LibGuides: M.Ed on Education and Innovation: EDUCH3 : Effective Assessment in Chemistry

eBooks

Cognition, Metacognition, and Culture in STEM Education by Yehudit Judy Dori (Editor); Zemira R. Mevarech (Editor); Dale R. Baker (Editor)
ISBN: 9783319666570
Publication Date: 2017-12-20
This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes--cognition, metacognition, and culture--and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com
Science Education by Keith S. Taber (Volume Editor); Ben Ben Akpan (Volume Editor)
ISBN: 9789463007474
Publication Date: 2017-01-01
This book comprises a wide range of scholarly essays introducing readers to key topics and issues in science education. Science education has become a well established field in its own right, with a vast literature, and many active areas of scholarship. Science Education: An International Course Companion offers an entry point for students seeking a sound but introductory understanding of the key perspectives and areas of thinking in science education. Each account is self-contained and offers a scholarly and research-informed introduction to a particular topic, theme, or perspective, with both citations to key literature and recommendations for more advanced reading. Science Education: An International Course Companion allows readers (such as those preparing for school science teaching, or seeking more advanced specialist qualifications) to obtain a broad familiarity with key issues across the field as well as guiding wider reading about particular topics of interest. The book therefore acts as a reader to support learning across courses in science education internationally. The broad coverage of topics is such that that the book will support students following a diverse range of courses and qualifications. The comprehensive nature of the book will allow course leaders and departments to nominate the book as the key reader to support students--their core 'course companion' in science education.
Make It Stick by Henry L. Roediger; Mark A. McDaniel; Peter C. Brown
ISBN: 9780674729018
Publication Date: 2014-04-14
To most of us, learning something "the hard way" implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners. Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights into how memory is encoded, consolidated, and later retrieved have led to a better understanding of how we learn. Grappling with the impediments that make learning challenging leads both to more complex mastery and better retention of what was learned. Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, Make It Stick will appeal to all those interested in the challenge of lifelong learning and self-improvement.
SAGE Handbook of Research on Classroom Assessment by James H. McMillan (Editor)
ISBN: 9781412995870
Publication Date: 2012-11-02
The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achievement and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.
Visible Learning: Feedback by John Hattie; Shirley Clarke
ISBN: 9780429485480
Publication Date: 2018-08-15
Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie's world-famous research expertise with Clarke's vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.
Visible Learning for Teachers by John Hattie
ISBN: 9780203181522
Publication Date: 2012-03-15
Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management.
Science Formative Assessment, Volume 1 by Page D. Keeley
ISBN: 9781483352176
Publication Date: 2015-10-15
Newly Updated! Deepen students' science knowledge through formative assessment. Formative assessment informs the design of learning opportunities that take students from their existing ideas of science to the scientific ideas and practices that support conceptual understanding. Page Keeley, a nationally known expert in science education, wrote Science Formative Assessment to help educators weave formative assessment into daily instruction and learning. In the second edition, the author provides many new examples, links the strategies to current research as well as the Framework for K-12 Science Education and Next Generation Science Standards, and even shows how these same techniques can be used across other disciplines. Teachers will appreciate 75 formative assessment classroom techniques (FACTs) that include: Descriptions of how each FACT promotes learning and informs instruction Charts linking K-12 core concepts and scientific practices to the 75 FACTs Implementation guidance, such as required materials and student grouping Modifications for different learners and grade spans Links to use in other content areas, including a brief example Use Science Formative Assessment with any science curriculum or state standards to improve and enhance teaching and learning in K-12 science classrooms.

Library Resources

Week 1

Introduction to Practical work in physics: Making good practical work happen

Investigation Skills: Planning and setting up physics investigations in preparation for meaningful assessment.

http://www.practicalphysics.org/ And additional student-sourced resources.

Required Reading

Abrahams, I. (2017). Minds-On Practical Work for Effective Science Learning. In K. S. Taber & B. Akpan (Eds.), Science Education: An International Course Companion (pp. 403- 413). SensePublishers. https://doi.org/10.1007/978-94- 6300-749-8_29

Park, (2008). Probeware tools for science investigations. Technology in the Secondary Science classroom. https://www.pasco.com/resources/blogs/index.cfm

Week 2

Metacognitive strategies and physics assessment

Metacognition and self-regulated learning

Developing metacognitive strategies in physics for and through assessment

Required Reading:

Avargil, S., Lavi, R., & Dori, Y. J. (2018). Students’ metacognition and metacognitive strategies in science education. In Cognition, Metacognition, and Culture in STEM Education (pp. 33-64). Springer, Cham. https://doi.org/10.1007/978-3-319-66659-4_3
Tanner, K. D. (2012). Promoting student metacognition. CBE— Life Sciences Education, 11(2), 113-120. https://doi.org/10.1187/cbe.12-03-0033

Cognition, metacognition, and culture in STEM education : learning, teaching and assessment

Yehudit Judy Dori, Zemira R. Mevarech, Dale R. Baker, editors

Week 3

Analyzing practical activities for learning and assessment potential potential

Does this activity develop conceptual knowledge, investigative skills and epistemic knowledge?

