ABSTRACT

The importance of engaging students in disciplinary practices of science is widely acknowledged and well researched. What is less understood is how to assess students’ development of these practices. In particular, there is a need for understanding how formative assessment and feedback practices can be integrated into classroom instruction in ways that are linked to science practices and aligned with theories of learning. This paper examines the question with regards to scientific theory-building practices. It presents an approach to integrating formative assessment and feedback into science instruction and illustrates it with a narrative account of its implementation in one classroom. It describes changes in assessment results over the course of one unit and relates those changes to the feedback activities.

摘要

让学生参与科学学科实践的重要性得到广泛认可和深入研究。不太了解的是如何评估学生对这些实践的发展。特别是，需要了解如何将形成性评估和反馈实践以与科学实践相关联并与学习理论相一致的方式融入课堂教学。本文研究了有关科学理论构建实践的问题。它提出了一种将形成性评估和反馈整合到科学教学中的方法，并通过对其在课堂中实施的叙述性说明来说明它。它描述了一个单元过程中评估结果的变化，并将这些变化与反馈活动联系起来。