Sandra K. Enger is a faculty member at The University of Alabama in Huntsville (UAH) and associate director of the Institute for Science Education. She teaches methods courses for preservice teachers in elementary science and also undergraduate and graduate assessment courses. As a professional development provider, she has worked with international teachers from Russia, the Ukraine, and multiple Trans-Eurasian countries. Her consulting work includes development of assessment materials, conducting project evaluations, and participation in alignment studies. She graduated from Winona State (MN) University with a BS in science and a master’s degree in biological sciences. Her PhD in science education was awarded by The University of Iowa. She has had extensive classroom experience at both secondary and university levels. Robert E. Yager is professor emeritus of science education at The University of Iowa, where he also earned two graduate degrees. He has di­rected over 100 National Science Foundation projects and has served as chair for nearly 130 doctoral students. Yager has served as president for seven national professional organizations. He has been involved internationally with special ongoing projects in Korea, Taiwan, Japan, Turkey, and Estonia. Yager’s research interests and teaching are involved with science, technology, and society (STS), es­pecially in terms of it as an instructional reform effort and the other visions outlined in the National Science Education Standards. He continues to identify Exemplary Science Programs across the world.

• PrefaceAcknowledgmentsAbout the Authors1. A Framework for Assessing Student Understanding in ScienceAssessment Based on Six Domains of ScienceI. Conceptual DomainII. Process DomainIII. Application DomainIV. Attitude DomainV. Creativity DomainVI. Nature of Science DomainAssessment Approaches Aligned With the Six Domains2. Assessment in the Contexts of TeachingPlanning Instruction and AssessmentWhat Assessment IsFormative and Summative AssessmentAssessment Types and ApproachesNational Science Education Assessment StandardsImplementing Assessment GuidelinesThe Internet as an Assessment Resource3. Evaluating Teaching PracticeAction ResearchAssessment of Classroom Practice With Video Recording SupportSources of Instrumentation for Assessing PracticeSelf-Assessment of Constructivist PracticeScience-as-Inquiry Surveys4. Rubrics and Scoring GuidesRubrics and Scoring Guides: What Are They?Rubric Construction: A Teacher′s PerspectiveRubric or Scoring Guide DesignExamples of Tasks and RubricsHow Well Does a Rubric Communicate the Original Task?5. Science NotebooksScience Notebooks: Formative and Summative Assessment ToolsNotebook ScaffoldsAssessment Components for NotebooksSupporting Graphing Skills and Abilities6. Assessment Examples for All Grade LevelsOpen-Ended Questions (Integrates Domains)Student Laboratory Environment Inventory (Integrates Domains)Ideas for Assessing in the Application DomainObservation Checklist (Integrates Domains)Use of Application-Level Multiple-Choice QuestionsExamples for the Creativity DomainAssessing Attitudes, Preferences, and Processes7. Assessment Examples for Grades K Through 4Applying Process Skills and Experimental DesignApplication Assessment Items for Grades K Through 3Assessing Attitudes About ScienceStudent Self-AssessmentAssessing Perceptions About Scientists8. Assessment Examples for Grades 5 Through 8Developing a Group Performance TaskPreparation for Standardized TestsElectronic Portfolios for StudentsStructuring Peer Assessment for Cooperative GroupsClass Assessment of Group Project Presentations9. Assessment Examples for Grades 9 Through 12Using the Student Laboratory Environment InventoryLooking at Science ProcessesAssessing Specific Areas of UnderstandingAssessing Students′ Views of the Scientific ProcessGlossary of Assessment-Related TerminologyReferencesIndex

“In this second edition, Enger and Yager expand their previous work by suggesting new assessments and more clearly connecting their assessments with the National Science Education Standards. For classroom teachers, this book offers a range of suggestions that can enhance classroom instruction. For science teacher educators, this book is an invaluable and handy resource in working with beginning, new, or experienced science teachers.”

Sandra K. Enger is a faculty member at The University of Alabama in Huntsville (UAH) and associate director of the Institute for Science Education. She teaches methods courses for preservice teachers in elementary science and also undergraduate and graduate assessment courses. As a professional development provider, she has worked with international teachers from Russia, the Ukraine, and multiple Trans-Eurasian countries. Her consulting work includes development of assessment materials, conducting project evaluations, and participation in alignment studies. She graduated from Winona State (MN) University with a BS in science and a master’s degree in biological sciences. Her PhD in science education was awarded by The University of Iowa. She has had extensive classroom experience at both secondary and university levels. Robert E. Yager is professor emeritus of science education at The University of Iowa, where he also earned two graduate degrees. He has di­rected over 100 National Science Foundation projects and has served as chair for nearly 130 doctoral students. Yager has served as president for seven national professional organizations. He has been involved internationally with special ongoing projects in Korea, Taiwan, Japan, Turkey, and Estonia. Yager’s research interests and teaching are involved with science, technology, and society (STS), es­pecially in terms of it as an instructional reform effort and the other visions outlined in the National Science Education Standards. He continues to identify Exemplary Science Programs across the world.

