ERIC Number: ED434931
Record Type: Non-Journal
Publication Date: 1999-Apr
Reference Count: N/A
The Implications of Project-Based Pedagogy for the Classroom Assessment Infrastructures of Science Teachers.
As some reform-minded teachers have discovered, classroom assessment can serve as a vital tool for meeting the challenges associated with project science activity. In essence, it functions as an infrastructure that both students and teachers rely on as a mediational tool for classroom activity and communications. The research described in this paper investigated the classroom assessment infrastructures created by three teachers involved in the Learning through Collaborative Visualization (CoVis) Project from 1993-94 to 1995-96. Each of the three teachers under study either created a new course or rationally reformulated an old one in an effort to incorporate project-based science pedagogy and supporting technologies. Their instructional goals and the role projects played within them varied widely, as did their assessment infrastructures. This paper provides a brief case study of each course that outlines the complex relationship between their curricular and assessment designs. In addition, a cross-case analysis demonstrates the common challenges faced and solutions used by the teachers as they crafted assessment infrastructures in support of project-based science activity. (Contains 3 tables and 59 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Illinois State Board of Education, Springfield.; National Science Foundation, Arlington, VA.
Authoring Institution: N/A