Inquiry and the National Science Education Standards A Guide for Teaching and Learning (2000) / Chapter Skim
Currently Skimming:
4 Classroom Assessment and Inquiry
4 Classroom Assessment and Inquiry
Pages 74-85
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 75... ...
As such, they can pose a context of inquiry, assessments serious obstacle to inquiry-based therefore need to gauge the progress science teaching. Teachers are less of students in achieving the three likely to focus on the goals of inquiry major learning outcomes of inquiry- if their students' performance is based science teaching: conceptual evaluated on district or state-wide tests understandings in science, abilities to that assess isolated facts (Neill and perform scientific inquiry, and under- Medina, 1989)
|
From page 76... ...
Formative assessments can occur at Formative assessments also are not any time and are used to influence a sufficient to support high-stakes teacher's plans to meet specific decisions about an individual or student learning experiences and changes in policy or professional needs. Summative assessments development designs.
|
From page 77... ...
In general, the results of such assessments need to be presented in such a way that they can be summarized and compared with other evidence so that judgments can be made. This chapter describes features of classroom assessments that support inquiry and the National Science Education Standards.
|
From page 78... ...
Indeed, when students rationale, and critiques of peers' plans; fail at complex tasks, one never knows abilities include developing a plan, whether they are lacking specific skills explaining it, and revising it; and the or the knowledge needed for success information includes descriptions of unless one also has examined these characteristics of investigations whose requisites. For example, at the methods are well matched to the beginning of their units on the phases question under investigation.
|
From page 79... ...
Ms. Flores also Standards Project, in which several gave her students rich and open tasks states and urban districts are working such as designing soda bottle homes together to develop an assessment for their worms based on their obsersystem based on the Standards, vations of the places where they found conceptual understanding is described worms naturally.
|
From page 80... ...
In this ment of their own thinking and respect, it is not surprising that lower performance allows them to be more achieving students benefit the most self-directive in planning, pursuing, from learning the criteria for success monitoring, and correcting the course and being shown examples of how to of their own learning. Self-assess- achieve these criteria.
|
From page 81... ...
HOW SHOULD STUDENT LEARNING BE ASSESSED? Educators long have known that an effective teacher learns a great deal about what students know and do not know, and how they think about scientific ideas, simply by listening to them.
|
From page 82... ...
openly Source of anonymous or the student's the student's the student's answer the teacher's What kind of right/wrong extent of correctness standards or standards or answers? criteria for quality criteria for quality Resources usually none none or some equipment, equipment, available during equipment references references assessment Opportunity for none usually none usually some from usually some feedback, revision teachers and peers from teachers and peers familiar formats of multiple choice, science community's criteria for an constructed response, projects, and excellent response to a particular portfolios, are displayed in Table 4-1.
|
From page 83... ...
leagues in open but moderated scoring discussions will be needed However, it can be difficult to assess to make standards a reality for understandings, inquiry abilities, or teachers and thereby for students. inquiry understandings using just a multiple choice format.
|
From page 84... ...
The use a combination of selected and examination includes multiple choice constructed response items, including items, constructed response items, hands-on performance tasks, to yield and laboratory performance tasks. scores in (1)
|
From page 85... ...
make fair high-stakes decisions - These differences in assessment whether about an individual student's extend both to formative assessments grades or a system's need to redesign done to guide learning and to professional development approaches summative assessments designed to for its teachers.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.