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Read or Download Science Educator's Guide to Laboratory Assessment (#PB 145X2) PDF
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Extra info for Science Educator's Guide to Laboratory Assessment (#PB 145X2)
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Several teachers should review and use the scoring rubric to be sure that the scoring criteria are clear, appropriate, and correct. Whenever possible, the scoring guide should be shared with students prior to the assessment. More information on scoring procedures will be found in Chapter 4. Develop the Scoring Rubric Checklist ❏ Use anticipated responses to develop first draft of rubric. ❏ Score a few tests using this first draft. ❏ task in the allocated time. You also need to ensure that the materials and equipment are both available and familiar to students, and that the task does indeed measure the content and skills it claims to measure.
A. All group A objects are closed. B. All group A objects are the same size. C. All group A objects have the same kind of corners. D. All group A objects are squares. 7: Item II— Determine Properties of Grouped Objects. Modified from ESPET, 1992a. The diagrams below show eight objects placed in two different groups. Group A Group B What is a property of each of the objects in Group A, but is not a property of the objects in Group B? classified objects by observable properties. The three modifications follow.
Alternative assessment formats are more student-focused, student-centered, and authentic. They often provide students with opportunities to generate multiple solutions to problems, rather than merely select “correct” or “right” answers from a predetermined list. ” “Authentic” is an assessment term referring to “real-world” situations or contexts, which generally require a variety of approaches to problem solving and which allow for the possibility that a problem might have more than one solution.