Classroom Assessment and the National Science Education Standards (2001) / Chapter Skim
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2 The Case for Strengthening Assessment in the Science Classroom
2 The Case for Strengthening Assessment in the Science Classroom
Pages 11-22
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From page 11... ...
They outline what students need to know, understand, and be able to do to be scientifically literate at different grade levels. They describe an educational system in which all students demonstrate high levels of performance, in which teachers are empowered to make Me decisions essential for effective learning, in which interlocking communities of teachers and students are focused on learning science, and in which supportive educational programs and systems nurture achievement.
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From page 12... ...
There is a body of firm evidence that formative assessment is an essential feature of classroom work and Mat development of it can raise standards. We know of no other way of raising standards for which such a strong prima facie case can be made on the basis of evidence of such large learning gains.
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From page 13... ...
They also report that the learning gains from systematic attention to formative assessment are larger than most of those found for any other educational interventions. Although such findings provide impressive evidence of classroom practices that really work In improving student understanding, they also report that such practices are currently underdeveloped in most classrooms.
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From page 14... ...
In choosing a main content goal and We associated intermediate goals, which may be stepping-stones toward understanding that goal, the science teacher will be exercising subject expertise by: committing to certain aims for learning science, knowing the science concepts that best relate to Tat goal, and by professional understanding of the ways by which students may make progress in understanding We concepts and skins Mat lead to those goals. Furthermore, the choice of ways to assess student work similarly will be guided by personal pedagogical knowledge of Hose obstacles Hat are commonly encountered by students in learning He particular science concepts Hat are chosen.
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From page 15... ...
Assessment is no exception. The Standards recognize the importance of a teacher's ongoing assessments and indicate that classroom teachers are in Me position to best use assessment in powerful ways for both formative and surnrnative purposes, including improving classroom practice, planning curricula, developing self-directed learners, reporting student progress, and investigating their own teaching practices.
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From page 16... ...
involved in the development of external assessments" (p 100~. The point of this last emphasis is significant: The Standards seek to extend a teacher's influence beyond Me classroom, or even the school, by advocating active teacher involvement in We development and inte~pretadon ClASSROOM ASSESSMENT AND THE NATIONAL SCIENC L E D tJ C A Hi O N S Tf)
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From page 17... ...
In a controlled experiment in two middle school science classrooms, White and Frederiksen (1998) demonstrated increases in student achievement in the class where discussion was structured to promote reflective peerand self-assessment.
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From page 18... ...
Such discussions can be preliminary to the difficult challenge of trying to develop detailed assessment rubrics tools that pronde detailed descriptions and criteria for varying performance levels used to assess student work or responses to help gauge quality work In each of these dimensions and to help guide Me production of quality work. Pardcipating in assessment can provide students with opportunities to redect on what they are learning in order to make coherent connections within and between subject matters (Cole, Coffey, & Goldman, 1999; Resnick & Resnick, 1991; Wiggins, 1998;~.
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From page 19... ...
Therefore, ensuring that assessment supports student learning requires support throughout the entire educational system. The system level is the topic of Chapter 6.
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From page 20... ...
In a comprehensive and coherent assessment system, teachers must accommodate the range of purposes that classroom assessment must serve—from self-reflection on practice, to monitoring achievement for individual students and assigning grades, to gauging levels of engagement, to reporting to parents, to making decisions about the placement of students. Black (1998)
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From page 21... ...
The achievement gains associated with systematic attention to formative assessment are greater than most other educational interventions. · The Standards indicate that classroom teachers are in the position to best use assessment in powerful ways for both formative and summative purposes, including improving classroom practice, planning curricula, developing self-directed learners, reporting student progress, and investigating their own teaching practices.
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