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Improving Quality of Science Teacher Training in European Cooperation
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E-learning

  Assessing Science for Understanding (CZ) Training Module Based on Socio-cognitive Constructivism (CY) European Dimension in Integrated Science Education (LT) Development Procedural Skills in Science Education (BG) Using Laboratory to Enhance Student Learning and Scientific Inquiry (TR)  
Unit 1 - Purpose and Characteristic of Classroom Assessment Unit 2 - A Constructivist Approach in Assessment Unit 3 - Planning and Implementing Classroom Assessment Projects
Unit 4 - Techniques for Assessing Knowledge and Skills Unit 5 - Techniques for Assessing Learner Attitudes, Values and self-awareness Unit 6 - Assessing Learner Reactions to Instructions

Unit 3
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Planning and Implementing Classroom Assessment Projects



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©2007 - 2009    created by: Petr Hamal

Planning and Implementing Classroom Assessment Projects


Objectives:

An Introduction to the Classroom Assessment Project Cycle

The classroom assessment project has three main phases, and each phase consists of three steps:

Phase Steps Description
I Planning a classroom assessment project 1. Choosing the class in which to carry out the project In your initial project focus on class you will teach again
  2. Focusing on assessable questions about student learning Identify single teaching and learning goals and questions
  3. Designing an assessment project Map out the path by which you will seek an answer to the assessable question and choose the tools that will help you get that answer
II Implementing a classroom assessment project 4. Teaching the lesson related to questions Plan to integrate assessment activity into your regular class activities as smoothly as possible
  5. Assessing learning by collecting feedback Choose a simple assessment technique
  6. Analyzing the feedback Prepare yourself for surprising feedback. Look carefully at both positive and negative results.
III Responding to the results of assessment 7. Interpreting the results and formulating response to improve learning Try to understand students┬┤ feedback. Think through how you can respond to their feedback in way that will help the students to improve their own learning.
  8. Communicating the results to students and learning Maximize the possible positive impact of assessment
  9. Evaluating assessment project┬┤s effect on teaching Assess the outcomes and impact your teaching on students learning
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Tasks (assignments)

  1. Formulate 3 goals (at least) for your project.
  2. Suggest some questions related to formulated goals.
  3. Design your small assessment project.
  4. How many steps does your project have?
  5. Discuss you project with your lecturer or with your schoolmates.
  6. Do you think that science teacher used relevant questions to assess skills?
  7. Do you have any experience from your previous school life (as a secondary student) with the questioning to develop problem solving and recognition of pre-concepts?
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Summary

The guidelines below sum up the best advice, based on experience with classroom assessment.
  1. Start with assessable goals.
  2. Focus on alterable variables.
  3. Build in success.
  4. Get students actively involved.
  5. Start small.
  6. Set limits on time and effort you will invest.
  7. Be flexible and willing to change.
  8. Work with other teachers who share your interest.
  9. Remember that students must first learn to give useful feedback and then must practice doing so.
  10. Enjoy experimentation and risk-taking, not just success.
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Next Reading

Bransford, J.D., Brown, A.L., Cocking, R.R. (Ed) How People Learn. Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press, 2000. First Edition. ISBN 0-309-07036-8.

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References

Angelo T.A., Cross, K.P. Classroom Assessment Techniques. San Francisco: Jossey-Bass Publisher, 1993. Second Edition. ISBN 1-55542-500-3.

Mintzes,J.J., Wanderee, J.H., Novak,J.D. (Ed) Assessing Science Understanding. A Human Constructivist View. San Diego: Academic Press, 2000. ISBN 0-12-498365-0.

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