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Assessment to guide instruction
Blog Post |
“I don’t have many grades for this quarter, so I better give a few quizzes soon.” “I don’t have time for assessments – just let me teach.” I’m sure we’ve heard comments such as these (or thought them ourselves) in the…
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Blog Post |
Page Keeley, NSTA’s President-Elect, guided us through the use of probes (the written kind, not the electronic ones!) to uncover student’s knowledge and misconceptions about science concepts. She shared several examples…
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Assessing Habitat Suitability for Squirrels on Campus
Case Study |
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Journal Article |
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eBook |
This is the newest book in the bestselling Uncovering Student Ideas in Science series. Like the first edition of volume 1, this book helps pinpoint what your students know (or think they know) so you can monitor their…
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Journal Article |
A critical thinking assessment was used to compare biology students in a nonmajors course who participated in either a multisemester research program or in a one-semester lab study.
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Journal Article |
Assessment in our classrooms involves measuring: 1) individual student achievement to informally and formally judge student progress, and 2) total class learning to evaluate pedagogy and adjust teaching to maximize…
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Journal Article |
This paper is based on William Leonard’s “How Do College Students Learn Science?” Chapter 1 in Effective Teaching and Course Management for University and College Science Teachers, edited by E. Siebert, M. Caprio, and C…
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Uncovering Student Ideas in Life Science, Volume 1: 25 New Formative Assessment Probes (e-book)
eBook |
Author Page Keeley continues to provide K–12 teachers with her highly usable and popular formula for uncovering and addressing the preconceptions that students bring to the classroom—the formative assessment probe—in…