Next generation science assessment

Putting research into classroom practice

Edward G. Lyon

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The recent release of science education documents such as A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012) marks the transition into a new generation of science education. This transition necessitates a close look at how pre-college science teachers will assess a diverse group of students in ways that are consistent with science education reform. In this chapter, the authors identify current research in science assessment and employ assessment coherence, assessment use, and assessment equity as guiding principles to address the challenges of putting science assessment research into classroom practice. To exemplify these challenges, they describe a study where a research instrument designed to measure scientific reasoning skills was translated into a high school science classroom assessment. The goal of this chapter is to stimulate conversation in the science education community (researchers, assessment developers, teacher educators, administrators, and classroom teachers) about how to put science assessment research successfully into practice and to describe what next steps need to be taken, particularly around assessing diverse student populations.

Original languageEnglish (US)
Title of host publicationApproaches and Strategies in Next Generation Science Learning
PublisherIGI Global
Pages247-264
Number of pages18
ISBN (Print)9781466628090
DOIs
StatePublished - 2013

Fingerprint

classroom
science
education
teacher
equity
conversation
student
educator
reform
school
community
Group

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Lyon, E. G. (2013). Next generation science assessment: Putting research into classroom practice. In Approaches and Strategies in Next Generation Science Learning (pp. 247-264). IGI Global. https://doi.org/10.4018/978-1-4666-2809-0.ch013

Next generation science assessment : Putting research into classroom practice. / Lyon, Edward G.

Approaches and Strategies in Next Generation Science Learning. IGI Global, 2013. p. 247-264.

Research output: Chapter in Book/Report/Conference proceedingChapter

Lyon, EG 2013, Next generation science assessment: Putting research into classroom practice. in Approaches and Strategies in Next Generation Science Learning. IGI Global, pp. 247-264. https://doi.org/10.4018/978-1-4666-2809-0.ch013
Lyon EG. Next generation science assessment: Putting research into classroom practice. In Approaches and Strategies in Next Generation Science Learning. IGI Global. 2013. p. 247-264 https://doi.org/10.4018/978-1-4666-2809-0.ch013
Lyon, Edward G. / Next generation science assessment : Putting research into classroom practice. Approaches and Strategies in Next Generation Science Learning. IGI Global, 2013. pp. 247-264
@inbook{d7d56e04ac7743aaab43920a53a3ae9b,
title = "Next generation science assessment: Putting research into classroom practice",
abstract = "The recent release of science education documents such as A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012) marks the transition into a new generation of science education. This transition necessitates a close look at how pre-college science teachers will assess a diverse group of students in ways that are consistent with science education reform. In this chapter, the authors identify current research in science assessment and employ assessment coherence, assessment use, and assessment equity as guiding principles to address the challenges of putting science assessment research into classroom practice. To exemplify these challenges, they describe a study where a research instrument designed to measure scientific reasoning skills was translated into a high school science classroom assessment. The goal of this chapter is to stimulate conversation in the science education community (researchers, assessment developers, teacher educators, administrators, and classroom teachers) about how to put science assessment research successfully into practice and to describe what next steps need to be taken, particularly around assessing diverse student populations.",
author = "Lyon, {Edward G.}",
year = "2013",
doi = "10.4018/978-1-4666-2809-0.ch013",
language = "English (US)",
isbn = "9781466628090",
pages = "247--264",
booktitle = "Approaches and Strategies in Next Generation Science Learning",
publisher = "IGI Global",

}

TY - CHAP

T1 - Next generation science assessment

T2 - Putting research into classroom practice

AU - Lyon, Edward G.

PY - 2013

Y1 - 2013

N2 - The recent release of science education documents such as A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012) marks the transition into a new generation of science education. This transition necessitates a close look at how pre-college science teachers will assess a diverse group of students in ways that are consistent with science education reform. In this chapter, the authors identify current research in science assessment and employ assessment coherence, assessment use, and assessment equity as guiding principles to address the challenges of putting science assessment research into classroom practice. To exemplify these challenges, they describe a study where a research instrument designed to measure scientific reasoning skills was translated into a high school science classroom assessment. The goal of this chapter is to stimulate conversation in the science education community (researchers, assessment developers, teacher educators, administrators, and classroom teachers) about how to put science assessment research successfully into practice and to describe what next steps need to be taken, particularly around assessing diverse student populations.

AB - The recent release of science education documents such as A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012) marks the transition into a new generation of science education. This transition necessitates a close look at how pre-college science teachers will assess a diverse group of students in ways that are consistent with science education reform. In this chapter, the authors identify current research in science assessment and employ assessment coherence, assessment use, and assessment equity as guiding principles to address the challenges of putting science assessment research into classroom practice. To exemplify these challenges, they describe a study where a research instrument designed to measure scientific reasoning skills was translated into a high school science classroom assessment. The goal of this chapter is to stimulate conversation in the science education community (researchers, assessment developers, teacher educators, administrators, and classroom teachers) about how to put science assessment research successfully into practice and to describe what next steps need to be taken, particularly around assessing diverse student populations.

UR - http://www.scopus.com/inward/record.url?scp=84898246346&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84898246346&partnerID=8YFLogxK

U2 - 10.4018/978-1-4666-2809-0.ch013

DO - 10.4018/978-1-4666-2809-0.ch013

M3 - Chapter

SN - 9781466628090

SP - 247

EP - 264

BT - Approaches and Strategies in Next Generation Science Learning

PB - IGI Global

ER -