This volume explores current policies, theory, research, and practice in science assessment. It presents useful material to make assessment a tool for the meaningful reform of school science. Leading authors summarize current knowledge and research on science learning and testing, including examples of programs currently in use in several important states. The chapters provide examples of innovative test items for classroom use and state assessment programs, and present information on new assessment technologies including computer-based approaches. Finally, the authors make recommendations for future policy and research directions for science and mathematics assessment and test development.
Special coverage includes:
*both background information and theoretical perspectives and examples of research on alternative assessment strategies;
*a focus on equity issues relevant to science assessment;
*a discussion of how the recent changes not only in teaching and learning but in national and state policies imply the need for new approaches to assessment;
*information on assessment in the context of hands-on science teaching, inquiry, cooperative learning, and other process-oriented teaching strategies; and
*important chapters offering an international perspective such as a historical review of assessment in Europe and examples from current assessment approaches in England.
Contents: Part I:Policy Issues in Science Assessment. S.M. Malcom,
Introduction. M.S. Tucker, Why Assessment Is Now Issue Number One. R.
Marshall, Equity in Science Education. M. Harmon, Fairness in Testing: Are
Science Education Assessments Biased? G. Kulm, The Control of Assessment.
Part II:Science Assessment and Curriculum Reform. S.M. Malcom, Introduction.
G. Kulm, C. Stuessy, Assessment in Science and Mathematics Education Reform.
M.B. Rowe, Implications of the New Science Curricula. N.S. Cole, The Impact
of Science Assessment on Classroom Practice. L. Hudson, National Initiatives
for Assessing Science Education. A. Davis, J. Armstrong, State Initiatives in
Assessing Science Education. K.B. Comfort, A National Standing Ovation for
the New Performance Testing. W. Harlen, Performance Testing and Science
Education in England and Wales. Part III:Science Assessment in Service of
Instruction. S.M. Malcom, Introduction. G.F. Madaus, T. Kellaghan, Student
Examination Systems in the European Community: Lessons for the United States.
E.H. Haertel, Form and Function in Assessing Science Education. J.B. Baron,
Performance Assessment: Blurring the Edges of Assessment, Curriculum, and
Instruction. M. Johnson, Assessing Accelerated Science for African-American
and Hispanic Students in Elementary and Junior High School. D.W. Johnson,
R.T. Johnson, Group Assessment as an Aid to Science Instruction. A. Collins,
Portfolios for Assessing Student Learning in Science: A New Name for a
Familiar Idea? J.C. Campione, Dynamic Assessment: Potential for Change as a
Metric of Individual Readiness. S.M. Malcom, Equity and Excellence through
Authentic Science Assessment. Appendices:Examples From the Field. T.M. Dana,
A.W. Lorsbach, K. Hook, C. Briscoe, Students Showing What They Know: A Look
at Alternative Assessment. M. Kamen, Use of Creative Drama to Evaluate
Elementary School Students' Understanding of Science Concepts. M.D. Thiel,
Alternative Assessments in Elementary Science. K. Lebert, Math: The Tool We
Use to Study Science; or, There's More to Assessment than Computation. D.C.
Snyder, Jr., Alternative Assessment in Measurement Studies. D.L. Stevens,
Earth Science Final Exam: A New Approach. G. Fay, Jr., Project Learning
Assessment. R.K. Atwood, Performance Assessment in an Elementary Science
Methods and Materials Course. J. Guyton, Preservice Preparing Kentucky
Science Teachers for a Performance-based, Nongraded School System. J.A.
Kelley, Assessment of Collaborative Learning in Chemistry. M.E. Martinez,
Figural Response in Science and Technology Testing.
