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Collaborative Assessments
Learning science and collaborative skills during summative testing
The Science Teacher—July/August 2020 (Volume 87, Issue 9)
By Helen Bremert, Amy Stoff, and Sarah B. Boesdorfer
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The SAEBL Checklist
Science classroom assessments that work for emergent bilingual learners
The Science Teacher—July/August 2020 (Volume 87, Issue 9)
By Caitlin Gailey McClearyCale Fine and Erin Marie Furtak
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Who Does Science?
Using data to explore society, inequality, and social justice in the context of science
Commentary
Connecting Projects to Standards
Steps for Success When Implementing PBL In Your Classroom
The Science Teacher—July/August 2020 (Volume 87, Issue 9)
By Tanya MacMartin
Citizen Science
Tapping Into the Power of the Crowd to Ensure Safe Drinking Water for All
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NASA’s Universe of Learning
Building an Informal Learning Network
Connected Science Learning January–March 2020 (Volume 2, Issue 1)
By Erika Wright, Timothy Rhue II, Mary Dussault, and Brandon Lawton
Formative Assessment Probe
Going Through a Phase
By Page Keeley
The purpose of this assessment probe is to elicit students’ ideas about Moon phases. The probe is designed to find out if students recognize the role of light reflection and the positional relationship between the Earth, Moon, and Sun in understanding why we see different Moon phases.
Formative Assessment Probe
Gazing at the Moon
By Page Keeley
The purpose of this assessment probe is to elicit students’ ideas about the Earth-Sun-Moon system. The probe is designed to uncover students’ ideas about Moon phases and whether they think the phase of the Moon changes with geographic location.
Formative Assessment Probe
Mountain Age
By Page Keeley
The purpose of this assessment probe is to elicit students’ ideas about processes that affect the shape of mountains. The probe is designed to reveal whether students understand the role of weathering in shaping mountains.
Formative Assessment Probe
Beach Sand
By Page Keeley
The purpose of this assessment probe is to elicit students’ ideas about beach formation. It is designed to reveal whether students use concepts of weathering, erosion, and deposition to explain how a beach made up of tiny rock particles formed.