Assessing Student Understanding

Autor/in	Erekson, Tom
Titel	Assessing Student Understanding
Quelle	In: Science Teacher, 71 (2004) 3, S.36-38 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Evaluation Methods; Chalkboards; Visual Aids; Teaching Methods; Student Evaluation; Science Education; Inquiry; Comprehension; Knowledge Level; Reports; Science Activities; Science Laboratories + Suchen Sie Ihr Suchwort? Chalkboard; Wandtafel; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Naturwissenschaftliche Bildung; Verstehen; Verständnis; Wissensbasis; Abschlussbericht; Berichten
Abstract	Science education has moved from the traditional lecture-and-demonstration model toward a student inquiry model. Inquiry activities allow students to discover many relationships of science for themselves. However beneficial this shift may be, former assessment methods used in the traditional model may no longer effectively determine student understanding. Professional educators must seek out better assessment methods for inquiry-based learning. This article discusses two strategies used to assess student understanding of inquiry-related activities. These strategies are written lab reports and whiteboard presentations. Inquiry as an instructional method is here to stay. Teachers must learn how to implement inquiry activities in their classrooms and rethink how to ask students to write lab reports and present lab findings. By doing so and using a variety of assessment strategies, teachers will become much more effective at determining just how well students understand science. (Contains 1 figure.) (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10