Assessing Science Reasoning and Conceptual Understanding in the Primary Grades Using Standardized and Performance-Based Assessments

Autor/inn/en	Kim, Kyung Hee; VanTassel-Baska, Joyce; Bracken, Bruce A.; Feng, Annie; Stambaugh, Tamra
Titel	Assessing Science Reasoning and Conceptual Understanding in the Primary Grades Using Standardized and Performance-Based Assessments
Quelle	In: Journal of Advanced Academics, 25 (2014) 1, S.47-66 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X14520946
Schlagwörter	Logical Thinking; Concept Formation; Scientific Concepts; Standardized Tests; Performance Based Assessment; Elementary School Science; Concept Mapping; Science Instruction; Science Achievement; Academically Gifted; Primary Education; Elementary School Students; Kindergarten; Grade 1; Grade 2; Grade 3; Critical Thinking; Achievement Tests; Individualized Instruction; Scaffolding (Teaching Technique); Instructional Effectiveness; Regression (Statistics); Virginia; Metropolitan Achievement Tests + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Standadised tests; Standardisierter Test; Leistungsermittlung; Concept Map; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Kritisches Denken; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Individualisierender Unterricht; Unterrichtserfolg; Regression; Regressionsanalyse
Abstract	Project Clarion, a Jacob K. Javits-funded project, focused on the scale-up of primary-grade science curricula. Curriculum units, based on an Integrated Curriculum Model (ICM), were developed for high-ability learners, but tried out with all students in Title I settings to study the efficacy of the units with all learners. The units focus on the development of students' conceptual understanding to undergird science content attainment. Teaching and learning models, such as concept formation and concept mapping were used to scaffold science learning and reasoning for appropriate curriculum differentiation. Science content mastery was measured using the Metropolitan Achievement Tests. Reasoning skills were measured using the Test of Critical Thinking. Understanding of macro-concepts and content attainment were measured by curriculum-embedded performance-based assessments. Students with the ICM outperformed students without the specialized curriculum in science content and reasoning skills, and showed greater growth in both conceptual understanding and content attainment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10