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Commentary: Finding Purpose—Reflecting Upon Curriculum and Assessment
Journal Article |
An opinion piece about how the purpose of teaching plays a sginificant role in how lessons are received and valued. The challenge for teachers is to critically reflect upon the purpose of their curriculum and…
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Science Sampler: Validating assessment—Teacher study groups
Journal Article |
Teacher study groups are a valuable method of examining the validity of classroom assessments and determining how well the assessments align with student learning goals. The implementation of teacher study groups is…
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Formative Assessment Probes: Where Did the Water Go?
Journal Article |
This column focuses on promoting learning through assessment. This month’s issue discusses how formative assessment relates to standards-based teaching and learning.
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Formative Assessment Probes: Soil and Dirt: The Same or Different?
Journal Article |
This column focuses on promoting learning through assessment. This month’s issue explores children's commonly held ideas about soil.
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Formative Assessment Probes: Where Do I Put the Switch?
Journal Article |
This column focuses on promoting learning through assessment. This month’s issue discusses using formative assessment probes that may surface and challenge ideas confronted during the engineering design process.
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Formative Assessment Probes: Mountaintop Fossil: A Puzzling Phenomenon
Journal Article |
This column focuses on promoting learning through assessment. This month’s issue describes using formative assement probes to uncover several ways of thinking about the puzzling discovery of a marine fossil on top of a…
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Formative Assessment Probes: Uncovering Students' Concept of Matter
Journal Article |
This column focuses on promoting learning through assessment. This month’s probe can be used to elicit young children's ideas about matter. The probe reveals commonly held ideas elementary students have about the types…
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Formative Assessment Probes: Is It a Theory? Speaking the Language of Science
Journal Article |
This column focuses on promoting learning through assessment. This month’s issue focuses on a probe that is designed to find out if students (and teachers) distinguish scientific theories from the common use of the word…
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Including Often-Missed Knowledge and Skills in Science Assessments
Journal Article |
Use common specifications and scoring plans to develop successful assessments.
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Science Sampler: Using graphic organizers as formative assessment
Journal Article |
With the move in the last decade toward a standards-based science curriculum, assessment has become an important part of science teaching and learning. National policies such as the No Child Left Behind Act place…
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Creative Exercises in General Chemistry: A Student-Centered Assessment
Journal Article |
Creative exercises (CEs) are a form of assessment in which students are given a prompt and asked to write down as many distinct, correct, and relevant facts about the prompt as they can. Students receive credit for each…
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Formative Assessment Probes: Is It a Solid? Claim Cards and Argumentation
Journal Article |
This column focuses on promoting learning through assessment. This month’s issue discusses students' ideas about solids and the macroscopic properties they use to decide whether a material is a solid.
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Assessing Toxic Risk (Teacher's Edition) (e-book)
eBook |
Assessing Toxic Risk is a comprehensive guide to student research in toxicology. It includes an overview of basic principles of toxicology and how they are used to assess chemical risks. It provides simple but authentic…
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Science Educator's Guide to Laboratory Assessment (e-book)
eBook |
Focus on frequent, accurate feedback with this newly expanded guide to understanding assessment. Field-tested and classroom ready, it's designed to help you reinforce productive learning habits while gauging your…
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Formative Assessment Probes: Does It Have a Life Cycle?
Journal Article |
If life continues from generation to generation, then all plants and animals must go through a life cycle, even though it may be different from organism to organism. Is this what students have “learned,” or do they have…