Assessment Processes in Science across the Primary-Secondary Interface: An Australian Perspective

Autor/in	Skamp, Keith
Titel	Assessment Processes in Science across the Primary-Secondary Interface: An Australian Perspective
Quelle	In: School Science Review, 98 (2016) 362, S.75-84 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6811
Schlagwörter	Science Education; Elementary Secondary Education; Foreign Countries; Guidelines; National Curriculum; Student Evaluation; Evaluation Methods; Elementary School Teachers; Elementary School Students; Articulation (Education); Formative Evaluation; Summative Evaluation; Educational Practices; Scientific Concepts; Concept Formation; Australia + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Ausland; Richtlinien; Schulnote; Studentische Bewertung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Articulation; Artikulation (Ling); Artikulation; Aussprache; Bildungspraxis; Concept learning; Begriffsbildung; Australien
Abstract	Assessment guidelines in the "Australian Curriculum: Science" are outlined after the status and practice of science is overviewed. Available, but dated, empirical reports of teachers' assessment processes and procedures across the interface are compared. Current assessment practices are inferred from indirect research data. Two Australian professional learning initiatives, "Primary Connections" and, at the secondary level, "Science by Doing", may be changing the "face" of science education. How primary teachers implementing "Primary Connections" are assessing pupils is outlined. Similar data do not exist for "Science by Doing", but its potential impact on teachers' assessment practices is presented. Implications for a smoother science assessment transition for pupils are suggested. (As Provided).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01