Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/22839
Title: Assessing science teaching and learning
Contributor(s): Whannell, Robert  (author)orcid ; Taylor, Neil  (author)orcid 
Publication Date: 2017
Handle Link: https://hdl.handle.net/1959.11/22839
Abstract: Assessment is an integral component of everything that you do as a teacher. The importance of assessment cannot be underestimated. This importance arises due to assessment being the tool that provides feedback to the student, teacher, school administration, and parents and caregivers about the effectiveness ofleaming and instruction in the classroom. With state and national level assessment, such as Queensland Core Skills (QCS) test, Higher School Certificate (HSC) in New South Wales and National Assessment Program - Literacy and Numeracy (NAPLAN) nationally, it can be seen that it provides the lens through which classroom activity, student learning and teacher effectiveness are determined. By the end of this chapter, you will have a good understanding of assessment as a tool for measuring student performance and, more importantly, as a tool used by the teacher and student to make the classroom a highly effective learning environment. You will also understand the differing requirements relating to assessment and reporting imposed on teachers at the federal and state level. This chapter will present to you some of the theory behind how teachers approach the development of assessment tasks in science. You will be introduced to a number of ideas, including the use of formative assessment, used primarily as a means of informing both the student and teacher about progress and as a means of diagnosing learning challenges, and summative assessment, which will form the basis of measuring and reporting student progress. The opportunity to consider the different roles of assessment as it relates to learning will also be provided.
Publication Type: Book Chapter
Source of Publication: Teaching Secondary Science: Theory and Practice, p. 116-140
Publisher: Cambridge University Press
Place of Publication: United Kingdom
ISBN: 9781316636114
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
Socio-Economic Outcome Codes: 970113 Expanding Knowledge in Education
HERDC Category Description: B2 Chapter in a Book - Other
Other Links: https://nla.gov.au/anbd.bib-an59902927
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Appears in Collections:Book Chapter
School of Education

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