Although there are several new books about alternate, authentic, or performance-based assessment, few focus on science assessment and provide practical information on developing, interpreting, and scoring these new alternatives to traditional tests. In addition, many school districts around the country are adopting hands-on science programs and are looking for guidance around assessment.
Active Assessment for Active Science meets the needs of teachers faced with the task of assessing hands-on science. Some new science curriculums come with assessments, but many others do not and it is unusual to find guidelines for interpreting and scoring them.
This book combines practical discussion with theoretical information on the rationale for active assessments. It enables classroom teachers to develop and score their own assessments and answers the following questions:
- Why should you use active science assessments?
- What kinds of assessments are there?
- How do you manage these assessments in the classroom?
- What evidence of learning can you find in written student work?
- How do national curriculum developers develop assessments?
- How do you score them?
- How do assessments tie in with educational values?
The book's numerous classroom examples of assessments and student work provide teachers and staff developers with materials for workshops as well as individual reflection. Teachers will gain ideas that they can immediately use in their classrooms, as well as an appreciation for the careful, methodical work that is required to develop an assessment system.
About the Author: George E. Hein received his Ph.D. in Chemistry from the University of Michigan and carried out biochemical research at Cal Tech, Boston University, and Harvard Medical School. He has had experience as a curriculum developer, science educator, and director of national programs to facilitate systemic school change. He is currently Professor and Director of the Program Evaluation and Research Group at Lesley College. Dr. Hein spent a sabbatical as a Fulbright Fellow in London studying elementary children's knowledge of science.
Sabra Price has been a teacher and has worked in educational program evaluation, teacher training, and curriculum development. She is senior research associate at both TERC and the Program Evaluation and Research Group at Lesley College.
