How is science learning assessed at the postsecondary level? Assessment and grading practices in college biology, chemistry and physics

Journal of Science Education and Technology

Volumn 19, Issue 3, 2010, Pages 237-245

  Goubeaud, Karleen ^a  

^a LONG ISLAND UNIVERSITY   (United States)

Author keywords

Biology; Chemistry; Classroom assessment; Physics; Postsecondary education; Science education

Indexed keywords

EID: 77955055026     PISSN: 10590145     EISSN: 15731839     Source Type: Journal    
DOI: 10.1007/s10956-009-9196-9     Document Type: Article

References (40)

1. Atkin JM, Black P (2003) Inside science education reform: a history of curricular and policy change. Teachers College Press, New York.
2. Bass KM, Glaser R (2004) Developing assessments to inform teaching and learning. CSE Report 628. Los Angeles, CA: University of California, Los Angeles, Graduate School of Education and Information Studies, National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation. Also available at www. cse. ucla. edu/reports/R628. pdf.
3. Black P (2003) The importance of everyday assessment. In: Atkin JM, Coffey J (eds) Everyday assessment in the science classroom. NSTA Press, Washington, DC.
4. Black P, Wiliam D (1998) Assessment and classroom learning. Assess Educ Princ Policy Pract 5: 7-74.
5. Butz WP, Bloom GA, Gross ME, Kelly TK, Kofner A, Rippen HE (2003) Is there a shortage of scientists and engineers: how would we know? Issue Paper on Science and Technology. RAND, USA.
6. Chappuis S, Stiggins RJ (2002) Classroom assessment for learning. Educ Leadersh 60: 40-43.
7. Crane L, Winterbottom M (2008) Plants and photosynthesis: peer assessment to help students learn. J Biol Educ 42: 150-156.
8. Dochy F, Segers M, Sluijsmans D (1999) The use of self-, peer and co-assessment in higher education: a review. Stud High Educ 24: 331-350.
9. Duschl RA (2003) Assessment of inquiry. In: Atkin JM, Coffey J (eds) Everyday assessment in the science classroom. NSTA Press, Washington, DC.
10. Fellows NJ (1994) A window into thinking: Using student writing to understand conceptual change in science learning. J Res Sci Teach 31: 985-1001.
11. Gronlund NE (2005) Assessment of student achievement. Allyn & Bacon, Boston.
12. Heady JE (2000) Assessment-a way of thinking about learning-now and in the future: the dynamic and ongoing nature of measuring and improving student learning. J Coll Sci Teach 29: 415-421.
13. Hestenes D, Wells M (1992) A mechanics baseline test. Phys Teach 30: 159-166.
14. Hogan TP, Murphy G (2007) Recommendations for preparing and scoring constructed-response items: what the experts say. Appl Meas Educ 20: 427-441.
15. Jacobs LC (1992) Developing and using tests effectively: a guide for faculty. Jossey-Bass, San Francisco.
16. Jiménez-Aleixandre MP, Erduran S (2008) Argumentation in science education: an overview. In: Erduran S, Jiménez-Aleixandre MP (eds) Argumentation in science education: perspectives from classroom-based research. Springer, New York, pp 3-27.
17. Linn RL, Baker EL, Betebenner DW (2002) Accountability systems: implication of requirements of the no child left behind act of 2001. Educ Res 31: 3-16.
18. Maclellan E (2004) How convincing is alternative assessment for use in higher education? Assess Eval High Educ 29: 311-321.
19. Martinez MW (1999) Cognition and the question of test item format. Educ Psychol 34: 207-218.
20. Mazur E (1997) Peer instruction: a user's manual. Prentice Hall, Upper Saddle River, NY.
21. McDermott LC, Redish EF (1999) Resource letter: PER-1: physics education research. Am J Phys 67: 755-767.
22. National Research Council (NRC) (1996) National science education standards. National Academy Press, Washington, DC.
23. Palomba CA (1999) Assessment essentials: planning, implementing, and improving assessment in higher education. Jossey-Bass, San Francisco.
24. Popham J (2003) The seductive allure of data. Educ Leadersh 60: 48-51.
25. Richmond G, Parker J, Urban-Luraine M, Merritt B, Merrill J, Patterson R (2008) Assessment-informed instructional design to support principled reasoning in college-level biology. Paper presented at the NARST Annual International Conference, Baltimore, MD.
26. Robyt JF, White BJ (1990) Laboratory practical exams in the biochemistry lab course. J Chem Educ 67: 600-601.
27. Ruiz-Primo MA, Furtak EM (2007) Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry. J Res Sci Teach 44: 57-84.
28. Ruiz-Primo MA, Li M, Ayala C, Park R, Shavelson RJ (2004) Evaluating students' science notebooks as an assessment tool. Int J Sci Educ 26: 1477-1506.
29. Sadler DR (2005) Interpretations of criteria-based assessment and grading in higher education. Assess Eval High Educ 30: 175-194.
30. Sato M, Wei RC, Darling-Hammond L (2008) Improving teachers' assessment practices through professional development: the case of National Board Certification. Am Educ Res J 45: 669-700.
31. Shepard LA (2000) The role of assessment in a learning culture. Educ Res 29: 4-14.
32. Slater TF (1997) The effectiveness of portfolio assessments in science: integrating an alternative, holistic approach to learning into the classroom. J Coll Sci Teach 26: 315-318.
33. Stiggins RJ (1991) Facing the challenges of a new era of educational assessment. Appl Meas Educ 4: 263-273.
34. Takao AY, Kelly GJ (2003) Assessment of evidence in university students' scientific writing. Sci Educ 12: 341-363.
35. Tomanek D, Talanquer V, Novodvorsky I (2008) What do science teachers consider when selecting formative assessment tasks? J Res Sci Teach 45: 1113-1130.
36. US Department of Education (2001) No Child Left Behind Act of 2001. Report 107-334. House of representatives, 107th Congress, 1st Session.
37. US Department of Education, National Center for Education Statistics (2002) National Study of Postsecondary Faculty (NSOPF: 99) Methodology report. NCES 2002-154 by S. Y. Abraham, D. M. Steiger, M. Montgomery, B. D. Kuhr, R. Tourangeau, B. Montgomery, and M. Chattopadhyay. Project Officer: L. J. Zimbler. Washington, DC: NCES.
38. Wiggins G (1998) Educative assessment: designing assessment to inform and improve student performance. Jossey-Bass, San Francisco.
39. Yager RE (1991) The constructivist learning model: towards real reform in science education. Sci Teach 58: 52-57.
40. Yorke M (2003) Formative assessment in higher education: moves towards theory and the enhancement of pedagogic practice. High Educ 45: 477-501.