Performance Assessment in Science as a Tool to Enhance the Picture of Student Learning

Shymansky, James A.; Enger, Sandra K.; Chidsey, Jennifer L.; Yore, Larry D.; Jorgensen, Margaret; Henriques, Laura; Wolfe, Edward W.

doi:10.1111/j.1949-8594.1997.tb17364.x

Cited by 5 publications

(2 citation statements)

References 6 publications

(5 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Studies of performance assessment in science so far cited show that it is not possible to isolate unitary traits (Erickson & Meyer, 1998), that it is difficult to obtain reliable scoring on learning objectives (Klein et al, 1998;Webb et al, 2000), that it is difficult to create reliable tasks (Brookhart, 2001;Shymansky et al, 1997;Stecher et al, 2000), that it is not clear whether out-of-school learning or school learning is being assessed (Erickson & Meyer, 1998), and that it is not clear whether performance assessments promote higher order thinking at all (Ruiz-Primo & Shavelson, 1996b).…”

Section: The Issue Of Validity and Reliabilitymentioning

confidence: 99%

“…The constructivist reorientation of science education has brought about a greater emphasis on inquiry-based learning. From the perspective that student learning is largely self-constructed and experiential, it is a logical and straightforward step to promote activitybased assessment (Shymansky et al, 1997). The reader is referred back to Part 1 for a complete discussion of the overriding changes that are the basis for performance, as well as other forms of contextual assessment.…”

Section: Assessment In the Practical Contextmentioning

confidence: 99%

See 1 more Smart Citation

Contextual assessment in science education: Background, issues, and policy

Klassen

2006

Sci. Ed.

View full text Add to dashboard Cite

Contemporary assessment practices in science education have undergone significant changes in recent decades. The basis for these changes and the resulting new assessment practices are the subject of this two-part paper. Part 1 considers the basis of assessment that, more than 25 years ago, was driven by the assumptions of decomposability and decontextualization of knowledge, resulting in a low-inference testing system, often described as "traditional." This assessment model was replaced not on account of direct criticism, but rather on account of a larger revolution-the change from behavioral to cognitive psychology, developments in the philosophy of science, and the rise of constructivism. Most notably, the study of the active cognitive processes of the individual resulted in a major emphasis on context in learning and assessment. These changes gave rise to the development of various contextual assessment methodologies in science education, for example, concept mapping assessment, performance assessment, and portfolio assessment. In Part 2, the literature relating to the assessment methods identified in Part 1 is reviewed, revealing that there is not much research that supports their validity and reliability. However, encouraging new work on selected-response tests is forming the basis for reconsideration of past criticisms of this technique. Despite the major developments in contextual assessment methodologies in science education, two important questions remain unanswered, namely, whether grades can be considered as genuine numeric quantities and whether the individual student is the appropriate unit of assessment in public accountability. Given these issues and the requirement for science assessment to satisfy the goals of the individual, the classroom, and the society, tentative recommendations are put forward addressing these parallel needs in the assessment of science learning.

show abstract

Section: The Issue Of Validity and Reliabilitymentioning

confidence: 99%

Section: Assessment In the Practical Contextmentioning

confidence: 99%

Contextual assessment in science education: Background, issues, and policy

Klassen

2006

Sci. Ed.

View full text Add to dashboard Cite

show abstract

Reflections from an Active Scientist-Educator

Hanauer

Hatfull

Jacobs-Sera

2009

Active Assessment: Assessing Scientific Inquiry

View full text Add to dashboard Cite

Preservice Teachers' Development and Implementation of Science Performance Assessment Tasks

Morrison

McDuffie

Akerson

2005

Int J Sci Math Educ

View full text Add to dashboard Cite

Preservice teachers in a science methods course were provided instruction on performance assessment, then guided through a design and implementation process of performance assessment tasks. We assessed the effect of designing and implementing a performance assessment task on preservice teachers' understanding of standards-based assessment. The findings show that these preservice teachers improved in their understanding of assessment as a formative process as well as their science content understanding of the topic addressed in their designed task. We found that preservice teachers need to experiment with performance assessment tasks in an authentic context in order to understand the full potential and value of the task.KEY WORDS: field-based experience, performance assessment, science methods, standards-based assessmentThe research project described in this paper explored how a field-based project involving preservice teachers' development and implementation of science performance assessment tasks in K-8 classrooms affected the preservice teachers' understanding of standards-based assessment and instruction. Preservice teachers in a science methods course were provided instruction on performance assessment, then guided through a design and implementation process of performance assessment tasks.

show abstract

Performance Assessment in Science as a Tool to Enhance the Picture of Student Learning

Cited by 5 publications

References 6 publications

Contextual assessment in science education: Background, issues, and policy

Contextual assessment in science education: Background, issues, and policy

Reflections from an Active Scientist-Educator

Preservice Teachers' Development and Implementation of Science Performance Assessment Tasks

Contact Info

Product

Resources

About