Rubrics for Assessing Student Achievement in Science Grades K-12

Harapang Pabalat
Corwin Press, Peb 6, 2004 - 192 mga pahina
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`Provides practical and proven tools for assessing and improving learning and performing in science. You and your students will unquestionably benefit from their use' - From the Foreword by Jay McTighe , Educational Consultant

Standards-based science education is inextricably linked to performance-based student assessments that are clear, consistent, and accurate measures of what students know and are able to do. Containing more than 100 ready-to-use rubrics, this compact volume meets that need by offering K-12 students the most complete collection of field-tested evaluation tools in science available today. Combining clarity, detail, utility, and practicality, these performance list rubrics, holistic rubrics, and analytic rubrics accommodate diagnostic, formative, and summative assessments and scaffold essential performance tasks across all grade ranges.

 

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Designing and Using Performance List Rubrics to Assess Student Work
27
5 Scientific Drawing Performance List for a Pendulum Sample 2
37
Designing and Using Scoring Rubrics to Assess Student Work
43
1 Collecting Data
53
6 Graphing
59
1 Collecting Scientific Data
67
7 Observing in Science Performance List Rubric
73
1 Collecting and Organizing Data
81
11 Data Interpretation Performance List Rubric
111
16 Data Organization Table Analytic Rubric
117
20 Graphing Scientific Data Holistic Rubric
123
25 Journal in Science Performance List Rubric
130
29 Language in Use in Science Writing Holistic Rubric
136
34 Observing and Inferring in Science Holistic Rubric
142
37 Oral Presentation in Science Analytic Rubric
148
Web Sites for Rubrics in Science
185

7 Graphing Scientific Data
87
1 Brief Constructed Response to OpenEnded Science Questions Performance
99
6 Class Participation Performance List Rubric
105

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Common terms and phrases

_____________ Task/Assignment ________________________________________________________________ ______________ Course/Class _______________ ________________ Course/Class _____________ _______________________ Date ______________ __________________________ Date ________________ ________________________________________________________________ Performance Criteria 2004 by Corwin Achievement in Science and/or appropriate Assessing Student Achievement Assessment Points assessment tools audience choices to enhance Comments Goals Actions concept map Corwin Press Course/Class _____________ Task/Assignment data organization table Date ______________ Course/Class Date Course/Class depict(s Development drawing(s enhance the text experiment Goals Actions Figure graphic Hays holistic If-and-then included independent variable inferences is/are language choices Lantz metric measurements Name _______________________ Date Name __________________________ Date Needs Work Teacher O. K. Needs objects or processes Performance List Rubric performance tasks Points Self Teacher procedures Proficient purchased this book question relevant Reprinted from Rubrics Reproduction authorized rights reserved Rubrics for Assessing scale and proportion science education Science Grades K-12 scientific content Scientific Drawing Task/Assignment ________________________________________________________________ Performance Teacher Comments Teacher Other(s Thousand Oaks writer provides written explanation www.corwinpress.com

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Tungkol sa may-akda (2004)

Hays Blaine Lantz, Jr. is currently Director of Science for grades PreK-12 for the Baltimore County Public Schools in Maryland. Prior to this assignment, he served as Supervisor of Science K-12 for the Prince George’s County Public Schools; as Supervisor of the Howard B. Owens Science Center in Prince George’s County; as a Federal Programs Director, Director of Curriculum and Instruction, Title IV-C Project Director, and as a high school administrator and classroom science teacher. Dr. Lantz has either taught or supervised all grades K-16, and has been extensively involved in professional and program development in science education for more than three decades. He has successfully directed several National Science Foundation projects, most recently the Partnerships for Math and Science Achievement (PMSA). In addition, Dr. Lantz also stays active as a science education consultant for several publishers and numerous school districts. His current research interests in science education include performance-based teaching and assessment, advance organizers, and the effects of prior knowledge on learning.

Dr. Lantz received his formal education at James Madison University and at the University of Virginia. He earned his doctorate in Science Education from the University of Virginia in 1981, with supporting fields in Research & Evaluation and Supervision & Administration. When not actively engaged in his work, Dr. Lantz enjoys skiing, golfing, fly fishing, hiking, and other outdoor activities.

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