Collaborative Assessments: Learning Science and Collaborative Skills during Summative Testing

Autor/inn/en	Bremert, Helen; Stoff, Amy; Boesdorfer, Sarah B.
Titel	Collaborative Assessments: Learning Science and Collaborative Skills during Summative Testing
Quelle	In: Science Teacher, 87 (2020) 9, S.32-37 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Science Instruction; Teaching Methods; Cooperative Learning; Classroom Environment; Standards; Evidence Based Practice; Thinking Skills; Active Learning; Concept Formation; Scientific Concepts; Problem Solving; Critical Thinking; Summative Evaluation; Student Attitudes; Alternative Assessment; Test Results; Test Anxiety; Science Tests; High Achievement; Low Achievement; High School Students + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Klassenklima; Unterrichtsklima; Standard; Denkfähigkeit; Aktives Lernen; Concept learning; Begriffsbildung; Problemlösen; Kritisches Denken; Schülerverhalten; Examination phobia; Testangst; Prüfungsangst; Unterdurchschnittliche Leistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Scientists and other professionals across the globe require employees to collaborate, think critically, and solve problems effectively. To this end, the "Next Generation Science Standards" (NGSS) have a vision of ensuring that through inquiry, collaboration, and evidence-based instruction, students will have the necessary skills to be practical and rational thinkers upon graduation (NGSS Lead States 2013). Collaborative work among students is part of the vision of NGSS. Collaborative learning is a form of instruction that promotes an active classroom learning environment where the students form pairs or groups to accomplish tasks. The advantages of this method of instruction include increased conceptual understanding, retention, and problem solving and critical thinking skills. In this article, the authors describe how two teachers have used and continue to use collaborative assessments in their classes. They describe the impact on student learning and testing, and provide some tips and resources to implement collaborative assessments in any science classroom. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01