Teacher Involvement To Evaluate Science Achievement.

Autor/in	Ediger, Marlow
Titel	Teacher Involvement To Evaluate Science Achievement.
Quelle	(2001), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Elementary Secondary Education; Portfolio Assessment; Portfolios (Background Materials); Science Achievement; Science Tests; Standardized Tests; Standards; Student Evaluation; Teacher Made Tests; Test Construction; Test Use + Suchen Sie Ihr Suchwort? Portfoliobeurteilung; Standadised tests; Standardisierter Test; Standard; Schulnote; Studentische Bewertung; Testaufbau; Testanwendung
Abstract	Teacher-developed tests can be more valid and reliable than standardized tests or state-mandated tests in evaluating student achievement in science. Many teachers, however, are not acquainted with the standards to use in test writing. The National Research Council has released "Classroom Assessment and the National Education Standards," a publication that outlines six goals for classroom assessment. A science portfolio is a good way to evaluate the everyday science achievement of students. Using Multiple Intelligences Theory (H. Gardner, 1993) can show ways to assess student achievement through their individual strengths and the use of the various types of intelligence suggested by the theory. Learning styles theory also has much to offer classroom assessment. When teachers want to use written tests, there are criteria that should be applied to the construction of test items. Teacher observation is another important aspect of assessment in science. It is also important to consider metacognition skills when evaluating student achievement in science. Students must learn the skills required for self-evaluation, and teachers must help them develop these skills. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01