Weaving Science Inquiry and Continuous Assessment: Using Formative Assessment to Improve Learning / Edition 1

Paperback (Print)
Buy Used
Buy Used from BN.com
(Save 31%)
Item is in good condition but packaging may have signs of shelf wear/aging or torn packaging.
Condition: Used – Good details
Used and New from Other Sellers
Used and New from Other Sellers
from $1.99
Usually ships in 1-2 business days
(Save 93%)
Other sellers (Paperback)
  • All (9) from $1.99   
  • New (5) from $12.95   
  • Used (4) from $1.99   


By combining science inquiry and continuous assessment, you will not only catalyze meaningful changes in your students' thinking and learning but also reflect on and enhance your own approach to teaching. Inquiry science is a standards-based teaching method whereby students ask questions and find answers for themselves using scientific methods under the guidance of a teacher. Continuous assessment is a purposeful approach to listening and observing students and using that information to understand a student's thinking and skills. Formulating strategies and plans to support each student's intellectual growth is the next step in this circular process. Weaving Science Inquiry & Continuous Assessment explores the nature of continuous assessment in the context of science inquiry, and contains specific tools and techniques, along with stories and strategies in teachers' own words. By engaging in this process of inquiry and continuous assessment, both students and teachers will benefit from this fresh approach to learning, thinking, and assessment.

Read More Show Less

Editorial Reviews

From the Foreword by Susan Mundry
The authors provide a rationale and practical tools for weaving continuous assessment and instruction in science into the fabric of learning. Teachers who use the methods in the book will know what and how students are learning every day and gain insights into how to best facilitate learning in their classrooms.
Kathy DiRanna
Assessing what students know and are able to do is a major component of standards-based education and is one of the hottest topics on the educational scene. This book addresses assessment in a unique way and provides an excellent opportunity for readers to view and understand formative assessment as equal to summative assessment.
Susan Mundry
The authors provide a rationale and practical tools for weaving continuous assessment and instruction in science into the fabric of learning. Teachers who use the methods in the book will know what and how students are learning every day and gain insights into how to best facilitate learning in their classrooms.
Kathy Di Ranna
Assessing what students know and are able to do is a major component of standards-based education and is one of the hottest topics on the educational scene. This book addresses assessment in a unique way and provides an excellent opportunity for readers to view and understand formative assessment as equal to summative assessment.
National Science Teachers Association NSTA Recommends
This wonderful 'how-to' book offers new approaches for assessing inquiry-based teaching and learning. This book is a must for the science educator’s library.
Read More Show Less

Product Details

  • ISBN-13: 9780761945901
  • Publisher: SAGE Publications
  • Publication date: 4/16/2003
  • Series: One-Off Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 152
  • Sales rank: 693,840
  • Product dimensions: 7.00 (w) x 10.00 (h) x 0.32 (d)

Meet the Author

Maura O’Brien Carlson works to empower teachers in their understanding and practice of inquiry-based teaching and learning, and formative assessment. "I have the greatest respect for teachers and their contributions to the lives of children," says Maura. "They are the professionals in their field. They know each of their students’ strengths and weaknesses and use developmentally appropriate strategies to work with the age group they teach. What we can offer these teachers is an opportunity to expand their view of teaching, assessment, and learning to include inquiry and continuous assessment."

Maura is the Co-Director of the Center for Science Education and Professional Development, at Learning Innovations at WestEd. "In our professional development initiatives, we model good teaching and assessment practices for teachers and teacher educators", Maura explains. Recently, Maura, along with Karen Reinhardt, and Gregg Humphrey, has been working on an NSF funded project to develop materials for these teachers and professional developers that are user-friendly and portray what good science teaching, learning, and assessment look like. "Building expertise in your field means being deliberately reflective about your work with learners," Maura says. She believes that teachers are better prepared to catalyze and support their students’ learning, when they are given opportunities to pursue their own inquiries in science and about science teaching and assessment. This along with having occasions to reflect on their own practice and share with their peers, teachers will be better able to catalyze and support their students’ learning.

