Evidence of Middle School Science Assessment Practice From Classroom-Based Portfolios.

Autor/inn/en	Kloser, Matthew; Borko, Hilda; Martínez, José Felipe; Stecher, Brian; Luskin, Rebecca
Titel	Evidence of Middle School Science Assessment Practice From Classroom-Based Portfolios.
Quelle	In: Science education, 101 (2017) 2, S. 209-231Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21256
Schlagwörter	Unterrichtsgestaltung; Naturwissenschaftlicher Unterricht; Adaptation; Bewertungssystem
Abstract	Assessments are powerful tools for informing teachers and students about where student thinking stands with relation to a learning goal. Yet, few studies provide qualitative analyses of assessment practice across a unit. This study uses a framework of nine dimensions of effective assessment practice in science classrooms to compare more and less effective assessment practice among a purposive sample of middle school science teachers. Participating teachers collected 10 days of assessment artifacts, lesson plans, and student work for a science unit. Our comparison indicated that particular dimensions, such as setting goals, aligning assessments with goals, frequency, and variety of assessment, can be addressed relatively easily by teachers whose overall collection of artifacts were rated in the top and bottom quartile. However, dimensions that take into account the quality or depth of student learning, such as the cognitive complexity of the task, the type of feedback that is provided, or how well teachers adapt instruction based on information from assessments, differ more significantly among teachers in our sample. The conceptualization of these nine dimensions along with evidence from actual classrooms across consecutive instructional days targets areas for professional development and teacher education.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2020/3