Author： Morrison Judith Roth McDuffie Amy Akerson Valarie
Publisher： Springer Publishing Company
ISSN： 1571-0068
Source： International Journal of Science and Mathematics Education, Vol.3, Iss.3, 2005-09, pp. : 379-406
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
Abstract
Preservice teachers in a science methods course were provided instruction on performance assessment, then guided through a design and implementation process of performance assessment tasks. We assessed the effect of designing and implementing a performance assessment task on preservice teachers' understanding of standards-based assessment. The findings show that these preservice teachers improved in their understanding of assessment as a formative process as well as their science content understanding of the topic addressed in their designed task. We found that preservice teachers need to experiment with performance assessment tasks in an authentic context in order to understand the full potential and value of the task.
Related content
Access to resources
Recommend
By Wiebe Eric Slykhuis David Annetta Leonard
International Journal of Science and Mathematics Education, Vol. 5, Iss. 2, 2007-06 ,pp. :
By Foley Gregory D. Khoshaim Heba Bakr Alsaeed Maha Nihan Er S.
International Journal of Mathematical Education in Science and Technology, Vol. 43, Iss. 2, 2012-03 ,pp. :