NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ874419
Record Type: Journal
Publication Date: 2009
Pages: 18
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0002-4805
Assessment Techniques Corresponding to Scientific Texts in Commercial Reading Programs: Do They Promote Scientific Literacy?
Phillips, Linda M.; Norris, Stephen P.; Smith, Martha L.; Buker, Jodi; Kasper, Chandra
Alberta Journal of Educational Research, v55 n4 p435-452 Win 2009
This research is part of a larger study of commercial reading programs used in Canada in grades 1-6. The specific purposes of the results reported here were to identify and quantify the assessment techniques suggested for the selections that contain scientific content, to show how the assessments differ by grade, to evaluate the nature and quality of the assessments, and to examine the extent to which the assessments help foster scientific literacy. It was found that the assessments occurred in six major forms and employed about a dozen assessment tools that engage students in nearly 20 tasks. Such variety is endorsed in both literacy and science education position statements. The assessments showed some weak trends by grade, but primarily left the purpose of the assessments to teachers' judgment. The consequence is that teachers probably will choose the assessments for formative rather than summative evaluation, an approach also endorsed by literacy and science education policy statements. Hardly any of the assessments focused on the specificities of learning to read texts that are scientific such as interpreting descriptions of methods and research findings and thus had limited use in promoting this particular aspect of scientific literacy.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada