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ERIC Number: EJ758532
Record Type: Journal
Publication Date: 2004-Mar
Pages: 3
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0036-8555
Assessing Student Understanding
Erekson, Tom
Science Teacher, v71 n3 p36-38 Mar 2004
Science education has moved from the traditional lecture-and-demonstration model toward a student inquiry model. Inquiry activities allow students to discover many relationships of science for themselves. However beneficial this shift may be, former assessment methods used in the traditional model may no longer effectively determine student understanding. Professional educators must seek out better assessment methods for inquiry-based learning. This article discusses two strategies used to assess student understanding of inquiry-related activities. These strategies are written lab reports and whiteboard presentations. Inquiry as an instructional method is here to stay. Teachers must learn how to implement inquiry activities in their classrooms and rethink how to ask students to write lab reports and present lab findings. By doing so and using a variety of assessment strategies, teachers will become much more effective at determining just how well students understand science. (Contains 1 figure.)
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: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A