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Tables of Contents for Assessing Science Understanding
Chapter/Section Title
Page #
Page Count
Contributors
xvii
Preface
xix
Learning, Teaching, and Assessment: A Human Constructivist Perspective
Joseph D. Novak
Joel J. Mintzes
James H. Wandersee
The Role of Assessment
1
1
The Learner
2
5
The Teacher
7
1
Knowledge and Knowledge Creation
8
3
The Social Milieu
11
2
A Foreword
13
1
References
13
6
Assessing Science Understanding Through Concept Maps
Katherine M. Edmondson
Concept Mapping to Portray Shared Meaning and Meaningful Learning
19
3
Concept Maps as Assessment Tools
22
8
Cases in Point: Assessing Shared Meaning in Specific Disciplines or Content Domains with a View to the Larger World
30
5
Summary and Conclusions
35
1
References
36
6
Assessing Science Understanding: The Epistemological Vee Diagram
Joel J. Mintzes
Joseph D. Novak
Understanding Understanding
42
5
Sharing Meanings (Intersubjectivity)
43
1
Resolving Inconsistencies (Coherence)
44
2
Seeking Simplicity (Parsimony)
46
1
Thinking Critically (Transparency)
47
1
Introducing Gowin's V Diagram
47
7
Focus Question
49
1
Objects and Events
50
1
Conceptual (Thinking) Side
50
2
Methodological (Doing) Side
52
2
V Diagrams in College Biology
54
6
Template and Rubric
54
3
Blaine
57
1
Melodie
57
3
Corrie
60
1
Comments and Reflections
60
6
V Diagrams in College Biology
60
2
Improvement of Laboratory Study Guides
62
2
V Diagrams in Junior High School
64
2
The Need for Greater Epistemological Understanding
66
2
References
68
4
``What Do You Mean By That?'': Using Structured Interviews to Assess Science Understanding
Sherry A. Southerland
Mike U. Smith
Catherine L. Cummins
The Need for Qualitative Assessment Tools
72
1
What is a Structured Interview?
73
1
Structured Interview Tasks
73
11
Interviews about Instances
74
2
Prediction Interviews
76
3
Sorting Interviews
79
3
Problem-Solving and Process Interviews
82
2
Conducting Structured Interviews
84
5
Practicalities of Preparation
84
1
Student Comfort
84
1
Timeframe
85
1
Prompts, Follow-Up Questions, and Interviewer Comments
85
2
Pilot Studies
87
1
Potential for Formal Evaluation
88
1
How to Make Sense of Interview Responses
89
1
Issues to Consider in the Use of Structured Interviews
90
1
Mode Validity
90
1
Content Specificity
91
1
Using Structured Interviews to Inform Teaching
91
1
References
92
4
Dialogue as Data: Assessing Students' Scientific Reasoning with Interactive Protocols
Kathleen Hogan
JoEllen Fisherkeller
The Knowledge and Reasoning Connection
96
1
Broadening Conceptualizations of Scientific Reasoning
97
3
Using Verbal Interactions to Assess Scientific Reasoning
100
2
Steps for Assessing Reasoning Through Verbal Interactions in Classroom and Interview Contexts
102
21
Determine a Purpose and Approach
102
2
Establish and Communicate Standards for Reasoning
104
2
Choose Interactive Settings for Assessment
106
4
Choose Tasks for Eliciting and Assessing Reasoning
110
3
Collect Data
113
2
Analyze Data
115
7
Give Feedback or Make Claims
122
1
Challenges, Caveats, and Conclusions
123
1
References
124
7
Designing an Image-Based Biology Test
James H. Wandersee
What Can an Image-Based Test Reveal about Biology Learning?
131
1
What are the Testing Implications of Paivio's Dual Coding Theory?
132
1
What are Some Salient Principles of Visual Perception and Cognition?
133
2
How Can the Student's Attention be Focused on Selected Aspects of the Photographic Image?
135
1
When Should a Color Image Be Used Instead of a Monochrome Image?
135
1
What is the Author's Model of Image-Based Biology Test-Item Design?
136
2
What are Some Examples of Model-Based Test Items?
138
1
How Can Image-Based Biology Test Results Be Analyzed and Interpreted?
