Experienced Middle School Science Teachers' Assessment Literacy: Investigating Knowledge of Students' Conceptions in Genetics and Ways to Shape Instruction

Autor/inn/en	Gottheiner, Daniel M.; Siegel, Marcelle A.
Titel	Experienced Middle School Science Teachers' Assessment Literacy: Investigating Knowledge of Students' Conceptions in Genetics and Ways to Shape Instruction
Quelle	In: Journal of Science Teacher Education, 23 (2012) 5, S.531-557 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-012-9278-z
Schlagwörter	Student Evaluation; Formative Evaluation; Focus Groups; Genetics; Science Teachers; Teacher Background; Middle School Teachers; Data Analysis; Prediction; Questionnaires; Video Technology; Professional Development; Models; Educational Strategies; Science Instruction + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Humangenetik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Auswertung; Vorhersage; Fragebogen; Analogiemodell; Lehrstrategie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Using a framework of assessment literacy that included teachers' view of learning, knowledge of assessment tools, and knowledge of assessment interpretation and action taking, this study explored the assessment literacy of five experienced middle school teachers. Multiple sources of data were: teachers' predictions about students' ideas, students' written and verbal responses to assessment tasks, teacher background questionnaire, and a videotaped teacher focus group. We investigated middle school teachers' predictions, interpretations, and recommended actions for formative assessment in genetics. Results documented a variety of ways that teachers would elicit students' ideas in genetics, focusing on discussion strategies. Findings showed how well teachers predicted student conceptions compared to actual student conceptions. We also found that teachers mostly described general topics they would use to address students' alternative conceptions. Less often, they explained specific content they would use to challenge ideas or pedagogical strategies for conceptual change. Teachers also discussed barriers to addressing ideas. Teacher professional development should provide more support in helping teachers close the formative assessment cycle by addressing conceptions that are elicited with assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10