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How to Assess Student Performance in Science: Using Classroom Assessments to Enhance Learning

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Bibliographic Details
Title: How to Assess Student Performance in Science: Using Classroom Assessments to Enhance Learning
Language: English
Authors: Butler, Susan M., McMunn, Nancy D., Casbon, Christy, SERVE: SouthEastern Regional Vision for Education, Greensboro, NC.
Source: SERVE Center for Continuous Improvement at UNCG. 2005.
Availability: SERVE Center at UNCG. University of North Carolina - Greensboro, P.O. Box 5367, Greensboro, NC 27435. Tel: 800-755-3277; Tel: 336-315-7400; Fax: 336-315-7457; e-mail: info@serve.org; Web site: http://www.serve.org
Peer Reviewed: N
Physical Description: PDF
Page Count: 108
Publication Date: 2005
Sponsoring Agency: Institute of Education Sciences (ED), Washington, DC.
Intended Audience: Teachers
Document Type: Guides - Classroom - Teacher
Descriptors: Student Evaluation, Performance Based Assessment, Academic Achievement, Science Achievement, Science Education, Classroom Techniques, Learning Modules, Guidance Programs, Science Course Improvement Projects, Evaluation Methods, Portfolio Assessment, Student Educational Objectives, Instructional Development, Scientific Methodology
Abstract: This publication concentrates on assessments that occur on a day-to-day basis within the science classroom. Such classroom assessments constitute an ongoing process in which teachers and students interact to promote enhanced student learning. This process involves using a variety of assessment strategies and tools to collect information about student learning and then using the data collected to diagnose learning problems, monitor student progress, or provide meaningful and timely feedback to students. Therefore, the main purpose of this publication is to promote an assessment process that enhances student achievement in science. Specifically, this publication was produced to help teachers: (1) clarify science learning targets for their students; (2) understand the range of assessment methods available to teachers and explore the alignment of these methods to learning targets; (3) analyze assessment information to determine individual student learning needs; (4) modify instructional and/or assessment practices to enhance student learning; and (5) reflect on current grading practices and determine if current methods accurately portray student achievement. (Contains 49 figures.)
Abstractor: ERIC
Number of References: 23
Entry Date: 2007
Accession Number: ED498182
Database: ERIC
Description
Abstract:This publication concentrates on assessments that occur on a day-to-day basis within the science classroom. Such classroom assessments constitute an ongoing process in which teachers and students interact to promote enhanced student learning. This process involves using a variety of assessment strategies and tools to collect information about student learning and then using the data collected to diagnose learning problems, monitor student progress, or provide meaningful and timely feedback to students. Therefore, the main purpose of this publication is to promote an assessment process that enhances student achievement in science. Specifically, this publication was produced to help teachers: (1) clarify science learning targets for their students; (2) understand the range of assessment methods available to teachers and explore the alignment of these methods to learning targets; (3) analyze assessment information to determine individual student learning needs; (4) modify instructional and/or assessment practices to enhance student learning; and (5) reflect on current grading practices and determine if current methods accurately portray student achievement. (Contains 49 figures.)