Skip to main content
SpringerLink
Log in

Assessment Literacy: What Science Teachers Need to Know and Be Able to Do

  • Chapter
  • First Online:
The Professional Knowledge Base of Science Teaching

Abstract

This chapter considers the theoretical and empirical foundations for assessment literacy, proposes a model for assessment literacy, describes a case of the model in action, and suggests implications of the model for teacher education and research efforts. The model of assessment literacy advanced by the authors is both grounded in their own research, and an extension of two existing theoretical frameworks: the Magnusson et al. (1999) model of science teacher knowledge, and the Pellegrino et al. (2001) model of assessment.

The model extends Magnusson et al. by adding the categories of assessment purposes and assessment interpretation/action to their knowledge of what to assess and assessment strategies. These assessment knowledge categories surround a core of assessment values and principles, which are argued to parallel what Magnusson et al. called “orientations to teaching science”.

Pellegrino et al. represented assessment as a triangle, with models of cognition as one leg of the triangle. The model advanced here moves views of learning to the center to demonstrate that all the other kinds of assessment knowledge are guided by how one views learning and the purposes of schooling, and which principles one values to guide assessment.

Note: This material is based in part upon work supported by the U.S. National Science Foundation under Grant No. 0553929. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell & N. G. Lederman (Eds), Handbook of research on science education (pp. 1105–1149). Mahwah: Lawrence Erlbaum.

    Google Scholar 

  • Abell, S. K., & Volkmann, M. J. (2006). Seamless assessment in science: A guidebook for elementary and middle school teachers. Portsmouth: Heinemann.

    Google Scholar 

  • American Association for the Advancement of Science. (1993). Benchmarks for science literacy: Project 2061. New York: Oxford University Press.

    Google Scholar 

  • Banta, T. W., Lund, J. P., Black, K. E., & Oblander, F. W. (1996). Assessment in practice: Putting principles to work on college campuses. San Francisco: Jossey Bass.

    Google Scholar 

  • Bell, B. (2007). Classroom assessment of science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1105–1149). Mahwah: Lawrence Erlbaum.

    Google Scholar 

  • Black, P. (1998). Assessment by teachers and the improvement of student learning. In B. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 811–822). London: Kluwer.

    Google Scholar 

  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74.

    Article  Google Scholar 

  • Bol, L., & Strage, A. (1996). The contradiction between teachers’ instructional goals and their assessment practices in high school biology courses. Science Education, 80, 145–163.

    Article  Google Scholar 

  • Briscoe, C. (1993). Using cognitive referents in making sense of teaching: A chemistry teacher’s struggle to change assessment practices. Journal of Research in Science Teaching, 30, 971–987.

    Article  Google Scholar 

  • CCSSO (Council of Chief State School Officers), & WCER (Wisconsin Center for Educational research). (2000). Using data on enacted curriculum in mathematics and science: Sample results from a study of classroom practices and subject content. Washington: CCSSO.

    Google Scholar 

  • Donovan, M. S., & Bransford, J. D. (Eds.). (2005). How students learn: History, mathematics, and science in the classroom. Washington: National Academies Press.

    Google Scholar 

  • Doran, R. L., Lawrenz, F., & Helgeson, S. (1994). Research on assessment in science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 388–442). New York: Macmillan.

    Google Scholar 

  • Duffee, L., & Aikenhead, G. (1992). Curriculum change, student evaluation, and teacher practical knowledge. Science Education, 76, 493–506.

    Article  Google Scholar 

  • Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V., & Empson, S. (1996). Longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27(4), 403–434.

    Article  Google Scholar 

  • Friedrichsen, P. J., Abell, S. K., Pareja, E. M., Brown, P. L., Lankford, D. M., & Volkmann, M. J. (2009). Does teaching experience matter? Examining biology teachers’ prior knowledge for teaching in an alternative certification program. Journal of Research in Science Teaching, 46, 357–383.

    Article  Google Scholar 

  • Gearhart, M., Nagashima, S., Pfotenhauer, J., Clark, S., Schwab, C., Vendlinski, T., Osmundson, E., Herman, J., & Bernbaum, D. J. (2006). Developing expertise with classroom assessment in K-12 science: Learning to interpret student work. Educational Assessment, 11(3–4), 237–263.

    Article  Google Scholar 

  • Hunt, E. B., & Minstrell, J. (1994). A cognitive approach to the teaching of physics. In K. McGilly (Ed.), Classroom lessons: integrating cognitive theory and classroom practice. Cambridge: MIT Press/Bradford Books.

    Google Scholar 

  • Johnson, C. C. (2006). Enabling all students to learn science. The Science Teacher, 73(2), 32–37.

    Google Scholar 

  • Keeley, P. (2008). Science formative assessments: 75 practical strategies for linking assessment, instruction, and learning. Thousand Oaks: Corwin and NSTA.

    Google Scholar 

  • Kokkotas, P., Vlachos, I., & Koulaidis, V. (1998). Teaching the topics of the particulate nature of matter in prospective teachers’ training courses. International Journal of Science Education, 20, 291–303.

