E-scape Assessment

Autor/inn/en	Davies, Dan; Collier, Chris; McMahon, Kendra; Howe, Alan
Titel	E-scape Assessment
Quelle	In: Primary Science, (2010) 115, S.18-21 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-2465
Schlagwörter	Portfolio Assessment; Investigations; Teacher Evaluation; Science Education; Science Instruction; Partnerships in Education; Science Activities; Laptop Computers; Grade 5; Elementary School Science; United Kingdom (England) + Suchen Sie Ihr Suchwort? Portfoliobeurteilung; Untersuchung; Teacher appraisal; Lehrerbeurteilung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hochschulpartnerschaft; Laptop computer; Laptop; Computer; Digitalrechner; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Since the demise of the key stage 2 (age 11) science Standard Assessment Tests (SATs) in England, teachers have been getting to grips with the issue of teacher assessment. Although arguably providing a more valid picture of children's scientific enquiry skills than a paper-and-pencil test, observations of investigations in progress face the problem that the teacher cannot be everywhere at once. While they are listening in to one group, teachers may miss some significant learning going on elsewhere in the classroom. Such learning is not always captured in the "write up" of the investigation either: some children who can think well scientifically have difficulty getting it down on paper. For many children--and teachers--the reliance on written evidence for assessment is the most off-putting aspect of science, particularly at the upper primary level. In this article, the authors report on a project to assess children's scientific enquiry skills electronically. The project "e-scape", which stands for "Electronic Solutions for Creative Assessment in Portfolio Environments," was originally developed for secondary design and technology, where GCSE examiners had noticed that pupils' portfolios of project work had become the "product" rather than a "record" of the process. (Contains 4 figures.) (ERIC).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10