Changing Assessment Practices in Science and Mathematics

Berenson, Sarah B.; Carter, Glenda S.

doi:10.1111/j.1949-8594.1995.tb15759.x

Cited by 19 publications

(17 citation statements)

References 1 publication

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“…The same assessment task performed some time later might produce a different result for the same student. The value of knowledge gained through cramming to produce a correct answer to a test question is questionable since that knowledge will be forgotten soon thereafter (Berenson & Carter, 1995). By taking into account various contexts in assessment, one produces a clearer picture of how the knowledge has been integrated and whether this knowledge can be used productively by the learner.…”

Section: Assessment and Contextmentioning

confidence: 99%

“…Some use the generic term "alternative assessment" to refer to the emerging forms (Berenson & Carter, 1995;Naizer, 1997;Slater, Ryan, & Samson, 1997). Others use the terms "authentic assessment" and "performance assessment" interchangeably (Crotty, 1994;Willson, 1991).…”

Section: Contextualization: a Framework For Emerging Assessment Practmentioning

confidence: 99%

“…The portfolio has emerged as a popularly advocated method for students to exhibit their classroom work and demonstrate their understanding, progress, achievements, and attitude in a particular subject area or across the curriculum (Berenson & Carter, 1995). The method of using portfolios in instruction and assessment is not highly prescribed in the literature and allows for flexibility in how the teacher and the student approach it (S. Black, 1993).…”

Section: Assessment In the Classroom Contextmentioning

confidence: 99%

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Contextual assessment in science education: Background, issues, and policy

Klassen

2006

Sci. Ed.

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Contemporary assessment practices in science education have undergone significant changes in recent decades. The basis for these changes and the resulting new assessment practices are the subject of this two-part paper. Part 1 considers the basis of assessment that, more than 25 years ago, was driven by the assumptions of decomposability and decontextualization of knowledge, resulting in a low-inference testing system, often described as "traditional." This assessment model was replaced not on account of direct criticism, but rather on account of a larger revolution-the change from behavioral to cognitive psychology, developments in the philosophy of science, and the rise of constructivism. Most notably, the study of the active cognitive processes of the individual resulted in a major emphasis on context in learning and assessment. These changes gave rise to the development of various contextual assessment methodologies in science education, for example, concept mapping assessment, performance assessment, and portfolio assessment. In Part 2, the literature relating to the assessment methods identified in Part 1 is reviewed, revealing that there is not much research that supports their validity and reliability. However, encouraging new work on selected-response tests is forming the basis for reconsideration of past criticisms of this technique. Despite the major developments in contextual assessment methodologies in science education, two important questions remain unanswered, namely, whether grades can be considered as genuine numeric quantities and whether the individual student is the appropriate unit of assessment in public accountability. Given these issues and the requirement for science assessment to satisfy the goals of the individual, the classroom, and the society, tentative recommendations are put forward addressing these parallel needs in the assessment of science learning.

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Section: Assessment and Contextmentioning

confidence: 99%

Section: Contextualization: a Framework For Emerging Assessment Practmentioning

confidence: 99%

Section: Assessment In the Classroom Contextmentioning

confidence: 99%

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Contextual assessment in science education: Background, issues, and policy

Klassen

2006

Sci. Ed.

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“…These types of task have become commonly used in schools of mathematics in addition to journals, portfolios, and class projects. The openness feature of the tasks allows students to communicate their thinking and reasoning mathematically through their writing (Berenson & Carter, 1995;Burns, 2007). When using this type of task, teachers can help students extend what they know for developing their mathematical fluency and engage them in higher-order thinking (NCTM, 2000).…”

Section: Mathematical Tasksmentioning

confidence: 99%

“…The traditional ways of assessing students were focused on incorrect or correct scores rather than pursuits of students' mathematical understanding (Berenson & Carter, 1995). In contrast, we would be able to assess the student's conceptual understanding of the placement of decimal point by modifying the task to "Given that 2.4 x 5.3 is 12.72, explain how you could find the product of 0.24 x 0.53 without recalculating" (Cohen & Fowler, 1998).…”

Section: The Need For a Better Assessmentmentioning

confidence: 99%

Assessing Students’ Mathematical Problem-Solving and Problem-Posing Skills

Rosli¹,

Goldsby²,

Capraro³

2013

ASS

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Problem-solving and problem-posing have become important cognitive activities in teaching and learning mathematics. Many researchers argued that the traditional way of assessment cannot truly reveal what the students learnt and knew. Authentic assessment was used as an alternative method in assessing the students' mathematical learning. A performance rubric is an appropriate tool in examining students' ability to solve and pose mathematical problems.

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