Designing Everyday Assessment in the Science Classroom

by J Myron Atkin, J Myron Atkin, Janet E Coffey

Atkin (education, emeritus, Stanford University) presents work revealing how middle school science teachers, in collaboration with a team of researchers, tried to improve their everyday assessment practices. The teachers describe the challenges they faced, differences among the teachers, and the personal nature of deep education change. They offer suggestions for designing professional development efforts that recognize significant variations among teachers in how they go about their assessment practices. Annotation © 2006 Book News, Inc., Portland, OR

Genres: Teaching

112 pages, Paperback

First published November 1, 2005

Reviews

[Aaron · Rating 5 out of 5]

This is going quick, and it is enjoyable and easily read. Nice use of teacher reflections to elaborate on the idea that all classroom experience is different and that teachers all have different goals in order to understand or evaluate their students' learning. Carry this over to what assessment is or can be, and then if you want (although it is outside the scope of this book and the research I will be engaged with immediately) you can maybe carry this over into our own interactions with the world, i.e. what we perceive and what we think we perceive, how we assess our movement through community and place compared to how we improve the quality of that movement and those interactions. Ask me if this isn't clear. This book is probably much clearer (on everything except my last point... that isn't covered here!)

[CEHD at the U of M]

Mistilina Sato, co-author.