ERIC Number: ED431796
Record Type: Non-Journal
Publication Date: 1999-Mar-30
Reference Count: N/A
Student Science Journals and the Evidence They Provide: Classroom Learning and Opportunity To Learn.
Ruiz-Primo, Maria Araceli; Li, Min; Ayala, Carlos; Shavelson, Richard J.
Student science journals were evaluated as an assessment tool to demonstrate student performance throughout the course and the opportunities students have to learn science in their classrooms. The study was conducted with 163 fifth graders from 7 classrooms, although 1 teacher did not collect student journals, reducing the sample size. Close and proximal assessments were administered before and after instruction in each of two units. Student journals within a class were selected based on performance on the posttest as high, medium, or low. Eighteen journals were scored for one unit, and 14 for the other. Each journal was scored by two scorers. Preliminary results indicate that student journals can be scored reliably. Unit implementation and student performance scores were highly consistent across scorers and units. Teacher feedback scores were less reliable, but show potential for use. Inferences about unit implementation using the journals were justified, and inferences about student performance were also encouraging. These results reveal the potential usefulness of assessment through student science journals. (Contains 8 tables, 2 figures, and 16 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A