    Article  Google Scholar 

  • Lannin, J., Abell, S., Arbaugh, F., Chval, K., Friedrichsen, P., & Volkmann, M. (2008). Researching teacher knowledge: Further delineating the PCK construct for science and mathematics education. Paper presented at the annual meeting of the American Educational Research Association, March, New York.

    Google Scholar 

  • Lee, O., Luykx, A., Buxton, C., & Shaver, A. (2007). The challenge of altering elementary school teachers’ beliefs and practices regarding linguistic and cultural diversity in science instruction. Journal of Research in Science Teaching, 44, 1269–1291.

    Article  Google Scholar 

  • Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95–132). Dordrecht: Kluwer.

    Google Scholar 

  • Mertler, C. A. (1999). Assessing student performance: A descriptive study of the classroom assessment practices of Ohio teachers. Education, 120, 285–296.

    Google Scholar 

  • Mertler, C. A., & Campbell, C. (2005). Measuring teachers’ knowledge and application of classroom assessment concepts: Development of the Assessment Literacy Inventory. Paper presented at the annual meeting of the American Educational Research Association, April, Montreal, Quebec, Canada.

    Google Scholar 

  • Morrison, J. A., & Lederman, N. G. (2003). Science teachers’ diagnosis and understanding of students’ preconceptions. Science Education, 87, 849–867.

    Article  Google Scholar 

  • National Research Council. (1996). National Science Education Standards. Washington: National Academy Press.

    Google Scholar 

  • National Research Council. (2001). Educating teachers of science, mathematics, and technology: New practices for the new millennium. Washington: National Academy Press.

    Google Scholar 

  • National Research Council. (2003). Evaluating and improving undergraduate teaching in science, technology, engineering, and mathematics. Washington: National Academies Press.

    Google Scholar 

  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks: Sage.

    Google Scholar 

  • Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.). (2001). Knowing what students know: The science and design of educational assessment. Washington: National Academy Press.

    Google Scholar 

  • Pine, K., Messer, D., & St. John, K. (2001). Children’s misconceptions in primary science: A survey of teachers’ views. Research in Science & Technological Education, 19, 79–96.

    Article  Google Scholar 

  • Ruiz-Primo, M. A., & Furtak, E. M. (2007). Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44, 57–84

    Article  Google Scholar 

  • Sanders, M. (1993). Erroneous ideas about respiration: The teacher factor. Journal of Research in Science Teaching, 30, 919–934.

    Article  Google Scholar 

  • Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14.

    Google Scholar 

  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

    Google Scholar 

  • Siegel, M. A. (2007). Striving for equitable classroom assessments for linguistic minorities: Strategies for and effects of revising life science items. Journal of Research in Science Teaching, 44(6), 864–881.

    Article  Google Scholar 

  • Siegel, M. A., & Wissehr, C. (2009). Assessment of all learners: Developing expertise in equitable assessment with preservice teachers. Paper presented at the annual meeting of the American Educational Research Association, April, San Diego.

    Google Scholar 

  • Siegel, M. A., Hynds, P., Siciliano, M., Nagle, B. (2006). Using rubrics to foster meaningful learning. In P. Simmons (Ed.), Assessment in science: Practical experiences and education research. Arlington: NSTA.

    Google Scholar 

  • Siegel, M. A., Wissehr, C., & Halverson, K. (2008). Sounds like success: A framework for equitable assessment. The Science Teacher, 75(3), 43–46.

    Google Scholar 

  • Stiggins, R. J. (2002). Assessment crisis: The absence of assessment FOR learning [Electronic version]. Kappan. http://www.pdkintl.org/kappan/k0206sti.htm. Accessed 22 December 2007.

  • van der Valk, A. E., & Broekman, H. G. B. (1999) The lesson preparation method: A way to investigate preservice teachers’ pedagogical content knowledge. European Journal of Teacher Education, 21(2), 11–22.

    Google Scholar 

  • Wissehr, C., & Siegel, M. A. (2008). Unlocking assessment secrets: What are preservice teachers’ views of assessment? Paper presented at the annual meeting of the Associations for Science Teacher Education, January, St. Louis.

    Google Scholar 

  • Yilmaz-Tuzun, O. (2008). Preservice teachers’ beliefs about science teaching. Journal of Science Teacher Education, 19(2), 183–204.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Missouri, Columbia, USA

    Sandra K. Abell & Marcelle A. Siegel

Authors
  1. Sandra K. Abell
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Marcelle A. Siegel
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Marcelle A. Siegel .

Editor information

Editors and Affiliations

  1. Fac. Education, Centre for Science, Mathematics &, Monash University, Clayton, 3800, Victoria, Australia

    Deborah Corrigan

  2. Dept. Education & Professional Studies, King's College London, Stamford Street 150, London, SE1 9NH, United Kingdom

    Justin Dillon

  3. Fac. Education, Monash University, Wellington Road, Clayton, 3800, Victoria, Australia

    Richard Gunstone

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Abell, S.K., Siegel, M.A. (2011). Assessment Literacy: What Science Teachers Need to Know and Be Able to Do. In: Corrigan, D., Dillon, J., Gunstone, R. (eds) The Professional Knowledge Base of Science Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3927-9_12

Download citation

Publish with us

Policies and ethics

Search

Navigation