A concise science assessment text that helps K–12 teachers master the effective science assessment methods that lead to improved student learning
Presenting both traditional and innovative assessment methods integral to science teaching and learning, Essentials of Science Classroom Assessment shows teachers the connection between effective science assessment and improved student learning. The text uses a competence-based approach consistent with the National Science Education Standards to help teachers master assessment skills, apply them to science classroom instruction, and evaluate their impact on student learning.
Key Features and Benefits
- Provides practical examples from both elementary and secondary science classrooms to demonstrate how to design a wide variety of traditional and innovative assessment methods
- Presents case scenarios in each chapter that help teachers reflect on the assessment issues they will encounter in their own classrooms
- Includes end-of-chapter checklists and practice questions that allow readers to check their mastery of assessment skills before moving on, as well as annotated bibliographies that direct them to additional readings on topics of interest
The Web-based Student study site provides electronic flashcards, practice quizzes, alternative assessment tasks, additional Web resources, and abstracts identifying more than forty common K–12 student preconceptions of science topics.
สารบัญ
Preface
1. Assessment for Learning and Teaching
2. Assessment of Preconceptions
3. Summative Assessment
4. Assessment of Science Inquiry
5. Standardized Tests
6. Assessment of Ongoing Learning
7. Grading Science Achievement
8. Using Data to Improve Assessment and Instruction
Glossary
เกี่ยวกับผู้แต่ง
Xiufeng Liu is Associate Professor of Science Education at the State University of New York at Buffalo. He received his doctorate in science education from the University of British Columbia in 1993. He was a high school chemistry teacher in China, a research associate at the China National Institute for Educational Research (CNIE), and a science teacher educator in Canada before his current position. He conducts research in the closely related areas of technology-enhanced science assessment, applications of measurement models in science education, conceptual change in science, and science curriculum policies. He has published over 30 refereed articles in key science education journals, 5 books, 15 book chapters, and presented numerous papers at national and international conferences. Dr. Liu teaches courses entitled Measurement and Evaluation of Science Teaching, Seminar on Science Teaching, Seminar on Science Curricula, and Technology for Science Teaching. In addition, he conducts an annual summer science assessment workshop for teachers, and is frequently invited to give talks and workshops on science assessment including Rasch measurement.
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