Assessment in Science: Practical Experiences And Education by Editors: Maureen McMahon, Patricia Simmons, Randy Sommers

By Editors: Maureen McMahon, Patricia Simmons, Randy Sommers

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Conclusion addresses original question. Clear conclusion present, but connection between conclusion and data seems weak. Conclusion addresses original question. Conclusion is present, but difficult for reader to understand how the conclusion is connected to data, or conclusion does not address original question. Is there discussion of ways to continue or expand the investigation? Report includes ways study could be continued or expanded. Further discussion of investigateable questions, but questions only peripherally related to present study.

Then the learner can plan what actions to take to improve his or her knowledge and skills. Other researchers have found that students tend to succeed academically when they believe they are capable of meeting learning challenges and are highly motivated (Stiggins 1999; Zimmerman and Schunk 2001). Studies have shown that self-efficacy is highly correlated with self-regulated learning, motivational beliefs, and student achievement (Zimmerman and Schunk 2001). Therefore, assessment strategies that build academic self-efficacy and motivation hold great promise as educational interventions (Black and Wiliam 1998b; Brookhart 1997).

This can lead to the problem of omitting, or providing insufficient, items from other important topics taught in class. Projects, Labs, or Reports X X X X X Display positive attitudes about science (like science) X X X Be able generate and research questions X X Carry out scientific investigation X X X X Communicate scientific data X X Be effective problem solvers X X X X Know about scientists and their inventions/discoveries Understand the nature of science X X X X X X X X X Graphic Organizers Essays X Observation Checklists Matching X Engage in cooperative work Apply knowledge to new situations or everyday life 26 Short Answer Understand science content True/False GOALS FOR STUDENTS Multiple Choice PERFORMANCE TASKS Peer Assessment TA B L E 1 .

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