Description
The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know?
This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning.
Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system.
Reviews
"...a vitally important supplement to the National Research Council's 1996 publication. ... The well-organized text effectively promotes the view of a balanced system of assessment. ...this book would be a valuable addition to school, college, and community audiences because assessment truly is the 'fuel' that drives systemic reform."
-- NSTA Recommends, December 2001
"...a good introductory overview of a broadened view of assessment... Classroom Assessment might best be considered a primer on formative assessment in science education. In accessible language, it introduces a large number of complex ideas that help to meet the intended goal of supplementing the Standards. It successfully describes the arenas in which work must be done in order to achieve the intent of the Standards."
-- Science Education, March 2003
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