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ERIC Number: ED478065
Record Type: RIE
Publication Date: 2003-Apr
Pages: 37
Abstractor: N/A
Preservice Teachers' Development and Implementation of Science Performance Assessment Tasks.
Morrison, Judith A.; Mcduffie, Amy Roth; Akerson, Valarie
This study explored how a field-based project involving preservice teachers' development and implementation of science performance assessment tasks in K-8 classrooms affected the preservice teachers' understanding of standards-based assessment and instruction. Participants were 25 preservice teachers in a science methods course. The teachers prepared science performance assessment tasks and then administered them as field tests to students. Researchers analyzed the tasks and student responses. Analysis of the data showed that preservice teachers did come to understand assessment as a formative process, and they also constructed ideas of when performance assessment is useful and when it is not appropriate. The analysis also reflected some areas in need of improvement. Preservice teachers did not develop strong skills in either analyzing children's thinking or in designing inquiry-based science instruction, and preservice teachers also appeared to need more experience with rubrics than the project provided. Findings show that professional development focused on performance assessment is worthwhile, but difficult to implement. An appendix contains the project description given the preservice teachers. (Contains 4 tables and 24 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).