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ERIC Number: EJ782879
Record Type: Journal
Publication Date: 2008-Jan
Pages: 7
Abstractor: ERIC
Reference Count: 8
ISSN: ISSN-0887-2376
Assessing Scientific Inquiry
Peters, Erin
Science Scope, v31 n5 p27-33 Jan 2008
Assessing student-led, open-ended scientific inquiry holds a unique problem for classroom teachers because of the diverse skills and content that emerge from student work. This article provides tangible strategies for teachers to assess divergent student-generated inquiry in a manner that is manageable for teachers, informative for students, and that demonstrates measurable academic growth. By developing a culture of assessment as information, planning lessons that allow open-ended communication, and establishing tangible criteria for scientific thinking, teachers can be well informed about student growth. (Contains 4 figures.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A