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 publicationK-12 Education: Concepts, Methodologies, Tools, and Applications
PublisherIGI Global
Pages1615-1633
Number of pages19
Volume3
ISBN (Print)9781466645035, 1466645024, 9781466645028
DOIs
StatePublished - Sep 30 2013

ASJC Scopus subject areas

  • Social Sciences(all)

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  • Cite this

    Lyon, E. G. (2013). Next generation science assessment: Putting research into classroom practice. In K-12 Education: Concepts, Methodologies, Tools, and Applications (Vol. 3, pp. 1615-1633). IGI Global. https://doi.org/10.4018/978-1-4666-4502-8.ch093