Assessment in Science

1. Front Matter

   Pages i-vii

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2. Introduction to Assessment in Science: A Guide to Professional Development and Classroom Practice

   1. Introduction to Assessment in Science: A Guide to Professional Development and Classroom Practice

      • Daniel P. Shepardson

      Pages 1-5

3. Introduction to Section I: Strategies and Techniques for Professional Development

   1. Front Matter

      Pages 7-7

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   2. A Professional Development Framework for Collaborating with Teachers to Change Classroom Assessment Practice

      • Daniel P. Shepardson

      Pages 9-37

   3. The NRC Standards as a Tool in the Professional Development of Science Teachers Assessment Knowledge and Practice

      • Edith S. Gummer, Daniel P. Shepardson

      Pages 39-51

   4. Facilitating Change in Classroom Assessment Practice: Issues for Professional Development

      • Edith S. Gummer, Daniel P. Shepardson

      Pages 53-66

   5. Thinking about Assessment: An Example from an Elementary Classroom

      • Daniel P. Shepardson

      Pages 67-82

   6. A Framework for Thinking about and Planning Classroom Assessments in Science

      • Daniel P. Shepardson, Edith S. Gummer

      Pages 83-97

4. Introduction to Section II: Classroom-Based Assessment Techniques and Teacher Case Studies of Assessment Practice

   1. Front Matter

      Pages 99-100

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   2. Assessment for Emergent Science Literacy in Classrooms for Young Children

      • Susan J. Britsch

      Pages 101-117

   3. Tools for Assessing and Teaching Science in Elementary and Middle School

      • Daniel P. Shepardson, Susan J. Britsch

      Pages 119-147

   4. Assessing Children’s Science Learning and Process Skills in the Elementary Classroom

      • Brenda Main

      Pages 149-161

   5. Pedagogical-Assessment Activities in a Middle School Life Science Classroom

      • Marilynn Edwards

      Pages 163-179

   6. The Multidimensional Assessment of Student Performance in Middle School Science

      • Vicky Jackson

      Pages 181-196

   7. Developing and Using Diagnostic and Summative Assessments to Determine Students’ Conceptual Understanding in a Junior High School Earth Science Classroom

      • Ted Leuenberger

      Pages 197-209

   8. Alternatives to Teaching and Assessing in a High School Chemistry Classroom: Computer Animations and other Forms of Visualization

      • Vicky Flick

      Pages 211-225

   9. Authentic Assessment in High School Science: A Classroom Perspective

      • David E. Emery

      Pages 227-247

5. Introduction to Section III: Common Themes

   1. Front Matter

      Pages 249-249

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   2. What We Have Learned: A Summary of Chapter Themes

      • Daniel P. Shepardson

      Pages 251-255

6. Back Matter

   Pages 257-264

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Assessment in Science combines professional development and classroom practice in a single volume. The pragmatic nature of the book makes it a valuable resource for administrators and staff developers interested in designing professional development programs, and for science teachers looking for techniques and examples of classroom-based assessments. Unique features of Assessment in Science include: 1) practical strategies and tools for implementing successful professional development programs in science assessment, 2) teacher stories and case studies about classroom-based assessment practice and how these teachers changed their assessment practice, 3) examples of classroom-based assessments and scoring guides, 4) samples of student work with teacher commentary, and 5) examples of how the national reform documents in science education served as tools in professional development programs and in designing classroom-based assessments.
Assessment in Science expands the existing literature on science assessment by sharing a model for professional development, and examples of teacher-developed assessments with accompanying student work and teacher commentary. Chapters written by science teachers tell how they assess students and how they have changed their assessment practice, as well as how changing assessment practice has resulted in a change in their science instruction.
Assessment in Science is targeted at practising professionals in science education: administrators, staff developers, science teachers, and university science educators. Assessment in Science has applicability to graduate-level courses in science education and in-service courses for science teachers. The teacher chapters are also appropriate for use in undergraduate science methods courses to illustrate classroom-based assessments.

• classroom practice
• learning
• science
• science education
• visualization
• learning and instruction

• Purdue University, West Lafayette, USA

  Daniel P. Shepardson

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