ERIC Number: ED483406
Record Type: Non-Journal
Publication Date: 2004-Aug
Informal Formative Assessment of Students' Understanding of Scientific Inquiry. CSE Report 639
Ruiz-Primo, Maria Araceli; Furtak, Erin Marie
Center for Research on Evaluation Standards and Student Testing CRESST
This paper provides information on an exploratory study about informal formative assessment practices in three science classrooms implementing a physical science curriculum focusing in buoyancy. We provide a framework for examining these practices based on three components of formative assessment (eliciting, recognizing and using information) and three domains linked to science inquiry (epistemic frameworks, conceptual structures, and social processes). We developed a coding system to track strategies teachers used across the three informal formative assessments components. The coding system could capture differences in assessment practices across the three teachers. Furthermore, based on three questions used for assessing students' performance we linked students' level to the quality of the teachers' assessment practices. We concluded that the strategies provided important information about the teacher informal assessment practices.
Descriptors: Student Evaluation, Science, Formative Evaluation, Teaching Methods, Evaluation Methods, Scientific Concepts, Epistemology
Center for the Study of Evaluation (CSE)/National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 300 Charles E. Young Drive North, GSE&IS Bldg., 3rd Flr./Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532.
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.
Grant or Contract Numbers: N/A