Assessment at the Intersection of Science and Literacy

Autor/inn/en	Pearson, P. David; Knight, Amanda M.; Cannady, Matthew A.; Henderson, J. Bryan; McNeill, Katherine L.
Titel	Assessment at the Intersection of Science and Literacy
Quelle	In: Theory Into Practice, 54 (2015) 3, S.228-237 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2015.1044372
Schlagwörter	Middle School Teachers; Science Teachers; Science Instruction; Secondary School Science; Science Curriculum; Curriculum Evaluation; Curriculum Development; Scientific Literacy; Science Process Skills; Persuasive Discourse; Formative Evaluation; Learning Processes; Knowledge Level; Teaching Methods; Instructional Design; California + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Development; Curriculumentwicklung; Entwicklung; Persuasion; Persuasive Kommunikation; Learning process; Lernprozess; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Kalifornien
Abstract	The authors of this article, all of whom have been a part of this effort to assess argumentation in literacy-rich science curriculum, have struggled with our attempts to build 3 argument-related assessments--understanding, critiquing, and constructing arguments about scientific phenomena in both oral and written modes. Loosely affiliated with the Seeds of Science/Roots of Reading Project at Lawrence Hall of Science, this effort focused on creating a suite of assessments as models for how middle school science teachers might create their own school-based, curriculum-embedded assessments of science. After reviewing the broad scope and insights derived from a 10-year history of assessments that operate at the intersection of science and literacy, we zoom in on 3 vexing but informative challenges they encountered--and addressed (if not resolved)--as they tried to assess the comprehension, critique, and construction of oral and written arguments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01