Two examples of the interaction between computer technology and assessment are described: a tool-based knowledge representation approach to assess content understanding and a team problem-solving task involving negotiation. The examples serve as the context for the exploration of validity, equity, and utility. (LZ)

Drawing from current models, research, and science and mathematics education reform documents, this article first defines and/or delimits three broad domains of education: integrated school science and mathematics, assessment, and technology. A list of characteristics is derived, and two integrated school science and mathematics activities are…

The use of computers in science assessment is examined for six considerations: (1) purpose of computer use in assessment; (2) value of program evaluation models; (3) possible harmful side effects of assessment; (4) nature of imbedded questions; (5) definition of treatment; and (6) computers and the classroom context. (LZ)

Focuses on the development of informed teacher advocacy for new advancements in technology-based assessment. Suggests key evaluative questions for teachers to ask about any forms of science assessment that would amplify the potential value of new technology-based forms of classroom science assessment applications. (LZ)

Suggests that computer and related technologies as tools for teaching, learning, and assessment are neither gender neutral nor benign in effect. Examines computers, equity, and access issues, computers as a technology, and the implications for computer-based assessment. (LZ)

Gives descriptions of how performance assessment tasks are linked to science curriculum objectives, along with criteria for and examples of performance assessment tasks. Describes the role that computers and related technology can play in problem-based performance assessment. (LZ)

Suggests that, based on a theory of situated learning, assessment must emphasize process as much as product. Several assessment examples are given, including a computer-based planning assistant for a mathematics and science video, suggestions for computer-based portfolio assessment, and speculations about embedded assessment of virtual situations.…

Assessed the science process skills and the Piagetian development level of about 90 secondary school students in years 7, 8, and 9. Found only a simple two-level hierarchy (basic and integrated) of process skills. Found considerable overlap between science process skills and Piagetian development level. (28 references) (Author)

Identified strategies high school students (n=174) use in studying from textbooks and their relationships to selected environmental and personal variables. Found some students always use the same strategies whereas others study differently for different purposes. Most study longer for tests. Outlines were the most widely used study tool. (15…

Taught comparative animal physiology to undergraduates (n=31) using student-centered (open-ended) investigations in small groups. Questionnaires and discussion found that students appeared to value learning through their own experience as highly as they did being taught and valued the opportunity to establish and develop skills less easily…

Writing/drawing activities, picture quizzes, and questionnaires of elementary school children in England and Australia found that the high profile of design and make in the England and Wales Technology National Curriculum was reflected by children's emphasis on model-making, an aspect generally ignored by Australian children. (34 references)…

Responses of about 1,210 sixth-formers were compared to responses of 268 who are going on to higher education to become scientists. Responses were analyzed concerning their reaction to different types of student activity in school science, factors which encouraged or discouraged them toward careers in science or engineering, and their…

Explored the degree to which a sample of Tanzania science teachers were able to interpret the local production of alcohol in light of their conceptual knowledge of the science involved, designed experiments for investigating factors relating to the processes of fermentation and distillation, and considered alternatives for improving this…

Assessment of practical objectives by means of a project which occurred in an operational Advanced level examination in the United Kingdom is analyzed for construct validity. As in previous research, low correlation were found between scores of (n=218) candidates on the project and on the other components of the examination. (18 references)…

Presents findings from a case study into the development of student understanding of chemical bonding. Reveals significant progression in student understanding but also highlights issues of how such progression should be addressed. Emphasizes factors associated with blocks to appropriate concept development. (33 references) (Author/MKR)