138
4
References
142
5
Observation Rubrics in Science Assessment
John E. Trowbridge
James H. Wandersee
Observation in the Naturalist Tradition
147
1
Agassiz' Biology Teaching Legacy
147
2
Science Advances Through Observation
149
1
Notable Scientists Who Use Observations as a Basis for Their Work
150
2
Pedagogy and the New Standards
152
2
Theory-Ladenness of Observation
154
1
Teaching the Power of Direct Observation
154
1
Complementary Sets of Criteria to Assess the Quality of Observation
154
3
Making Observations Well---The Norris Criteria
154
1
Reporting Observations Well---The Norris Criteria
155
1
Assessing Reports of Observations---The Norris Criteria
155
1
Levels of Observational Competency---The ESC Criteria
156
1
Human Vision
157
1
Filtering of Human Vision
157
1
Journals
158
1
Constructing Observation Rubrics
158
3
Teaching How to Make Good Observations
161
2
Teaching How to Report Observations Well
163
1
Teaching How to Assess Observations Well
163
1
Conclusion
164
1
References
165
3
Portfolios in Science Assessment: A Knowledge-Based Model for Classroom Practice
Michael R. Vitale
Nancy R. Romance
Portfolios and Assessment in Science
168
3
Portfolios and Science Assessment
168
1
Portfolios in Science Classrooms and Assessment Methodology
169
1
Recognizing Other Instructional Uses of Portfolios in Science Teaching
170
1
Summary of Potential Benefits and Problems with Portfolio Assessment in Science
171
1
Limitations of the Chapter on the Scope of Portfolio Assessment
171
1
A Congnitive Science Perspective on Knowledge, Learning, and Assessment
172
10
Core Concepts and Concept Relationships as a Framework for Science Understanding
172
1
A Methodological Perspective on Science Knowledge and Understanding
173
2
Concept Mapping as a Practical Strategy for Knowledge Representation in Science Classrooms
175
1
Knowledge-Based Architectures for Science Teaching and Assessment
176
6
A Knowledge-Based Portfolio Assessment Model
182
7
Additional Perspectives Relating to Knowledge-Based Assessment
182
2
A Model for Knowledge-Based Portfolio Assessment
184
3
Some Elaborations of the Basic Model for Knowledge-Based Portfolio Assessment
187
1
Planning and Implementation Guidelines for Knowledge-Based Portfolio Assessment
188
1
Examples Illustrating the Knowledge-Based Portfolio Assessment Model
189
4
Formal and Informal Processes for Developing Knowledge-Based Portfolio Tasks
189
1
Selected Examples of Knowledge-Based Portfolio Tasks
190
2
Some Variations on the Knowledge-Based Portfolio Examples
192
1
Implications of the Knowledge-Based Model for Science Teachers and Researchers
193
1
References
194
4
SemNet Software as an Assessment Tool
Kathleen M. Fisher
What is the SemNet Software?
198
3
What is Meaningful Conceptual Understanding in Science?
201
1
How Can Meaningful Conceptual Understanding Be Assessed?
202
1
Using SemNet as an Assessment Tool
203
1
Nature of Relations
204
1
Generative Assessments with SemNet
204
3
Diagnostic Assessment
205
1
Embedded Assessments
206
1
Summative Assessment
206
1
Assessment of Prior Knowledge
207
1
Strategies for Evaluating Student-Generated Semantic Networks
207
7
Overview---About Net
208
1
Quality of Relations
209
2
Assessing Content
211
1
Quality of Concept Descriptions
211
1
Identifying Main Ideas---Concepts by Embeddedness
212
1
Hierarchies and Temporal Flows
213
1
Peer Review of Nets
213
1
Assessing Contributions of Members of a Group
213
1
Incorporating SemNet-Based Assessment into Printed Tests
214
3
Assessing Knowledge about Main Ideas
214
1
Assessing Knowledge about Details
215
1
Assessing Knowledge about Relations
215
1
Assessing Ability to Make Fine Discriminations
216
1
Summary: A Vision for the Future
217
2
References
219
5
Writing to Inquire: Written Products as Performance Measures
Audrey B. Champagne
Vicky L. Kouba
Definitions, Assumptions, and Perspectives
224
5
Assessment
225
1
Performance Assessment
225
1
Opportunity to Learn
226
1
