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Revised Views of Classroom Assessment
Book Chapter |
The Classroom Assessment Project to Improve Teaching and Learning (CAPITAL), a collaborative research initiative between Stanford University and middle school science teachers in nearby school districts, examined…
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Moving Beyond Grades and Scores: Reconsidering Assessment Feedback
Book Chapter |
Many teachers are concerned about providing feedback to students in ways that support student learning. Five middle school teachers, part of the Classroom Assessment Project to Improve Teaching and Learning (CAPITAL),…
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Mind Mapping as a Flexible Assessment Tool
Book Chapter |
Mind mapping, a visual tool to improve note taking, foster creativity, organize thinking, and develop ideas and concepts, was the focus of this research project with middle school students. The efficacy of mind mapping…
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Developing Assessment Items: A How-to Guide
Book Chapter |
Many current high-stakes accountability measures take the form of traditional test items. While traditional forms of assessment may not be the best method to assess all important skills and knowledge, teachers should…
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Assessment in Support of Conceptual Understanding and Student Motivation to Learn Science
Book Chapter |
Classroom-based assessment strategies may influence the development of conceptual understanding and motivational beliefs among elementary learners in science. A contextual analysis of how young children (65 second…
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Book Chapter |
“Adaptive inquiry” is the product of the synergistic relationship between what a student brings to the classroom, the teacher’s ability to shape a lesson in response to the needs of the student, and the method of final…
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Science Standards Influence Classroom Assessment Practices
Book Chapter |
School districts and individual schools must place a premium on linking classroom instruction, science content standards, and classroom assessment. In this study, the authors examined the influence of national science…
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Usable Assessments for Teaching Science Content and Inquiry Standards
Book Chapter |
This chapter reports on an approach to developing middle school science assessments using a learning-goals-driven design model. The design process for creating usable assessments that are aligned with curriculum and…
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Using Rubrics to Foster Meaningful Learning
Book Chapter |
Since its inception in the mid-1980s, the Science Education for Public Understanding Program (SEPUP) at the Lawrence Hall of Science (University of California-Berkley) has developed an array of “issue-oriented”…
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Professional Development and Teacher Learning: Using Concept Maps in Inquiry Classrooms
Book Chapter |
Two urban middle school science teachers used concept maps as a form of assessment in their inquiry-oriented teaching. Critical steps in this learning process included adapting curriculum materials to a specific school…
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Coming to See the Invisible: Assessing Understanding in an Inquiry-Focused Science Classroom
Book Chapter |
The work discussed here focused on the design of curricula that mirrored important aspects of realistic scientific practice, especially the ways in which causal models are used to account for patterns in data and the…
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Science Anxiety: Research and Action
Book Chapter |
Science anxiety has been shown to seriously impede student learning. This chapter will describe research done on science anxiety and will explain specific actions that college science teachers can take to build the…
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New Physics Teaching and Assessment: Laboratory- and Technology-Enhanced Active Learning
Book Chapter |
For more than half a decade, two universities—North Carolina State University (NCSU) and Massachusetts Institute of Technology—have been engaged in reforming their introductory physics courses. This chapter describes…
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Developing Scientific Reasoning Patterns in College Biology
Book Chapter |
A long-held and central objective of science instruction is to help students develop scientific reasoning patterns. During the past few decades, considerable research has been undertaken to identify the nature of…
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Learning Science and the Science of Learning
Book Chapter |
In 1988, at the invitation of the journal editors, the author published an article by the same title as this chapter in the journal, Studies in Science Education. This chapter summarizes some of the key points made in…
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