Classroom Assessment and the National Science Education Standards (2001) / Chapter Skim
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Executive Summary
Executive Summary
Pages 1-6
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From page 1... ...
It is at times difficult to separate the two. In addition to the appraisals that are integrated into almost every teaching situation, there are the more formal assessments that also are part of ongoing classroom life and that most people think of first when asked about assessment: written or oral weekly quizzes, end-of-semester examinations, portfolios, and comments and grades on homework assignments.
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Each of these assessments is important those Mat occur in daily classroom interactions among teachers and students, Nose set by teachers at the end of a particular phase in the work, and those developed and administered by external agencies. Together, they serve multiple purposes: to help students learn, to illustrate and articulate the standards for quality work, to inform teaching, to guide curriculum selection, to monitor programs, to provide a basis for reporting concrete accomplishments to interested parties, for accountability, among others.
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Examples are provided of how these classroom assessments can be integrated into a comprehensive system of assessment, including externally developed standard~zed tests, both to improve the quality of student work and to make sounder and more complete judgments about student accomplishments. Finally, the document outlines some challenges to the entire educational system for teachers to be able to conduct the types of assessments in their own classrooms that result in students reaching the higher standards for learning and assessment proffered in the Standards.
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· Chapter 3, Assessment in the Classroom, takes a closer look at the roles and responsibilities of teachers and students in improving assessment and offers a guiding framework for thinking about formative assessment. Chapters 3 and 5 relate directly to responsibilities of people in policy positions at school district, state, and national levels and, in particular, those who make decisions about We spec~um of assessment tools to be employed for accountability, for certifying student accomplishment, and for the improvement of teaching and learning.
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From page 5... ...
The vignettes serve to illustrate key ideas in the text, not to represent idealized classroom scenarios. We hope Mat Classroom Assessment and the National Science Education Standards will be used by a variety of people with responsibility for improving science education.
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Key Terms
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