Preservice Teachers' Development and Implementation of Science Performance Assessment Tasks

Abstract

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.

Teaching Thinking Skills in Context-Based Learning: Teachers’ Challenges and Assessment Knowledge

“…Magnusson et al (1999) claimed that teachers' knowledge about assessment is an important aspect in their PCK. Morrison et al (2005) found that even while emphasizing the development of pre-service assessment knowledge in a teaching method university course, the teachers managed to design adequate tasks, but it was challenging, and in some features the improvement was not satisfactory.…”

“…They noted that, in order for different components of PCK to evolve in teachers' professionalism, the teaching experience must be accompanied with professional development support. Morrison et al (2005) recommended the use of adequate assessment, such as performance tasks, even during early stages, such as pre-service programs rather than just in professional development in-service programs.…”

Using Assessments for Instructional Improvement: A Literature Review

“…To develop teaching candidates' competency in science performance tasks, Morrison and McDuffie (2003) introduced science performance assessment activities in their elementary science methods course. With the supports provided by the project (e.g., mentor relationships and the placement of pre-service teachers in classrooms), the pre-service teachers were able to learn and implement many aspects of performance assessment.…”

“…Teachers may also feel that sharing assessment results may reflect adversely on their instruction; such conversations are thus likely to require firmly established professional trust. The history of entrenched isolationism that characterizes teachers' assessment practices may account for why some researchers found orchestrating collaboration focused on assessment difficult (Morrison & McDuffie, 2003).…”

The development of PCK in a post-baccalaureate certification program : a longitunal study of the development of teacher knowledge of students as learners and assessment

“…Nevertheless, if these results are viewed in the light of Crawford (2007), who added a subjective component to this change, it is possible to entertain the thought that such shifts are guided by said subjective aspect at the beginning of teachers' schema; this also resonates with the findings of Geddis and Roberts (1998) discussed previously. Concerning the development of prospective teachers' knowledge of assessment, an investigation involving 25 pre-service teachers by Morrison, McDuffie and Akerson (2005) sought to determine the nature of the development of assessment knowledge.…”