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Examining the Utility of Elementary Science Notebooks for Formative Assessment Purposes
16 references·1 citing·35 second hop
Examining the Utility of Elementary Science Notebooks for Formative Assessment Purposes (2006)Examining the Utility of Elementary Scien…The National Science Education Standards (2013)The National Science Educatio…Fixing the NCLB Accountability System. CRESST Policy Brief 8, Summer 2005. (2005)Fixing the NCLB Accountabilit…Knowing What Students Know. (2003)Knowing What Students Know.Assessment Crisis: The Absence of Assessment for Learning (2002)Assessment Crisis: The Absenc…The effect of talk and writing on learning science: An exploratory study (2000)The effect of talk and writin…How people learn (2000)How people learnUsing the Science Writing Heuristic as a Tool for Learning from Laboratory Investigations in Secondary Science (1999)Using the Science Writing Heu…Reform and Teaching: Exploring Patterns of Practice in the Context of National and State Mathematics Reforms (1999)Reform and Teaching: Explorin…Developing Indicators of Classroom Practice To Monitor and Support School Reform. CSE Technical Report. (1999)Developing Indicators of Clas…Assessment and Classroom Learning (1998)Assessment and Classroom Lear…National Science Education Standards (1995)National Science Education St…A Practical Guide to Alternative Assessment (1993)A Practical Guide to Alternat…Relevant Classroom Assessment Training for Teachers (1991)Relevant Classroom Assessment…Effects of Standardized Testing on Teachers and Learning--Another Look. (1990)Effects of Standardized Testi…How Teachers Taught: Constancy and Change in American Classrooms, 1890-1990 (1984)How Teachers Taught: Constanc…How Teachers Taught: Constancy and Change in American Classrooms 1890-1980 (1984)How Teachers Taught: Constanc…Analyzing Teachers' Feedback Practices in Response to Students' Work in Science Classrooms (2013)Analyzing Teachers' Feedback …Motivational processes affecting learning. (1986)Classrooms: Goals, structures, and student motivation. (1992)The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)The Power of Feedback (2007)Focus on Formative Feedback (2008)Thought and language (1962)Actual Minds, Possible Worlds (1986)Situated Cognition and the Culture of Learning (1989)How well do middle school science programs measure up? Findings from Project 2061's curriculum review (2002)Using a Science Writing Heuristic to enhance learning outcomes from laboratory activities in seventh‐grade science: quantitative and qualitative aspects (2004)The impact of an integrated approach to science and literacy in elementary school classrooms (2012)Handbook of research on teaching (1986)Qualitative Data Analysis: A Sourcebook of New Methods (1986)Qualitative Analysis for Social Scientists (1987)Learning to Improve: Using Writing to Increase Critical Thinking Performance in General Education Biology (2007)Argument to Foster Scientific Literacy (2010)Student engagement and achievement in American secondary schools (1993)Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning (1998)Four Ages of Professionalism and Professional Learning (2000)Reliability and Validity of a State Metacognitive Inventory: Potential for Alternative Assessment (1996)Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers (2001)The Concept of Formative Assessment (2020)Formative Assessment: Assessment Is for Self-regulated Learning (2012)Are badges useful in education?: it depends upon the type of badge and expertise of learner (2013)A Critical Review of Research on Formative Assessments: The Limited Scientific Evidence of the Impact of Formative Assessments in Education (2020)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Educational Reform, Personal Practical Theories, and Dissatisfaction: The Anatomy of Change in College Science Teaching (2003)Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice (2005)A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students (2004)Problem-Based Learning: What and How Do Students Learn? (2004)How literacy in its fundamental sense is central to scientific literacy (2003)The laboratory in science education: Foundations for the twenty‐first century (2003)A conceptual framework for integrated STEM education (2016)
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References

  • 1998Assessment and Classroom Learning8,137 cited
  • 1995National Science Education Standards7,888 cited
  • 2013The National Science Education Standards2,877 cited
  • 2000How people learn2,544 cited
  • 1984How Teachers Taught: Constancy and Change in American Classrooms 1890-19801,541 cited
  • 2002Assessment Crisis: The Absence of Assessment for Learning866 cited
  • 1993A Practical Guide to Alternative Assessment478 cited
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  • 1984How Teachers Taught: Constancy and Change in American Classrooms, 1890-1990396 cited
  • 1999Using the Science Writing Heuristic as a Tool for Learning from Laboratory Investigations in Secondary Science394 cited
  • 1999Reform and Teaching: Exploring Patterns of Practice in the Context of National and State Mathematics Reforms340 cited
  • 1991Relevant Classroom Assessment Training for Teachers153 cited
  • 2003Knowing What Students Know.83 cited
  • 1990Effects of Standardized Testing on Teachers and Learning--Another Look.79 cited
  • 1999Developing Indicators of Classroom Practice To Monitor and Support School Reform. CSE Technical Report.29 cited

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  • 2005Fixing the NCLB Accountability System. CRESST Policy Brief 8, Summer 2005.26 cited
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    • 2013Analyzing Teachers' Feedback Practices in Response to Students' Work in Science Classrooms53 cited