Prior to working on these projects Maura served as a research associate for the National Center for Improving Science Education and has co-authored two of the Center’s major reports, and the book, "Elementary School Science for the ‘90s". She has co-directed three large NSF funded grants from l990 to present. Maura, along with other leaders in Vermont, has been instrumental in the development of a vision for systemic change in the State for science education. In this capacity she has served as one of the Co-Principal Investigators, and as a Professional Development Specialist for the Vermont Statewide Systemic Initiative. In her evaluation work, she has been a part of evaluation teams for three NSF funded initiatives. Her background includes teaching elementary science methods courses at the University of Vermont, and twelve years teaching science at the middle and secondary school levels. She holds a Bachelor’s of Science degree in Biology from Trinity College, and a Masters in Education and Environmental Studies from the University of VT, both located in Burlington, VT.

Maura is an outdoor enthusiast and enjoys hiking and cross country skiing. In the summer you can find her in her perennial garden.

Gregg Humphrey’s belief is that you teach the way you are taught. With this in mind, Gregg’s courses are inquiry-based, students taking an active role as preservice teachers. As the Director of Elementary Teacher Education, Middlebury College, he works directly with the Middlebury community. Each pre-service student is assigned to a classroom in an elementary school within the Addison Central Supervisory Union where they to apply the ideas emerging from their course work.

Gregg is very familiar with the schools and teachers of County due to his work of over thirty years in this area. He is a graduate of Middlebury College (’70) and spent eighteen years at Mary Hogan Elementary School in Middlebury. He was a classroom teacher, an assistant principal, science curriculum coordinator, and Title I director during his time at Mary Hogan and Addison Supervisory Union. Along with Bob Prigo, Middlebury College Physicist, Maura O’Brien Carlson of Learning Innovations At WestEd, and colleagues from around and the Northeast, Gregg co-directed three large National Science Foundation grants aimed at reforming elementary science. In this capacity he worked with teams of teachers, teacher leaders, and administrators locally, regionally, and nationally to support an inquiry approach to science and the professional development needed to sustain teaching improvement. He has produced a series of videotapes, and has authored many articles science inquiry-based teaching and learning, continuous assessment, and change initiatives in science education. His current area of research is in the area of formative assessment as a driving force behind both student and teacher development.

Gregg holds a B.A. in Sociology and Anthropology, Elementary Teacher Education from Middlebury College, Middlebury, Vermont, and a M.ED in Administration and Planning with emphasis on curriculum and instruction from the University of Vermont, Burlington, Vermont. He has a passion for golf, bluegrass music (his music group is known as Snake Mountain Bluegrass), and cooking!

Karen Reinhardt is a former Co-Director of the Center for Science Education (having worked at the Center as a Program Associate for several years prior to becoming Co-Director.) She left the Center in July, 2002 to pursue graduate study in educational administration and supervision.

Karen’s responsibilities at the Center included working with the project team on a National Science Foundation-funded grant to develop video and print materials for professional developers helping teachers incorporate inquiry-oriented science and continuous assessment into their classrooms. She also provided direct professional development services in science inquiry and continuous assessment to teachers, teacher leaders, and other professional developers, both locally and nationally. Prior to working at the Center, Karen served as Professional Development Coordinator for the National Gardening Association in Burlington, Vermont.

While there she directed the professional development component of the National Science Foundation-funded Growing Science Inquiry Project. This role included working with leadership teams of teachers, administrators, and horticultural partners in twelve school districts nationally to support teachers to implement inquiry-based science with plants. As part of this work, she co-authored the Growlab Consultants' Toolkit and the Windows on the Classroom video series and Facilitator's Guide.

Karen has a Bachelor's degree in Child Study from Tufts University, and was the recipient of the Eliot Pearson Department of Child Study Award for outstanding scholarship and teaching potential. She holds a Vermont Level II: Professional Educator’s License, with endorsements in Early Childhood and K-6 Education.

Read More Show Less

Table of Contents

Foreword - Susan Mundry
About the Authors
1. The Essence of Continuous Assessment
2. The Context for Continuous Assessment: Student Inquiry
3. Techniques and Tools for Facilitating Inquiry and Collecting Student Data
4. Analyzing and Using Continuous Assessment Data
5. The Journey: Challenges, Realities, and Advice
6. Continuous Assessment and Professional Growth
Resource A: Techniques, Tools, and Uses of Continuous Assessment
Resource B: National Science Education Standards
Additional Reading
Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star


4 Star


3 Star


2 Star


1 Star


Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation


  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)