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Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy / edited by Deborah Corrigan, Richard Gunstone, Alister Jones

Gunstone, Richard ; Jones, Alister

Dordrecht : Springer Netherlands, 2013

Online-Ressource (VIII, 376 p. 34 illus, digital)

Englisch

Preface; Contents; Chapter 1: Valuing Assessment in Science Education: An Introductory Framework; Reference; Chapter 2: International Assessments of Science Learning: Their Positive and Negative Contributions to Science Education; Introduction; Insider and Outsider Perspectives; Overview; The Science Learning to Assess; IEA/Science Assessment Intentions; OECD/PISA Science Assessment Intentions; Levels of Science Learning; Assessment of Affect About Science; The Approach to Assessment; The Mode of Assessment; Unexpected Findings; Contextualised Assessment

The Presentation and Discussion of Comparative FindingsDifferences Between Groups; Assessment Profiles; Influence on National Science Education; Contribution as Research; Stimuli for Further Research; Conclusion; References; Chapter 3: International, National and Classroom Assessment: Potent Factors in Shaping What Counts in School Science; Introduction; International Assessments and What Counts in School Science; Trends in Mathematics and Science Study (TIMSS); Grade 4 TIMSS Achievement in New Zealand; Grade 8 TIMSS Achievement in New Zealand

Programme for International Student Assessment (PISA)New Zealand Achievement in PISA; National Assessment Programmes and What Counts in School Science; National Education Monitoring Project (NEMP); Assessment Resource Banks (ARBs); Broader Assessment Policies; National Certificate in Educational Achievement (NCEA); Assessment for Learning and What Counts in School Science; So What Does Count in School Science?; References; Chapter 4: Improving Science Education: Why Assessment Matters; The Purposes of Assessment in Education; What Do We Want, Do We Really Really Want?

Assessment and Curriculum SpecificationThe Role of Assessment in Science Curriculum Development; The Role of Assessment in Science Education Research; Not Perfect, Just Good Enough; References; Chapter 5: Towards an Authentically Assessed Science Curriculum; Introduction; Principles of Assessment; The Nature of Curriculum; An Example of Senior Chemistry; The Case of Science as Experimental Inquiry; Assessment in Contemporary Science Curricula; Variety of Modes of Assessment and a Profile of Achievement; The Effect of High-Stakes Assessment

Towards Authentically Assessed Achievement in Science EducationContext-Based Science Education; Historical Background; Research, Practice and Assessment; Decision-Making Processes and Socioscientific Issues; Integrated Science Education; Implications for Teachers of an Authentically Assessed Curriculum; Appendix 1: Extended Response Task for Context-Based Assessment; Vehicular Motion; Introduction; Part A: Knowledge and Conceptual Understanding; Task 1a. Explanation of Concepts Associated with Vehicular Motion; Task 1b. Scenario

Task 2. Explanation of Concepts Associated with Vehicular Motion

Description based upon print version of record

978-94-007-6668-6

978-94-007-6667-9 (ISBN der Printausgabe)

TT050421521

OCoLC: 904319001 (aus SWB)     

Digital Object Identifier (DOI): 10.1007/978-94-007-6668-6

LC8-6691

LOC-SH: Science -- Study and teaching ; Educational tests and measurements ; Education ; Education ; Science -- Study and teaching ; Educational tests and measurements

Assessment is a fundamental issue in research in science education, in curriculum development and implementation in science education as well as in science teaching and learning.This book takes a broad and deep view of research involving assessment in science education, across contexts and cultures (from whole countries to individual classrooms) and across forms and purposes (from assessment in the service of student learning to policy implications of system wide assessment). It examines the relationships between assessment, measurement and evaluation; explores assessment philosophies and prac