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ERIC Number: EJ1037363
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: ISSN-0036-8148
Assessments in the Arguments
Schleigh, Sharon
Science and Children, v51 n8 p46-53 Apr 2014
While most of us probably don't think of teachers as scientists, the truth of the matter is that teachers actually follow many of the scientific processes that scientists use to help them be effective. Teachers have to find ways to measure student learning and to use that measurement to inform their teaching practices. They need to know what a student knows before the instruction, and in turn what a student knows at the end of the lesson. This measurement allows teachers to identify whether or not the strategies used have been effective in the classroom. Sharon Schleigh writes in this article that she believes one great way of measuring student knowledge prior, throughout, and after instruction is with round robin journaling followed by the round robin white-boarding strategies. Here she describes a specific teaching strategy that can be used with any topic in science, embedding assessments in such a way that allows them to serve as instructional tools. An example is provided of a lesson description on the topic of light reflection from a fourth grade classroom. This lesson topic aligns with the learning progressions for physical science (PS4.B Electromagnetic Radiation, p. 8) from the "Next Generation Science Standards" (NGSS Lead States 2013).
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A