Synopses & Reviews
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 practices in relation to curriculum and scientific literacy/learning; and details the relationships between assessment and science education policy. The third in a series, Valuing Assessment in Science Education has chapters from a range of international scholars from across the globe and staff from Monash University, King's College London and University of Waikato. The two previous books in the series examined research relevant to the re-emergence of values in science education and teaching across the spectrum of science education as well as across cultural contexts through the professional knowledge of science teaching. This third book now moves to examine different aspects of generating understanding about what science is learnt, how it is learnt, and how it is valued. Valuing Assessment in Science Education will appeal to all those with some engagement with and/or use of research in science education, including research students, academics, curriculum development agencies, assessment authorities, and policy makers. It will also be of interest to all classroom science teachers who seek to keep abreast of the latest research and development and thinking in their area of professional concern.
Synopsis
Assessment continues to be a fundamental and determining issue in research in science education, in curriculum development and implementation in science education, and in science teaching and learning at all levels of education. This book takes both a broad and a deep view of assessment in science education in a wide range of contexts, and thus explores assessment in multiple ways from multiple perspectives. The book examines the relationships between assessment, measurement and evaluation. It also explores assessment philosophies and practices in relation to the science curriculum and scientific literacy. Such an exploration will also need to examine the relationships between assessment and learning, particularly in terms of goals, values, beliefs, attitudes and purposes of science education. An extension of these considerations is to consider the notion of 'science assessment literacy'. The book considers assessment in science education in a range of contexts -such as classroom-based, system-wide, international comparisons - and at a range of levels - preschool, primary (elementary) education, secondary education, undergraduate education. The book also seeks to tease out the ways in which the impact of assessment on policy and practice is related to the contexts in which the assessment occurs.
Synopsis
This book examines the relationships between assessment, measurement and evaluation. It also explores assessment philosophies and practices in relation to the science curriculum and scientific literacy.
Table of Contents
Mike Askew (Monash University) Can't be measured. Can be assessed? Paul Black (King's College London) The formative-summative link in theories of pedagogy. Audrey Champagne (SUNY Albany) How policy documents do or do not impact on assessment, curriculum, and standards - the example of USA Deborah Corrigan & Rebecca Cooper (Monash University) Exploring Teachers' Values and their Connection to Assessment PracticesBronwen Cowie (University of Waikato) Culturally responsive assessment: Making space for diversity Peter Fensham (Monash University & Queensland University of Technology) International Assessments of Science Learning: Their positive and negative contributions to science education Peter Fensham (Monash University & Queensland University of Technology) & Léonie Rennie (Curtin University of Technology) The assessment of the new dimensions of science education : Keys to improving science teaching and learning. Angela Fitzgerald & Richard Gunstone (Monash University) Embedding formative assessment in primary school science lessons: A case study (working title) Marilyn Fleer & Gloria Quinones (Monash University) Zones of assessment, 'perezhivanie' and young children's scientific engagement across home, school and community Brian Hand & Mary-Grace Villanueva (University of Iowa) Aligning assessment with immersion in argument-based inquiry practices: what needs to be assessed and how to achieve it. Christine Harrison (King's College London) Teachers' assessment literacy, and effective regimes of CPD to help teachers develop assessment skills and other aspects of assessment literacy. Alister Jones& Cathy Buntting (University of Waikato) International, National and Classroom Assessment: Potent factors in shaping what counts as science. Stephen Keast & Amanda Berry (Monash University) Assessment in preservice science teacher education Wilmad Kuiper (Netherlands Institute for Curriculum Development [SLO] & Utrecht University Aligning science curriculum renewal efforts and assessment practices Desmiond Lee Hang & Beverley Bell (University of Waikato) Formative assessment as a cultural practice: an example from science education. Hongming Ma (Monash University) The impact of College Entrance Examination on secondary school teachers' pedagogical practice in China Robin Millar (University of York) Fundamental yet neglected aspects of assessment in science education (working title only) Pernilla Nilsson (Halmstad University) & John Loughran (Monash University) Assessing the development of pre-service primary science teachers' PCK through CoRes Jinwoong Song (Seoul National University) On the disparity between performance and engagement in East-Asian students' science learning Bronwen Cowie (University of Waikato) Culturally responsive assessment: Making space for diversity Peter Fensham (Monash University & Queensland University of Technology) International Assessments of Science Learning: Their positive and negative contributions to science education Peter Fensham (Monash University & Queensland University of Technology) & Léonie Rennie (Curtin University of Technology) The assessment of the new dimensions of science education : Keys to improving science teaching and learning. Angela Fitzgerald & Richard Gunstone (Monash University) Embedding formative assessment in primary school science lessons: A case study (working title) Marilyn Fleer & Gloria Quinones (Monash University) Zones of assessment, 'perezhivanie' and young children's scientific engagement across home, school and community Brian Hand & Mary-Grace Villanueva (University of Iowa) Aligning assessment with immersion in argument-based inquiry practices: what needs to be assessed and how to achieve it. Christine Harrison (King's College London) Teachers' assessment literacy, and effective regimes of CPD to help teachers develop assessment skills and other aspects of assessment literacy. Alister Jones& Cathy Buntting (University of Waikato) International, National and Classroom Assessment: Potent factors in shaping what counts as science. Stephen Keast & Amanda Berry (Monash University) Assessment in preservice science teacher education Wilmad Kuiper (Netherlands Institute for Curriculum Development [SLO] & Utrecht University Aligning science curriculum renewal efforts and assessment practices Desmiond Lee Hang & Beverley Bell (University of Waikato) Formative assessment as a cultural practice: an example from science education. Hongming Ma (Monash University) The impact of College Entrance Examination on secondary school teachers' pedagogical practice in China Robin Millar (University of York) Fundamental yet neglected aspects of assessment in science education (working title only) Pernilla Nilsson (Halmstad University) & John Loughran (Monash University) Assessing the development of pre-service primary science teachers' PCK through CoRes Jinwoong Song (Seoul National University) On the disparity between performance and engagement in East-Asian students' science learning