Assessing Student Understanding in Science

A Standards-Based K-12 Handbook
2. Auflage 2009
ISBN: 978-1-4129-6993-2
Verlag: Corwin

Buch, Englisch, 216 Seiten, Format (B × H): 216 mm x 280 mm, Gewicht: 557 g

"In this second edition, Enger and Yager expand their previous work by suggesting new assessments and more clearly connecting their assessments with the National Science Education Standards. For classroom teachers, this book offers a range of suggestions that can enhance instruction. For science teacher educators, this book is an invaluable and handy resource in working with beginning, new, or experienced science teachers."
—Julie A. Luft, Professor of Science Education
Arizona State University

Create and customize assessments to determine student understanding in six domains of science!

Carefully designed assessments can give teachers the information they need to improve instruction and help students meet educational goals and objectives. This updated resource offers a multifaceted approach to measure what students know and can do as a result of their learning experiences.

Assessing Student Understanding in Science provides educators with essential methods to best assess student proficiency and performance in science. The authors provide an extensive collection of strategies and examples for elementary, middle, and high school classrooms. Aligned with national science standards, the book includes:

- Criteria to measure student progress in six critical domains of science—concepts, processes, applications, attitude, creativity, and the nature of science
- Strategies to evaluate your teaching practice, such as action research, video recordings, and journaling
- Information about using formative assessments to inform teaching

- Methods for assessing student work using portfolios, self-evaluations, and rubrics
- An introduction to using science notebooks as assessment tools

With the proven frameworks in this book, teachers can build customized assessments to meet instructional needs and prepare students to succeed in science.

Autoren/Hrsg.

Enger, Sandra K.

Yager, Robert E.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

Preface
Acknowledgments
About the Authors
1. A Framework for Assessing Student Understanding in Science
Assessment Based on Six Domains of Science
I. Conceptual Domain
II. Process Domain
III. Application Domain
IV. Attitude Domain
V. Creativity Domain
VI. Nature of Science Domain
Assessment Approaches Aligned With the Six Domains
2. Assessment in the Contexts of Teaching
Planning Instruction and Assessment
What Assessment Is
Formative and Summative Assessment
Assessment Types and Approaches
National Science Education Assessment Standards
Implementing Assessment Guidelines
The Internet as an Assessment Resource
3. Evaluating Teaching Practice
Action Research
Assessment of Classroom Practice With Video Recording Support
Sources of Instrumentation for Assessing Practice
Self-Assessment of Constructivist Practice
Science-as-Inquiry Surveys
4. Rubrics and Scoring Guides
Rubrics and Scoring Guides: What Are They?
Rubric Construction: A Teacher's Perspective
Rubric or Scoring Guide Design
Examples of Tasks and Rubrics
How Well Does a Rubric Communicate the Original Task?
5. Science Notebooks
Science Notebooks: Formative and Summative Assessment Tools
Notebook Scaffolds
Assessment Components for Notebooks
Supporting Graphing Skills and Abilities
6. Assessment Examples for All Grade Levels
Open-Ended Questions (Integrates Domains)
Student Laboratory Environment Inventory (Integrates Domains)
Ideas for Assessing in the Application Domain
Observation Checklist (Integrates Domains)
Use of Application-Level Multiple-Choice Questions
Examples for the Creativity Domain
Assessing Attitudes, Preferences, and Processes
7. Assessment Examples for Grades K Through 4
Applying Process Skills and Experimental Design
Application Assessment Items for Grades K Through 3
Assessing Attitudes About Science
Student Self-Assessment
Assessing Perceptions About Scientists
8. Assessment Examples for Grades 5 Through 8
Developing a Group Performance Task
Preparation for Standardized Tests
Electronic Portfolios for Students
Structuring Peer Assessment for Cooperative Groups
Class Assessment of Group Project Presentations
9. Assessment Examples for Grades 9 Through 12
Using the Student Laboratory Environment Inventory
Looking at Science Processes
Assessing Specific Areas of Understanding
Assessing Students' Views of the Scientific Process
Glossary of Assessment-Related Terminology
References
Index

Über Autor(innen)

Yager, Robert E.
Robert E. Yager is professor emeritus of science education at The University of Iowa, where he also earned two graduate degrees. He has di­rected over 100 National Science Foundation projects and has served as chair for nearly 130 doctoral students. Yager has served as president for seven national professional organizations. He has been involved internationally with special ongoing projects in Korea, Taiwan, Japan, Turkey, and Estonia. Yager’s research interests and teaching are involved with science, technology, and society (STS), es­pecially in terms of it as an instructional reform effort and the other visions outlined in the National Science Education Standards. He continues to identify Exemplary Science Programs across the world.

Enger, Sandra K.
Sandra K. Enger is a faculty member at The University of Alabama in Huntsville (UAH) and associate director of the Institute for Science Education. She teaches methods courses for preservice teachers in elementary science and also undergraduate and graduate assessment courses. As a professional development provider, she has worked with international teachers from Russia, the Ukraine, and multiple Trans-Eurasian countries. Her consulting work includes development of assessment materials, conducting project evaluations, and participation in alignment studies. She graduated from Winona State (MN) University with a BS in science and a master’s degree in biological sciences. Her PhD in science education was awarded by The University of Iowa. She has had extensive classroom experience at both secondary and university levels.