Perspectives on Assessment in Science: Voices from the Field.

Autor/inn/en	Shepardson, Daniel P.; Adams, Paul E.
Titel	Perspectives on Assessment in Science: Voices from the Field.
Quelle	(1996), (21 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Alternative Assessment; Beliefs; Constructivism (Learning); Educational Assessment; Educational Improvement; Elementary Secondary Education; Interviews; Knowledge Level; Professional Development; Science Education; Science Teachers; Student Evaluation; Teacher Attitudes; Teaching Methods; Test Use + Suchen Sie Ihr Suchwort? Belief; Glaube; Education; assessment; Bewertungssystem; Teaching improvement; Unterrichtsentwicklung; Interviewing; Interviewtechnik; Wissensbasis; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Testanwendung
Abstract	Few studies have investigated the knowledge and beliefs that undergrids science teachers' assessment practice. This study was conducted to investigate the perspectives of science teachers on classroom assessment, considering the constructs that inform teachers of their classroom assessment practice. The study was grounded in a socioconstructivist theory that posits that teachers construct their own understandings and beliefs within the contexts of their own school cultures. The 12 middle-level (grades 4 through 9) teachers studied were all from the Midwest and all participants in a National Science Foundation teacher enhancement project on laboratory instruction and alternative assessment. Interview data were collected through a self-questioning technique. These data suggested that teachers understood the purposes of assessment as means of evaluating student performance and informing pedagogy, although the latter purpose was mentioned by relatively few teachers. If teachers view assessment from these two perspectives, then their motivation for assessment is primarily based on the learner and is seen as aligned with instruction or is pedagogically motivated. Teachers will adopt alternative assessment if it is seen to be compelling in terms of learner needs. (Contains 6 figures and 11 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01