View in EDS

How to Assess Student Performance in Science: Going beyond Multiple-Choice Tests. Third Edition

Saved in:
Bibliographic Details
Title: How to Assess Student Performance in Science: Going beyond Multiple-Choice Tests. Third Edition
Language: English
Authors: Butler, Susan M., McColskey, Wendy, O'Sullivan, Rita, 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
Page Count: 78
Publication Date: 2005
Sponsoring Agency: Institute of Education Sciences (ED), Washington, DC.
Intended Audience: Teachers
Document Type: Guides - Classroom - Teacher
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Science Instruction, Educational Change, Educational Assessment, Problem Solving, Creativity, Communication Skills, Interpersonal Competence, Lifelong Learning, Multiple Choice Tests, Student Evaluation, Goal Orientation, Evaluation Methods, Grading, Interviews, Observation, Outcomes of Education, Performance Based Assessment, Performance, Portfolios (Background Materials), Science Education, Science Teachers, Scoring, Self Evaluation (Individuals)
Geographic Terms: North Carolina
Abstract: Educational systems promote student growth in a variety of dimensions. Basic content knowledge can be effectively assessed with multiple-choice and completion tests. However educational reforms have become more concerned with higher-order cognitive dimensions (problem-solving, creativity), social dimensions (communication skills, ability to work in groups) and other dimensions (life-long learning). While they are objective and efficient, traditional assessment measures may not serve these kinds of goals as well as other types of measures. Before we can choose an accurate, efficient method of assessment, we must clearly understand the goals of science instruction. Do these goals encompass only the basic memorization of facts? If so, our traditional methods may be sufficient. If we wish to institute a science program that encourages dimensions that go beyond these basics, we will need to develop a repertoire of additional assessment methods. The organization of this manual is intended to aid teachers in developing expertise in identifying learning goals, choosing assessment methods, and communicating assessment results in such a way that student performance is enhanced. [This report was produced by the SERVE Center at the University of North Carolina at Greensboro. For previous edition, see ED363622.]
Abstractor: ERIC
Number of References: 24
Entry Date: 2007
Accession Number: ED498183
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED498183
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED498183
AccessLevel: 3
PubType: Electronic Resource
PubTypeId: electronicResource
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: How to Assess Student Performance in Science: Going beyond Multiple-Choice Tests. Third Edition
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Butler%2C+Susan+M%2E%22">Butler, Susan M.</searchLink><br /><searchLink fieldCode="AR" term="%22McColskey%2C+Wendy%22">McColskey, Wendy</searchLink><br /><searchLink fieldCode="AR" term="%22O'Sullivan%2C+Rita%22">O'Sullivan, Rita</searchLink><br /><searchLink fieldCode="AR" term="%22SERVE%3A+SouthEastern+Regional+Vision+for+Education%2C+Greensboro%2C+NC%2E%22">SERVE: SouthEastern Regional Vision for Education, Greensboro, NC.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22SERVE+Center+for+Continuous+Improvement+at+UNCG%22"><i>SERVE Center for Continuous Improvement at UNCG</i></searchLink>. 2005.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 78
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2005
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED), Washington, DC.
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Teachers
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Guides - Classroom - Teacher
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Lifelong+Learning%22">Lifelong Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Grading%22">Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Performance%22">Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolios+%28Background+Materials%29%22">Portfolios (Background Materials)</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring%22">Scoring</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Educational systems promote student growth in a variety of dimensions. Basic content knowledge can be effectively assessed with multiple-choice and completion tests. However educational reforms have become more concerned with higher-order cognitive dimensions (problem-solving, creativity), social dimensions (communication skills, ability to work in groups) and other dimensions (life-long learning). While they are objective and efficient, traditional assessment measures may not serve these kinds of goals as well as other types of measures. Before we can choose an accurate, efficient method of assessment, we must clearly understand the goals of science instruction. Do these goals encompass only the basic memorization of facts? If so, our traditional methods may be sufficient. If we wish to institute a science program that encourages dimensions that go beyond these basics, we will need to develop a repertoire of additional assessment methods. The organization of this manual is intended to aid teachers in developing expertise in identifying learning goals, choosing assessment methods, and communicating assessment results in such a way that student performance is enhanced. [This report was produced by the SERVE Center at the University of North Carolina at Greensboro. For previous edition, see ED363622.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 24
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2007
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED498183
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED498183
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 78
    Subjects:
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Educational Assessment
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Creativity
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
      – SubjectFull: Lifelong Learning
        Type: general
      – SubjectFull: Multiple Choice Tests
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Grading
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Performance Based Assessment
        Type: general
      – SubjectFull: Performance
        Type: general
      – SubjectFull: Portfolios (Background Materials)
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Scoring
        Type: general
      – SubjectFull: Self Evaluation (Individuals)
        Type: general
      – SubjectFull: North Carolina
        Type: general
    Titles:
      – TitleFull: How to Assess Student Performance in Science: Going beyond Multiple-Choice Tests. Third Edition
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: SERVE: SouthEastern Regional Vision for Education, Greensboro, NC.
      – PersonEntity:
          Name:
            NameFull: Butler, Susan M.
      – PersonEntity:
          Name:
            NameFull: McColskey, Wendy
      – PersonEntity:
          Name:
            NameFull: O'Sullivan, Rita
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2005
          Titles:
            – TitleFull: SERVE Center for Continuous Improvement at UNCG
              Type: main
ResultId 1