Required Reading:

Tan, K. S., & Goh, N. K. (2008). Assessing Students' Reflective Responses to Chemistry-related Learning Tasks. Online Submission, 5(11), 28-36.https://files.eric.ed.gov/fulltext/ED503877.pdf
OECD (2019), "PISA 2018 Science Framework", in PISA 2018 Assessment and Analytical Framework, OECD Publishing, Paris. https://doi.org/10.1787/f30da688-en.
Millar, R. (2009). Analysing practical activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI). https://www.rsc.org/cpd/teachers/content/ filerepository/frg/pdf/ResearchbyMillar.pdf

Week 4

Assessing inquiry and investigation skills

Procedural and epistemic knowledge.

Required Reading:

Harrison, C. (2014). Assessment of Inquiry Skills in the SAILS Project. Science Education International, 25(1), 112-122. http://www.icaseonline.net/sei/march2014/p12.pdf

Recommended Reading:

Black, P. (2017). Assessment in Science Education. In K. S. Taber & B. Akpan (Eds.), Science Education: An International Course Companion (pp. 295-309). SensePublishers. https://doi.org/10.1007/978-94-6300-749-8_22

Week 5

Assessment in Physics Education

Required Reading:

Irby, S. M., Phu, A. L., Borda, E. J., Haskell, T. R., Steed, N., & Meyer, Z. (2016). Use of a card sort task to assess students' ability to coordinate three levels of representation in chemistry. Chemistry Education Research and Practice, 17(2), 337-352. https://doi.org/10.1039/C5RP00150A
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. https://doi.org/10.4324/9780203181522-8 Chapter 7, pp 129-154

Recommended Reading:

Hattie, J., & Clarke, S. (2018). Visible learning: feedback. Routledge. https://doi.org/10.4324/9780429485480. Chapter 1

Assignment 1 due

Assignment 2 Introduced and explained

Week 6

Formative assessment /AfL strategies in Physics:

What does a Formative-Assessment Centred Classroom look like?

Written and Verbal Feedback linking to effective Success Criteria

Required Reading:

Keeley, P. (2015). Science Formative Assessment, Volume 1.Corwin. Chapter 1.
Hattie, J., & Clarke, S. (2018). Visible learning: feedback. Routledge. https://doi.org/10.4324/9780429485480.

Week 7

Required Reading:

Brame, C. J. (2019). Science teaching essentials: short guides to good practice (1st ed.). Academic Press. https://doi.org/10.1016/c2017-0-01010-8. Chapter 6
Keeley, P. (2015). Science Formative Assessment, Volume 1. Corwin. Chapter 4.
Hattie, J., & Clarke, S. (2018). Visible learning: feedback. Routledge. https://doi.org/10.4324/9780429485480. Chapter 4

Week 8

Formative assessment Strategies in Physics:

Reliability and validity of teacher assessments

Required Reading:

McMillan, J. H. (2013). SAGE handbook of research on classroom assessment. Sage. https://doi.org/10.4135/9781452218649
- Chapter 6: Validity in Classroom Assessment: Purposes, Properties, and Principles
- Chapter 7: Reliability in Classroom Assessment

Week 9

Summative Assessment Strategies in Chemistry

Designing effective tools

Internal and external science exams in the UAE

Preparation for exams

Teacher standards: [here]

UAE inspection framework: [here]

Required Reading:

Brown, P. C., Roediger, H. L., & Mcdaniel, M. A. (2014). Make It Stick: The Science of Successful Learning. Harvard University Press. Chapter 2: To learn, retrieve
McMillan, J. H. (2013). SAGE handbook of research on classroom assessment. Sage. https://doi.org/10.4135/978145221864
- Chapter 10: Formative and Summative Aspects of Assessment: Theoretical and Research Foundations in the Context of Pedagogy

Week 10

Assessment Informed Teaching and Learning

Integrating assessment evidence into teaching and learning improvements.

Required Reading:

Summative Assessment Strategies in Physics Internal and external physics exams in the UAE Preparation for exams

Kippers, W. B., Wolterinck, C. H., Schildkamp, K., Poortman, C. L., & Visscher, A. J. (2018). Teachers' views on the use of assessment for learning and data-based decision making in classroom practice. Teaching and Teacher Education, 75, 199-213. https://doi.org/10.1016/j.tate.2018.06.015eve

Week 11

Assessment 2 students presentations

Assessment 2 due

SOFTWARE AND ONLINE RESOURCES

https://www.tes.com/teaching-resources
http://www.practicalphysics.org/
PASCO Data Sensor Probes: https://www.pasco.com/resources/blogs/index.cfm
All resources will be available to the students on the college LMS (D2L)
Electronic journal articles will be available through the college library services

M.Ed on Education and Innovation: EDUCH3 : Effective Assessment in Chemistry

Course Description

eBooks

Library Resources

SOFTWARE AND ONLINE RESOURCES