Assessment Techniques Corresponding to Scientific Texts in Commercial Reading Programs
Do They Promote Scientific Literacy
Bibliographic Data
| ID | 8158026 |
|---|---|
| Authors | Linda M Phillips (University of Alberta), Stephen P Norris (University of Alberta), Martha L Smith (University of Alberta), Jodi Buker (University of Alberta), Chandra Kasper (University of Alberta) |
| Year | 2010 |
| Volume | 55 |
| Issue | 4 |
| Pages | 435-452 |
| Publication date | 2010-05-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Alberta Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Publisher | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v55i4.55338 |
| OpenAlex | W2103198653 |
| Language | EN |
| References cited | 5 |
This research is part of a larger study of commercial reading programs used in Canada in grades 1-6. The specific purposes of the results reported here were to identify and quantify the assessment techniques suggested for the selections that contain scientific content, to show how the assessments differ by grade, to evaluate the nature and quality of the assessments, and to examine the extent to which the assessments help foster scientific literacy. It was found that the assessments occurred in six major forms and employed about a dozen assessment tools that engage students in nearly 20 tasks. Such variety is endorsed in both literacy and science education position statements. The assessments showed some weak trends by grade, but primarily left the purpose of the assessments to teachers’ judgment. The consequence is that teachers probably will choose the assessments for formative rather than summative evaluation, an approach also endorsed by literacy and science education policy statements. Hardly any of the assessments focused on the specificities of learning to read texts that are scientific such as interpreting descriptions of methods and research findings and thus had limited use in promoting this particular aspect of scientific literacy
Formative assessment · Literacy · Mathematics education · Medical education · Pedagogy · Political science · Quality (philosophy) · Reading (process) · Science education · Scientific Literacy · Summative assessment · Variety (cybernetics) · Computer Science · Medicine · Psychology · Science Education and Pedagogy · Student Assessment and Feedback · Teacher Education and Leadership Studies
School science constrained
The need for change in elementary school teacher training—a cross-college age study of future teachers’ conceptions of basic astronomy concepts
Do Teachers Support Causal Understanding through their Discourse when Teaching Primary Science
Principles for literacy assessment
Teachers' Beliefs About the Nature of Science and Their Relationship to Classroom Practice
| Citation velocity | historical |
|---|---|
| Highly cited | No |