- Shopping Bag ( 0 items )
Audience: Researchers in education and educational psychology; teachers of science at all levels of education.
"It is difficult to imagine that a reflective teacher who is interested in improving one's practice would not find something of value in these pages...The success of this project will depend on the extent to which the intended audience is willing to dig into the references, reflect on the lessons within the book, and also reflect on teaching practice as they experiment with ways to improve it. If these books, and others like them, have their intended impact, science education will have a bright future."
—THE AMERICAN BIOLOGY TEACHER
"...a source of excellent information on new and potentially very powerful, research-based assessment strategies for probing student understanding of science."
—PUBLIC UNDERSTANDING OF SCIENCE
"If one is interested in "constructivist" assessment in science, this book is a good resource..."
|1||Learning, teaching, and assessment : a human constructivist perspective|
|2||Assessing science understanding through concept maps|
|3||Assessing science understanding : the epistemological vee diagram|
|4||"What do you mean by that?" : using structured interviews to assess science understanding|
|5||Dialogue as data : assessing students' scientific reasoning with interactive protocols|
|6||Designing an image-based biology test|
|7||Observation rubrics in science assessment|
|8||Portfolios in science assessment : a knowledge-based model for classroom practice|
|9||SemNet software as an assessment tool|
|10||Writing to inquire : written products as performance measures|
|11||The relevance of multiple-choice testing in assessing science understanding|
|12||National and international assessment|
|13||On the psychometrics of assessing science understanding|
|14||Cautionary notes on assessment of understanding science concepts and nature of science|
|15||Epilogue : on ways of assessing science understanding|