How To Assess Student Performance in Science: Going beyond Multiple-Choice Tests. A Resource Manual for Teachers.

Autor/inn/en	McColskey, Wendy; O'Sullivan, Rita
Institution	Southeastern Regional Vision for Education (SERVE), Tallahassee, FL.
Titel	How To Assess Student Performance in Science: Going beyond Multiple-Choice Tests. A Resource Manual for Teachers.
Quelle	(1993), (72 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Educational Assessment; Educational Change; Elementary Secondary Education; Evaluation Methods; Grading; Interviews; Multiple Choice Tests; Observation; Outcomes of Education; Performance; Performance Based Assessment; Portfolios (Background Materials); Science Education; Science Instruction; Science Teachers; Scoring; Self Evaluation (Individuals); Student Evaluation; Teaching Guides + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Bildungsreform; Notengebung; Schulnote; Interviewing; Interviewtechnik; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Beobachtung; Lernleistung; Schulerfolg; Achievement; Leistung; Leistungsermittlung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Bewertung; Studentische Bewertung; Lehrerhandbuch
Abstract	The purpose of this manual is to encourage discussions among science teachers about desired student outcomes in science and assessments appropriate to these outcomes. Once teachers know clearly what they hope to accomplish with their students, choosing appropriate assessment measures follows. Assessment methods described center on observing students informally or formally; asking students questions through interviews and self-assessments; and evaluating student work through open-ended questions, performance tests, portfolios, and other assessments. Chapters provide information and examples for the following topics: (1) current views on assessment; (2) desired student outcomes in science; (3) student assessment methods; (4) rubrics and grading; and (5) getting started. Twelve figures illustrate the discussion. An appendix discusses reform in curriculum and instruction. (Contains 28 references.) (SLD)
Anmerkungen	SERVE, 345 South Magnolia Drive, Suite D-23, Tallahassee, FL 32301-2950.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC