The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know?
This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning.
Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system.
Table of Contents
|1 An Introduction to Assessment in the Science Classroom||7-10|
|2 The Case for Strengthening Assessment in the Science Classroom||11-22|
|3 Assessment in the Classroom||23-58|
|4 The Relationship between Formative and Summative Assessment -- In the Classroom and Beyond||59-78|
|5 Professional Development||79-96|
|6 Beyond the Classroom -- System-Level Supports||97-104|
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