The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Assessing Science Inquiry: A Case Study of the Virtual Performance Assessment Project
Author(s): Jody Clarke-Midura (Harvard University, USA), Jillianne Code (University of Victoria, Canada), Nick Zap (Simon Fraser University, Canada)and Chris Dede (Harvard University, USA)
Copyright: 2012
Pages: 27
EISBN13: 9781466617216
Purchase
View Sample PDF
Abstract
Science inquiry is a cognitive process that depends upon the active engagement of students and is something that students do and is minds-on. However, given its active nature, assessing science inquiry process skills remains a challenge for educators. In this chapter, the authors describe research being carried out to develop Virtual Performance Assessments (VPAs) that measure science inquiry practices. They provide a case study of how VPAs are being used to design summative assessments that measure middle school students’ scientific inquiry aligned with national standards. The goal is to provide educators with a model of how they can assess science inquiry skills in their classrooms.
Related Content
Kevin Burden, Simon Atkinson.
© 2010.
18 pages.
|
Mete Akcaoglu.
© 2013.
10 pages.
|
Diane M. Scott.
© 2020.
18 pages.
|
Viktor Wang.
© 2010.
15 pages.
|
Gorg Mallia.
© 2011.
19 pages.
|
|
|