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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…
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Learning Through Assessment: Assessment for Learning in the Science Classroom
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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…
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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…
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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…
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Using Questioning to Assess and Foster Student Thinking
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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…
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Involving Students in Assessment
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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…
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Reporting Progress to Parents and Others: Beyond Grades
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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…
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Working with Teachers in Assessment-Related Professional Development
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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…
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Reconsidering Large-Scale Assessment to Heighten Its Relevance to Learning
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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…
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Although this terrific interdisciplinary, cooperative-learning science experience began primarily as a language arts assignment to compare the leadership skills of two fascinating men, it grew to encompass an…
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At the beginning of the 21st century, education seems dominated by talk about educational outcomes and their assessment. This chapter serves to demystify these topics. This free selection includes the Preface, Table of…
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This chapter highlights documents such as the National Science Education Standards that were designed to be achievable by all students, no matter their background or characteristics. Project 2061: Science for all…
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The scientific method not only describes inaccurately how science works, but also distorts the meaning of words such as "theory" and "law." A theory, in science, is a widely applicable explanation. A law is a…
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General Instructional Approaches
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Advocates of STS—science-technology-society—approaches believe that the science curriculum should pay special attention to science-based social issues. They envision K-12 science classes being best when focusing on the…
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This chapter presents several models of instruction from cooperative learning to inquiry-based instruction. It concludes with the 5E Model of instruction, pioneered by the Biological Sciences Curriculum Study (BSCS 1993.
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