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| By: Jim Minstrell and Emily Van Zee |
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A chapter from Everyday Assessment in the Science Classroom
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Questioning can be used to probe for understanding, to initiate inquiry, and to promote development of understanding. The results from questioning, listening, and assessment also can be used by teachers to promote their own growth as professionals. This... [view full summary]
Questioning can be used to probe for understanding, to initiate inquiry, and to promote development of understanding. The results from questioning, listening, and assessment also can be used by teachers to promote their own growth as professionals. This chapter presents a transcript of a class discussion in which questioning is used to assess and foster student thinking. After developing this context for questioning, the authors discuss purposes and kinds of questions, then revisit the context to demonstrate how the results of assessment through questioning can be used to guide the adaptation of curriculum and instruction. [hide full abstract]
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Member Price: $2.79
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Nonmember Price: $3.49
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| Grade Level: Elementary School, Middle School, High School |
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| By: Lorrie A. Shepard |
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A chapter from Everyday Assessment in the Science Classroom
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In contrast to classroom assessments that can provide immediate feedback in the context of ongoing instruction, large-scale assessments are necessarily broader survey instruments, administered once-per-year and standardized to ensure comparability across... [view full summary]
In contrast to classroom assessments that can provide immediate feedback in the context of ongoing instruction, large-scale assessments are necessarily broader survey instruments, administered once-per-year and standardized to ensure comparability across contexts. Classroom and large-scale assessments must each be tailored in design to serve their respective purposes, but they can be symbiotic if they share a common model of what it means to do good work in a discipline and how that expertise develops over time. Three purposes of large-scale assessment programs are addressed—exemplification of learning goals, program “diagnosis,” and certification or “screening” of individual student achievement. Particular attention is given to the ways that assessments should be redesigned to heighten their contribution to student learning. In addition, large-scale assessments are considered as both the site and impetus for professional development. [hide full abstract]
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Member Price: $2.79
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Nonmember Price: $3.49
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| Grade Level: Elementary School, Middle School, High School |
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| By: Mark Wilson and Kathleen Scalise |
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A chapter from Everyday Assessment in the Science Classroom
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As science education moves increasingly in the direction of teaching to standards, teachers call for classroom assessment techniques that provide a richer source of “rigorous and wise diagnostic information.” Student-to-student comparisons and single... [view full summary]
As science education moves increasingly in the direction of teaching to standards, teachers call for classroom assessment techniques that provide a richer source of “rigorous and wise diagnostic information.” Student-to-student comparisons and single grades are no longer enough, and here the authors describe a new type of criterion-based assessment to track individual learning trajectories. It can be embedded in the curriculum, easily used in the classroom, customized by grade level, subject area, standard set, and controlled by the classroom teacher. [hide full abstract]
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Member Price: $2.79
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Nonmember Price: $3.49
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| Grade Level: Elementary School, Middle School, High School |
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