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ERIC Number: ED422347
Record Type: Non-Journal
Publication Date: 1998-Apr-17
Pages: 24
Abstractor: N/A
Reference Count: N/A
Evaluating the Effects of an Integrated Assessment System: Changing Teachers' Practices and Improving Student Achievement in Science.
Roberts, Lily; Wilson, Mark
Evaluation findings are presented from a 2-year project to design and field test an embedded assessment system in concert with the development of a middle school science course, "Issues, Evidence, and You," (IEY), by the Science Education for Public Understanding Program (SEPUP) at the Lawrence Hall of Science. IEY is a four-part course that consists of 65 hands-on activities with embedded assessments that draw on related constructions that include the ability to: (1) identify evidence and make tradeoffs; (2) design and conduct experiments; (3) communicate in written and verbal formats; (4) recognize, use, and apply scientific concepts; and (5) work effectively in a group. This paper describes how the effects of this integrated assessment system were evaluated using mixed methods. It presents results for both teacher change in assessment practices and student achievement. Participants were 51 SEPUP teachers and 12 comparisons in non-SEPUP classes. Field test findings indicate that there must be ongoing support to promote assessment reform in the classroom. The use of assessment moderation was the critical component in SEPUP that supported teacher professional development and changed their assessment practices. Assessment moderation brings a group of teachers together to share and score a sample of student work and reach consensus on student scores, thus providing a means for technical quality control in the application of scoring guides. Moderation also gave teachers the opportunity to discuss the instructional applications of student scores and address the conversion of scores to grades to meet reporting requirements. (Contains 2 tables, 2 figures, and 44 references.) (Author/SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A