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.…

Describes "The Mechanical Universe," a video series aimed at high school physics teachers. Author asserts that the educational infrastructure must be strengthened to the point where science can be taught gradually, throughout the school years and beyond. Teachers need to become better by increasing mastery of the subject and by better…

Describes a project that addressed the challenge of promoting systemic change in science education through the use of instructional assessments. Instructional assessments integrate performance-based assessments with curriculum and instruction at the classroom level. Authors claim instructional assessment provides a promising lever for promoting…

Describes research project utilizing video cameras to record behavior while students worked on a combinatorics task in second grade and five months later when they were in third grade. Results describe student development of new mathematical ideas over an extended period of time. Authors argue that videotaping can play an important role in making…

A unit of study for gifted fourth and fifth graders is described on the subject of mathematical periodicity and chaos and the underlying physical processes which produce these phenomena. Hands-on activities, data analysis tools and computer aids are used for instruction in simple periodic motion (pendulum), complex superposition of motions…

Author explains that good communication skills require the following: an understanding of the audience and subtle interactions between writer and reader, organization skills, and certain basic communication skills. The task of writing a grant proposal in response to a specific set of instructions is used to illustrate the analysis and responses…

Examines the impact of using the Macintosh-based knowledge organization tool, SemNet, with prospective elementary and middle school teachers enrolled in an upper division biology course. (ZWH)

Addresses the problem of the effectiveness of teaching methodologies on fundamental engineering courses such as transport phenomena. Recommends the colloquial approach, an active learning strategy, to increase student involvement in the learning process. (ZWH)

Describes a project that explores the use of interactive computer software for teaching Einstein's special theory of relativity to secondary students. Also describes ways to use computers to help students visualize and experiment with otherwise inaccessible phenomena. (ZWH)

Investigates HyperCard as a tool for assessment in science education and determines whether or not a HyperCard assessment instrument could differentiate between expert and novice student performance on balancing stoichiometric equations in science education. (ZWH)

Addresses the urgency of the need to incorporate a global perspective and account for the reality of constant and rapid change when revising the science and math curricula. (ZWH)