Assessing Science Learning

Perspectives From Research and Practice

Edited by: Janet Coffey, Rowena Douglas, Carole Stearns

The National Science Foundation-funded research projects described here show the strong link between assessment and improved student learning; the essays invite science teachers to reflect on their practices and priorities and to consider a variety of productive assessment strategies and frameworks. The central ideas around which the chapters are based — and which provide compelling data to fuel conversations about assessment purposes and opportunities — include the:

• Roles of assessment in teaching and learning
• Characteristics of meaningful assessment items
• Need for research to validate assessment practices
• Significance of assessing both student knowledge and their misconceptions
• Value of assessing students’ ability to apply their knowledge
• Importance of assessment-focused professional development

In addressing assessment as a central element of teaching practice, Assessing Science Learning explores the various forms assessment can take, including student journal entries, feedback on lab reports, observations of students engaged in activities, whole-class discussion, and large annual tests.

Edys Quellmalz, Director of Technology Enhanced Assessments & Learning Systems at WestEd, coauthored a key chapter on exploring the role of technology-based simulations in science assessment in this new resource.