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ERIC Number: EJ1068280
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0040-5841
Assessment at the Intersection of Science and Literacy
Pearson, P. David; Knight, Amanda M.; Cannady, Matthew A.; Henderson, J. Bryan; McNeill, Katherine L.
Theory Into Practice, v54 n3 p228-237 2015
The authors of this article, all of whom have been a part of this effort to assess argumentation in literacy-rich science curriculum, have struggled with our attempts to build 3 argument-related assessments--understanding, critiquing, and constructing arguments about scientific phenomena in both oral and written modes. Loosely affiliated with the Seeds of Science/Roots of Reading Project at Lawrence Hall of Science, this effort focused on creating a suite of assessments as models for how middle school science teachers might create their own school-based, curriculum-embedded assessments of science. After reviewing the broad scope and insights derived from a 10-year history of assessments that operate at the intersection of science and literacy, we zoom in on 3 vexing but informative challenges they encountered--and addressed (if not resolved)--as they tried to assess the comprehension, critique, and construction of oral and written arguments.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A