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ERIC Number: EJ758520
Record Type: Journal
Publication Date: 2004-Jan
Pages: 3
Abstractor: ERIC
Reference Count: 1
ISBN: N/A
ISSN: ISSN-0036-8555
Learning from Standards-Based Exams
Shiland, Thomas
Science Teacher, v71 n1 p47-49 Jan 2004
This article examines whether an analysis of student answers to a standards-based, summative examination can be used to improve a teacher's instruction. The author, who is a chemistry teacher at Saratoga Springs High School, analyzed both the multiple-choice and the constructed response questions of the June 2003 New York State chemistry exam focusing on the items that were heavily missed by his students. A total of 44 exams were analyzed from two classes of students. An analysis of two of the multiple-choice and two of the constructed response questions is presented. Based on an analysis of the students' answers, the author learned that a final exam can be used to improve instruction and not just as a "summative" measure of achievement.
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 - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York