NSTA - National Science Teachers Association

The Importance of Everyday Assessment By: Paul Black A chapter from Everyday Assessment in the Science Classroom Average User Rating: Assessment for learning is set in the context of conflicts and synergies with the other purposes of assessments. The core ideas are that it is characterized by the day-to-day use of evidence to guide students’ learning and that everyday practice must...  [view full summary] Assessment for learning is set in the context of conflicts and synergies with the other purposes of assessments. The core ideas are that it is characterized by the day-to-day use of evidence to guide students’ learning and that everyday practice must be grounded in theories of how people learn. Its development can change the classroom roles of both teachers and students. In this chapter, the ways in which practice varies when broad aims of science education change are illustrated in relation to practices in other school subjects. This free selection includes the Table of Contents and Index. [hide full abstract] Member Price: Free Nonmember Price: Free Grade Level: Elementary School, Middle School, High School

Using Questioning to Assess and Foster Student Thinking By: Jim Minstrell and Emily Van Zee A chapter from Everyday Assessment in the Science Classroom Average User Rating: 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] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School, Middle School, High School

Assessment of Inquiry By: Richard A. Duschl A chapter from Everyday Assessment in the Science Classroom Average User Rating: This chapter provides an overview of frameworks that teachers can use to conduct assessments of students’ engagement in scientific inquiry. The author examines two factors that are central to such assessment. One factor is the design of classroom learning...  [view full summary] This chapter provides an overview of frameworks that teachers can use to conduct assessments of students’ engagement in scientific inquiry. The author examines two factors that are central to such assessment. One factor is the design of classroom learning environments, including curriculum and instruction. The second factor is the use of strategies for engaging students in thinking about the structure and communication of scientific information and knowledge. The chapter includes an up-to-date description of nine National Science Foundation-supported inquiry science units. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School, Middle School, High School

Learning Through Assessment: Assessment for Learning in the Science Classroom By: Anne Davies A chapter from Everyday Assessment in the Science Classroom This chapter presents an extended example from a middle school science classroom of what assessment that supports learning looks like. In the example, the teacher models assessment for learning by talking about learning with her students; showing samples...  [view full summary] This chapter presents an extended example from a middle school science classroom of what assessment that supports learning looks like. In the example, the teacher models assessment for learning by talking about learning with her students; showing samples of quality work; setting and using criteria; helping students self-assess and set goals; providing specific, descriptive feedback; and helping students to collect evidence of learning and to use that evidence to communicate with peers and adults. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Middle School

Reflections on Assessment By: F. James Rutherford A chapter from Everyday Assessment in the Science Classroom As a context for thinking about the claims made in this book, some of the circumstances that have influenced the demand for and character of assessment in general are noted. The argument is then made that the substantial lack of coherence in today’s assessment...  [view full summary] As a context for thinking about the claims made in this book, some of the circumstances that have influenced the demand for and character of assessment in general are noted. The argument is then made that the substantial lack of coherence in today’s assessment scene is due in large part to policies and practices that fail to recognize that there is no one best approach to assessment and that assessment and purpose must be closely coupled. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School, Middle School, High School

Reconsidering Large-Scale Assessment to Heighten Its Relevance to Learning By: Lorrie A. Shepard A chapter from Everyday Assessment in the Science Classroom 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] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School, Middle School, High School

Examining Students’ Work By: Cary I. Sneider A chapter from Everyday assessment in the science classroom Examining student work is an essential aspect of teaching, yet it is easy to miss opportunities to learn about how students are interpreting—or misinterpreting—the lessons we present to them. In this chapter the author shares insights concerning the techniques...  [view full summary] Examining student work is an essential aspect of teaching, yet it is easy to miss opportunities to learn about how students are interpreting—or misinterpreting—the lessons we present to them. In this chapter the author shares insights concerning the techniques he has found to be most effective in tuning in to his students, so that he can adjust his teaching methods and content in order to be a more effective teacher. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School, Middle School, High School

Involving Students in Assessment By: Janet E. Coffey A chapter from Everyday Assessment in the Science Classroom While much of the responsibility for classroom assessment lies with teachers, students also play an important role in meaningful assessment activity. Bringing students into the assessment process is a critical dimension of facilitating student learning...  [view full summary] While much of the responsibility for classroom assessment lies with teachers, students also play an important role in meaningful assessment activity. Bringing students into the assessment process is a critical dimension of facilitating student learning and in helping to provide students with the tools to take responsibility for their own learning. The author examines the role students can play in assessment through a closer look at the middle school program where students actively and explicitly engage in all stages of the assessment process. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Middle School

Reporting Progress to Parents and Others: Beyond Grades By: Mark Wilson and Kathleen Scalise A chapter from Everyday Assessment in the Science Classroom 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] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School, Middle School, High School

Working with Teachers in Assessment-Related Professional Development By: Mistilina Sato A chapter from Everyday Assessment in the Science Classroom Professional development related to everyday classroom interactions can require a shift in the teacher’s priorities in the classroom from a focus on managing activity and behavior to a mind-set of managing learning opportunities. This essay looks closely...  [view full summary] Professional development related to everyday classroom interactions can require a shift in the teacher’s priorities in the classroom from a focus on managing activity and behavior to a mind-set of managing learning opportunities. This essay looks closely at a professional development approach that sees the teacher not only as a professional engaged in learning and implementing new strategies for assessing students, but also as an individual who is undergoing personal change in beliefs. [hide full abstract] Member Price: $2.79 Nonmember Price: $3.49 Grade Level: Elementary School, Middle School, High School