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Book Chapter
Varying Instructional Methods and Assessment of Students in High School Chemistry
New content standards call for the implementation of new and varied pedagogical interventions and instructional techniques. An experimental project in...
Book Chapter
Performance Assessment Tasks as a Stimulus for Collaboration Among Preservice and Inservice Teachers
The Performance Assessment project was a collaboration initiated by a university team of instructors and a local school district in which inservice an...
Book Chapter
Assessment in Support of Contextually Authentic Inquiry
If research into the assessment of science learning is going to make a difference for teachers, it must be applicable to the realities of K—12 class...
Book Chapter
Helping Students Understand the Minds-On Side of Learning Science
This collaboration between a fourth-grade teacher and university researcher resulted in the development of the Cognitive Strategies Inventory, an asse...
Book Chapter
Revised Views of Classroom Assessment
The Classroom Assessment Project to Improve Teaching and Learning (CAPITAL), a collaborative research initiative between Stanford University and middl...
Book Chapter
Moving Beyond Grades and Scores: Reconsidering Assessment Feedback
Many teachers are concerned about providing feedback to students in ways that support student learning. Five middle school teachers, part of the Class...
Book Chapter
Mind Mapping as a Flexible Assessment Tool
Mind mapping, a visual tool to improve note taking, foster creativity, organize thinking, and develop ideas and concepts, was the focus of this resear...
Book Chapter
Developing Assessment Items: A How-to Guide
Many current high-stakes accountability measures take the form of traditional test items. While traditional forms of assessment may not be the best me...
Book Chapter
Assessment in Support of Conceptual Understanding and Student Motivation to Learn Science
Classroom-based assessment strategies may influence the development of conceptual understanding and motivational beliefs among elementary learners in ...
Book Chapter
“Adaptive inquiry” is the product of the synergistic relationship between what a student brings to the classroom, the teacher’s ability to shape...
Book Chapter
Science Standards Influence Classroom Assessment Practices
School districts and individual schools must place a premium on linking classroom instruction, science content standards, and classroom assessment. In...
Book Chapter
Usable Assessments for Teaching Science Content and Inquiry Standards
This chapter reports on an approach to developing middle school science assessments using a learning-goals-driven design model. The design process for...
Book Chapter
Using Rubrics to Foster Meaningful Learning
Since its inception in the mid-1980s, the Science Education for Public Understanding Program (SEPUP) at the Lawrence Hall of Science (University of Ca...
Book Chapter
Professional Development and Teacher Learning: Using Concept Maps in Inquiry Classrooms
Two urban middle school science teachers used concept maps as a form of assessment in their inquiry-oriented teaching. Critical steps in this learning...
Book Chapter
Coming to See the Invisible: Assessing Understanding in an Inquiry-Focused Science Classroom
The work discussed here focused on the design of curricula that mirrored important aspects of realistic scientific practice, especially the ways in wh...