Intellectual Merit: The proposed project attempts to draw from several intellectual threads in science assessment to examine teachers classroom assessment beliefs and practices in the form of understanding their own (latent) interpretative framework for assessment.

In contrast to many models proposed in the tradition of formative assessment, this project stresses the central role of teachers interpretative frameworks in assessment practices. A series of studies will be conducted to reveal how teachers think about and implement assessment practices, to identify challenging aspects of classroom assessments, and to construct and validate measures to capture classroom practices. The specific objectives of the proposed research are to:

Conduct descriptive research to conceptualize, characterize, and document middle school science teachers understanding and beliefs about classroom assessment. Construct authentic scenario-based assessment tasks to capture the key aspects of teachers classroom assessment practices. Carry out reliability and validity research to validate the constructed tasks.

Agency
National Science Foundation (NSF)
Institute
Division of Research on Learning in Formal and Informal Settings (DRL)
Application #
0644435
Program Officer
Julio E. Lopez-Ferrao
Project Start
Project End
Budget Start
2007-09-01
Budget End
2014-08-31
Support Year
Fiscal Year
2006
Total Cost
$673,560
Indirect Cost
Name
University of Washington
Department
Type
DUNS #
City
Seattle
State
WA
Country
United States
Zip Code
98195