Assessing Science Understanding

• J. Mintzes and J.H. Wandersee, Learning, Teaching, and Assessment: A Human Constructivist Perspective.K.M. Edmondson, Assessing Science Understanding Through Concept Maps.J.J. Mintzes and J.D. Novak, Assessing Science Understanding: The Epistemological V Diagram.S.A. Southerland, M.U. Smith, and C.L. Cummins, "What Do You Mean by That?": Using Structured Interviews to Assess Science Understanding.K. Hogan and J. Fisherkeller, Dialogue as Data: Assessing Students' Scientific Reasoning with Interactive Protocols.J.H. Wandersee, Designing an Image-Based Biology Test.E. Trowbridge and J.H. Wandersee, Observation Rubrics in Science Assessment.M.R. Vitale and N.R. Romance, Portfolios in Science Assessment: A Knowledge-Based Model for Classroom Practice.K.M. Fisher, SemNetR Software as an Assessment Tool.A.B. Champagne and V.L. Kouba, Writing to Inquire: Written Products as Performance Measures.P.M. Sadler, The Relevance of Multiple-Choice Testing in Assessing Science Understanding.P. Tamir, National and International Assessment.R.J. Shavelson and M.A. Ruiz-Primo, On the Psychometrics of Assessing Science Understanding.R.G. Good, Cautionary Notes on Assessment of Understanding Science Concepts and Nature of Science.J.J. Mintzes, J.H. Wandersee, and J.D. Novak, Epilogue: On Ways of Assessing Science Understanding.Subject Index.

"This is a timely and useful book for science educators or anyone training to use construct-based assessment in an educational setting. Each chapter has references, advanced organizers, and appropriate figures and adequately discusses the cognitive model used with the assessment device and the logic of its use. This high-quality contribution would be a good addition for libraries of schools offering undergraduate and graduate teacher education degrees, and would be particularly useful for science education programs. The companion volume, Teaching Science for Understanding (1998) by the same editors, should also be considered." —CHOICE "It is difficult to imagine that a reflective teacher who is interested in improving one's practice would not find something of value in these pages...The success of this project will depend on the extent to which the intended audience is willing to dig into the references, reflect on the lessons within the book, and also reflect on teaching practice as they experiment with ways to improve it. If these books, and others like them, have their intended impact, science education will have a bright future." —THE AMERICAN BIOLOGY TEACHER "...a source of excellent information on new and potentially very powerful, research-based assessment strategies for probing student understanding of science." —PUBLIC UNDERSTANDING OF SCIENCE "If one is interested in "constructivist" assessment in science, this book is a good resource..." —CONTEMPORARY PSYCHOLOGY