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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W DEVELOPING TEST ITEMS There are many different ways teachers can evaluate student knowledge. This section includes a description of these various ways, including methods for creating valid and appropriate items, and selected examples. Prior to creating any test item, teachers must think about their goals for students 15 Chapter 2 and the teaching strategies used to reach those goals. These goals not only influence how one teaches, but also help determine which assessment methods are most appropriate.

Do not give “throwaway” answers. Tsumeb is a made-up word, and most students will recognize that sushi is food. This narrows the choices to two. Any wave could be a tidal wave (a wave from the tides). Tsunami is a technical term that students will recognize as the answer. 18 National Science Teachers Association Chapter 2 Which of the following are known for their contributions to our understanding of electricity? a. Hans Christian Oersted and Isaac Newton b. Galileo Galilei and Thomas Edison c.

Misses opportunities to teach and learn. SCORING There are at least five ways that teachers can increase the fairness with which tests are scored: 1. Cover/block the student’s name when grading student work. This reduces bias and prevents possible personality issues from influencing the scoring of answers/ work. 22 National Science Teachers Association Chapter 2 FIGURE 3. Scoring Rubric for Essay Question Four-Part Essay Prompt: 1. Write an operational question related to the experiment we did in class yesterday (in this case, “Cat’s Meow”—food coloring in milk, add a drop of soap).

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