• PrefaceAcknowledgmentsAbout the Authors1. A Framework for Assessing Student Understanding in ScienceAssessment Based on Six Domains of ScienceI. Conceptual DomainII. Process DomainIII. Application DomainIV. Attitude DomainV. Creativity DomainVI. Nature of Science DomainAssessment Approaches Aligned With the Six Domains2. Assessment in the Contexts of TeachingPlanning Instruction and AssessmentWhat Assessment IsFormative and Summative AssessmentAssessment Types and ApproachesNational Science Education Assessment StandardsImplementing Assessment GuidelinesThe Internet as an Assessment Resource3. Evaluating Teaching PracticeAction ResearchAssessment of Classroom Practice With Video Recording SupportSources of Instrumentation for Assessing PracticeSelf-Assessment of Constructivist PracticeScience-as-Inquiry Surveys4. Rubrics and Scoring GuidesRubrics and Scoring Guides: What Are They?Rubric Construction: A Teacher′s PerspectiveRubric or Scoring Guide DesignExamples of Tasks and RubricsHow Well Does a Rubric Communicate the Original Task?5. Science NotebooksScience Notebooks: Formative and Summative Assessment ToolsNotebook ScaffoldsAssessment Components for NotebooksSupporting Graphing Skills and Abilities6. Assessment Examples for All Grade LevelsOpen-Ended Questions (Integrates Domains)Student Laboratory Environment Inventory (Integrates Domains)Ideas for Assessing in the Application DomainObservation Checklist (Integrates Domains)Use of Application-Level Multiple-Choice QuestionsExamples for the Creativity DomainAssessing Attitudes, Preferences, and Processes7. Assessment Examples for Grades K Through 4Applying Process Skills and Experimental DesignApplication Assessment Items for Grades K Through 3Assessing Attitudes About ScienceStudent Self-AssessmentAssessing Perceptions About Scientists8. Assessment Examples for Grades 5 Through 8Developing a Group Performance TaskPreparation for Standardized TestsElectronic Portfolios for StudentsStructuring Peer Assessment for Cooperative GroupsClass Assessment of Group Project Presentations9. Assessment Examples for Grades 9 Through 12Using the Student Laboratory Environment InventoryLooking at Science ProcessesAssessing Specific Areas of UnderstandingAssessing Students′ Views of the Scientific ProcessGlossary of Assessment-Related TerminologyReferencesIndex

“In this second edition, Enger and Yager expand their previous work by suggesting new assessments and more clearly connecting their assessments with the National Science Education Standards. For classroom teachers, this book offers a range of suggestions that can enhance classroom instruction. For science teacher educators, this book is an invaluable and handy resource in working with beginning, new, or experienced science teachers.”

Sandra K. Enger is a faculty member at The University of Alabama in Huntsville (UAH) and associate director of the Institute for Science Education. She teaches methods courses for preservice teachers in elementary science and also undergraduate and graduate assessment courses. As a professional development provider, she has worked with international teachers from Russia, the Ukraine, and multiple Trans-Eurasian countries. Her consulting work includes development of assessment materials, conducting project evaluations, and participation in alignment studies. She graduated from Winona State (MN) University with a BS in science and a master’s degree in biological sciences. Her PhD in science education was awarded by The University of Iowa. She has had extensive classroom experience at both secondary and university levels. Robert E. Yager is professor emeritus of science education at The University of Iowa, where he also earned two graduate degrees. He has di­rected over 100 National Science Foundation projects and has served as chair for nearly 130 doctoral students. Yager has served as president for seven national professional organizations. He has been involved internationally with special ongoing projects in Korea, Taiwan, Japan, Turkey, and Estonia. Yager’s research interests and teaching are involved with science, technology, and society (STS), es­pecially in terms of it as an instructional reform effort and the other visions outlined in the National Science Education Standards. He continues to identify Exemplary Science Programs across the world.

• PrefaceAcknowledgmentsAbout the Authors1. A Framework for Assessing Student Understanding in ScienceAssessment Based on Six Domains of ScienceI. Conceptual DomainII. Process DomainIII. Application DomainIV. Attitude DomainV. Creativity DomainVI. Nature of Science DomainAssessment Approaches Aligned With the Six Domains2. Assessment in the Contexts of TeachingPlanning Instruction and AssessmentWhat Assessment IsFormative and Summative AssessmentAssessment Types and ApproachesNational Science Education Assessment StandardsImplementing Assessment GuidelinesThe Internet as an Assessment Resource3. Evaluating Teaching PracticeAction ResearchAssessment of Classroom Practice With Video Recording SupportSources of Instrumentation for Assessing PracticeSelf-Assessment of Constructivist PracticeScience-as-Inquiry Surveys4. Rubrics and Scoring GuidesRubrics and Scoring Guides: What Are They?Rubric Construction: A Teacher′s PerspectiveRubric or Scoring Guide DesignExamples of Tasks and RubricsHow Well Does a Rubric Communicate the Original Task?5. Science NotebooksScience Notebooks: Formative and Summative Assessment ToolsNotebook ScaffoldsAssessment Components for NotebooksSupporting Graphing Skills and Abilities6. Assessment Examples for All Grade LevelsOpen-Ended Questions (Integrates Domains)Student Laboratory Environment Inventory (Integrates Domains)Ideas for Assessing in the Application DomainObservation Checklist (Integrates Domains)Use of Application-Level Multiple-Choice QuestionsExamples for the Creativity DomainAssessing Attitudes, Preferences, and Processes7. Assessment Examples for Grades K Through 4Applying Process Skills and Experimental DesignApplication Assessment Items for Grades K Through 3Assessing Attitudes About ScienceStudent Self-AssessmentAssessing Perceptions About Scientists8. Assessment Examples for Grades 5 Through 8Developing a Group Performance TaskPreparation for Standardized TestsElectronic Portfolios for StudentsStructuring Peer Assessment for Cooperative GroupsClass Assessment of Group Project Presentations9. Assessment Examples for Grades 9 Through 12Using the Student Laboratory Environment InventoryLooking at Science ProcessesAssessing Specific Areas of UnderstandingAssessing Students′ Views of the Scientific ProcessGlossary of Assessment-Related TerminologyReferencesIndex

“In this second edition, Enger and Yager expand their previous work by suggesting new assessments and more clearly connecting their assessments with the National Science Education Standards. For classroom teachers, this book offers a range of suggestions that can enhance classroom instruction. For science teacher educators, this book is an invaluable and handy resource in working with beginning, new, or experienced science teachers.”