Approaches to Biology Teaching and Learning: From Assays to Assessments--On Collecting Evidence in Science Teaching

Autor/inn/en	Tanner, Kimberly; Allen, Deborah
Titel	Approaches to Biology Teaching and Learning: From Assays to Assessments--On Collecting Evidence in Science Teaching
Quelle	In: Cell Biology Education, 3 (2004) 2, S.69-74 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-7509
DOI	10.1187/cbe.04-03-0037
Schlagwörter	Student Evaluation; Classrooms; Scientists; Teaching Methods; Biology; Science Teachers; Evidence; Accountability; Scientific Research; Elementary Secondary Education; Science Education; Higher Education + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Classroom; Klassenraum; Scientist; Wissenschaftler; Teaching method; Lehrmethode; Unterrichtsmethode; Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Evidenz; Verantwortung; Naturwissenschaftliche Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Although both formative and summative evidence is the currency of knowledge and decision-making for scientists in the laboratory, evidence of any systematic sort has played a comparatively minimal role for scientists in their teaching practice. In science classrooms, evidence is often employed only "summatively," in the assignment of grades for an exam or course and as a necessary means to inform students of a final judgment of their learning. More rarely evidence in science teaching and learning is used "formatively," in gauging student understanding, identifying confusions, and guiding instruction on a daily basis. Of all the arenas of learning in schools and universities, one would expect the sciences to embrace fully the culture of evidence, both formative and summative, in the practice of teaching. Yet this is often not the case. Formative evidence in science teaching, in the form of classroom assessments, can play a key role in allowing scientists to bring a culture of evidence to the teaching and learning of science. In this article, the authors provide an overview of classroom assessment, as well as descriptions of key resources that provide additional background information, assessment tools, and analysis techniques for embarking on new ventures in classroom assessment. (Contains 2 tables and 1 figure.) (ERIC).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; E-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10