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Abstract Title: Student Engagement in Disciplinary Assessment
Abstract: Assessment in classrooms is often viewed as the responsibility of teachers. They typically serve as the ones judge the quality of work and advise students about necessary steps to make progress towards conceptual gains. By and large, then, assessment is something done by teachers to students.  When students are involved in assessment, it is often as recipients and users of feedback from teachers. There's an analog to this in science.  Assessment encompasses the process of peer review, when community members make judgments about the quality of work and provide feedback in reviews, and when funders decide whether to provide support to a research program.  However, in science, assessment also operates on a different level; assessment of ideas is intimately connected to doing science. In this talk, we examine the relationship between assessment and learning in science and in schools. We argue for engaging students in disciplinary assessment activities and for better coordinating the different purposes and roles for assessment.
Abstract Type: Invited Talk

Author/Organizer Information

Primary Contact: Janet Coffey
University of Maryland
Co-Author(s)
and Co-Presenter(s)
David Hammer, Tufts University