Welcome to the InfoSci Platform
Next Generation Science Assessment: Putting Research into Classroom Practice

Next Generation Science Assessment: Putting Research into Classroom Practice

Edward G. Lyon
Copyright: © 2013 |Pages: 18
ISBN13: 9781466628090|ISBN10: 146662809X|EISBN13: 9781466628106
DOI: 10.4018/978-1-4666-2809-0.ch013
Cite Chapter Cite Chapter

MLA

Lyon, Edward G. "Next Generation Science Assessment: Putting Research into Classroom Practice." Approaches and Strategies in Next Generation Science Learning, edited by Myint Swe Khine and Issa M. Saleh, IGI Global, 2013, pp. 247-264. https://doi.org/10.4018/978-1-4666-2809-0.ch013

APA

Lyon, E. G. (2013). Next Generation Science Assessment: Putting Research into Classroom Practice. In M. Khine & I. Saleh (Eds.), Approaches and Strategies in Next Generation Science Learning (pp. 247-264). IGI Global. https://doi.org/10.4018/978-1-4666-2809-0.ch013

Chicago

Lyon, Edward G. "Next Generation Science Assessment: Putting Research into Classroom Practice." In Approaches and Strategies in Next Generation Science Learning, edited by Myint Swe Khine and Issa M. Saleh, 247-264. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2809-0.ch013

Export Reference

Mendeley
Favorite

Abstract

The recent release of science education documents such as A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012) marks the transition into a new generation of science education. This transition necessitates a close look at how pre-college science teachers will assess a diverse group of students in ways that are consistent with science education reform. In this chapter, the authors identify current research in science assessment and employ assessment coherence, assessment use, and assessment equity as guiding principles to address the challenges of putting science assessment research into classroom practice. To exemplify these challenges, they describe a study where a research instrument designed to measure scientific reasoning skills was translated into a high school science classroom assessment. The goal of this chapter is to stimulate conversation in the science education community (researchers, assessment developers, teacher educators, administrators, and classroom teachers) about how to put science assessment research successfully into practice and to describe what next steps need to be taken, particularly around assessing diverse student populations.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.