Performance Expectations
226
1
Inquiry
227
2
The Learning Environment
229
3
Discourse in the Science Classroom
232
2
Evidence That Learning Has Occurred
233
1
Writing to Inquire
234
3
Writing to Develop Community Norms
236
1
The Teacher
237
1
Theoretical Perspective
237
2
Social Constructivism
237
1
Reflective Thinking
238
1
Rhetoric
239
1
Performance Expectations
239
1
Strategies for Developing Performance Expectations
240
1
An Example of the Process of Developing Performance Expectations
241
5
National Science Education Science as Inquiry Standard
241
1
Interpreting the Standard and Descriptions of the Abilities and Knowledge
242
2
Elaboration of the Abilities and Knowledge
244
2
Conclusions
246
1
References
246
5
The Relevance of Multiple-Choice Testing in Assessing Science Understanding
Philip M. Sadler
Background Issues
251
6
History of Multiple-Choice Tests
251
1
Standardized Tests
252
2
Underlying Theories
254
1
The Origins of Testing for Preconceptions
255
2
Test Construction
257
2
Item Construction
257
1
Examples of Constructivist Tests in Science
258
1
Pychometric Tools
259
6
Item Response Theory
259
1
Analysis of Two Items and the J-Curve
260
4
Test Characteristics
264
1
Measuring Conceptual Change
265
7
Placement along a Continuum
265
2
Curriculum Maps
267
1
Cognitive Range
268
2
Logical Networks
270
2
Implications
272
2
References
274
5
National and International Assessment
Pinchas Tamir
Student Assessment
279
2
Curriculum Reform and Student Assessment
280
1
A Balanced Student Assessment
280
1
Types of Assessment
280
1
National Assessment
281
4
Scoring
281
2
The Meaning of Scores
283
1
Scoring Key: An Example
284
1
International Assessment
285
19
A Brief Introduction to TIMSS
285
1
Conceptual Framework for TIMSS
286
1
TIMSS Curriculum Framework
287
1
Who was Tested?
288
1
Data Collection
288
1
Rigorous Quality Control
288
1
United States
289
1
United Kingdom
290
1
France
291
1
Germany
291
1
Israel
292
1
Science Education: International
293
1
Teachers' Autonomy
293
1
Freedom Built into the System (Not Specific to Biology)
293
1
Particular Features of the Biology Program
294
1
Empowering Teachers
295
1
Differences between SISS and TIMSS
296
2
Selected Findings
298
1
Conclusions
299
1
References
300
1
Bibliography
301
3
On The Psychometrics of Assessing Science Understanding
Richard J. Shavelson
Maria Araceli Ruiz-Primo
Sampling Framework for Evaluating Alternative Science Achievement Tests
304
2
Psychometric Approaches to Modeling Science Achievement Scores
306
3
Classical Reliability Theory
307
1
Generalizability Theory
307
1
Item Response Theory
308
1
A Sketch of Generalizability Theory
309
8
Relative and Absolute Decisions
313
1
Measurement Error
313
1
Estimation of Generalizability and Dependability Coefficients
314
1
Generalizability and Decision Studies
315
1
Validity of Proposed Interpretations of Assessment Scores
316
1
Evaluation of Alternative Assessments: Examples and Summary of Findings
317
20
Concept Maps
318
12
Performance Assessment
330
7
Concluding Comments
337
1
References
338
6
Cautionary Notes on Assessment of Understanding Science Concepts and Nature of Science
Ronald G. Good
Defining Understanding: Expert--Novice Studies
344
2
Assessing Understanding of Science Concepts
346
3
Assessment as Problem Solving
346
1
Assessment as Concept Mapping
347
1
Assessment as Prediction
348
1
Assessing Beliefs about Science and Scientists
349
2
NOS Assessment: Problems and Prospects
349
2
Reasonable Assessment Expectations for Science Teachers
351
2
References
353
2
Epilogue: On Ways of Assessing Science Understanding
Joseph D. Novak
Joel J. Mintzes
James H. Wandersee
Assessing Science Understanding; A Summary of Tools, Techniques, and Ideas
355
4
Learning, Teaching, and Assessment: A Human Constructivist View
359
7
Assessing Assessment and Valuing Student Work
366
4
Assessing Assessment
366
3
Valuing Student Work
369
1
Windows on the Mind: Concluding Remarks
370
3
References
373
2
Index
375