Evidence of Middle School Science Assessment Practice From Classroom-Based Portfolios.
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| Title: | Evidence of Middle School Science Assessment Practice From Classroom-Based Portfolios. |
|---|---|
| Authors: | KLOSER, MATTHEW1 mkloser@nd.edu, BORKO, HILDA2, MARTÍNEZ, JOSÉ FELIPE3, STECHER, BRIAN4, LUSKIN, REBECCA3 |
| Source: | Science Education. Mar2017, Vol. 101 Issue 2, p209-231. 23p. 2 Black and White Photographs, 4 Charts. |
| Subject Terms: | *Middle schools, *Science ability testing, *Teachers, *Schools, *Professional education |
| Geographic Terms: | United States |
| Abstract: | ABSTRACT Assessments are powerful tools for informing teachers and students about where student thinking stands with relation to a learning goal. Yet, few studies provide qualitative analyses of assessment practice across a unit. This study uses a framework of nine dimensions of effective assessment practice in science classrooms to compare more and less effective assessment practice among a purposive sample of middle school science teachers. Participating teachers collected 10 days of assessment artifacts, lesson plans, and student work for a science unit. Our comparison indicated that particular dimensions, such as setting goals, aligning assessments with goals, frequency, and variety of assessment, can be addressed relatively easily by teachers whose overall collection of artifacts were rated in the top and bottom quartile. However, dimensions that take into account the quality or depth of student learning, such as the cognitive complexity of the task, the type of feedback that is provided, or how well teachers adapt instruction based on information from assessments, differ more significantly among teachers in our sample. The conceptualization of these nine dimensions along with evidence from actual classrooms across consecutive instructional days targets areas for professional development and teacher education. [ABSTRACT FROM AUTHOR] |
| Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 121349667 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Evidence of Middle School Science Assessment Practice From Classroom-Based Portfolios. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22KLOSER%2C+MATTHEW%22">KLOSER, MATTHEW</searchLink><relatesTo>1</relatesTo><i> mkloser@nd.edu</i><br /><searchLink fieldCode="AR" term="%22BORKO%2C+HILDA%22">BORKO, HILDA</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22MARTÍNEZ%2C+JOSÉ+FELIPE%22">MARTÍNEZ, JOSÉ FELIPE</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22STECHER%2C+BRIAN%22">STECHER, BRIAN</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22LUSKIN%2C+REBECCA%22">LUSKIN, REBECCA</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+Education%22">Science Education</searchLink>. Mar2017, Vol. 101 Issue 2, p209-231. 23p. 2 Black and White Photographs, 4 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Middle+schools%22">Middle schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+ability+testing%22">Science ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: ABSTRACT Assessments are powerful tools for informing teachers and students about where student thinking stands with relation to a learning goal. Yet, few studies provide qualitative analyses of assessment practice across a unit. This study uses a framework of nine dimensions of effective assessment practice in science classrooms to compare more and less effective assessment practice among a purposive sample of middle school science teachers. Participating teachers collected 10 days of assessment artifacts, lesson plans, and student work for a science unit. Our comparison indicated that particular dimensions, such as setting goals, aligning assessments with goals, frequency, and variety of assessment, can be addressed relatively easily by teachers whose overall collection of artifacts were rated in the top and bottom quartile. However, dimensions that take into account the quality or depth of student learning, such as the cognitive complexity of the task, the type of feedback that is provided, or how well teachers adapt instruction based on information from assessments, differ more significantly among teachers in our sample. The conceptualization of these nine dimensions along with evidence from actual classrooms across consecutive instructional days targets areas for professional development and teacher education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=121349667 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/sce.21256 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 209 Subjects: – SubjectFull: Middle schools Type: general – SubjectFull: Science ability testing Type: general – SubjectFull: Teachers Type: general – SubjectFull: Schools Type: general – SubjectFull: Professional education Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Evidence of Middle School Science Assessment Practice From Classroom-Based Portfolios. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: KLOSER, MATTHEW – PersonEntity: Name: NameFull: BORKO, HILDA – PersonEntity: Name: NameFull: MARTÍNEZ, JOSÉ FELIPE – PersonEntity: Name: NameFull: STECHER, BRIAN – PersonEntity: Name: NameFull: LUSKIN, REBECCA IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 00368326 Numbering: – Type: volume Value: 101 – Type: issue Value: 2 Titles: – TitleFull: Science Education Type: main |
| ResultId | 1 |
