzing the kinds of information these types of assessments can provide about student understanding, as well as suggestions for ways that science teachers can better align their in-class assessments with those found on high-stakes tests. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School, Middle School, High School