Assessed affects of Computer-Assisted Self-Evaluation (CASE) system of multiple-choice testing. Learning and retention were examined in two equivalent groups of undergraduates. Students (N=34) receiving 24 quizzes with immediate feedback outperformed students (N=30) receiving two midterms with delayed feedback. (Author/DS)

Discusses the format of a semester course and provides details about grading, formative assessment, research papers, lecture activities, cooperative examinations, use of spreadsheets, and open-ended laboratory projects. Contains 15 references. (DDR)

Outlines some strategies used by science teacher educators to train teachers to make laboratory lessons a place for meaningful and useful learning, including content analysis of laboratory manuals, scientific inquiry, flexible organization, concept mapping, Vee heuristics, and inquiry oriented laboratory tests. (YP)

Investigates the development of dynamics concepts with one group aged 12-14, and other group aged 14-16. Collects data from Assessment of Performance in Science tasks, Piagetian tasks, and classroom science curriculum. Discusses the interaction of cognitive development and classroom experience in the development of concepts. (Author/YP)

Describes 10 steps for developing a diagnostic test of students' misconceptions and the use of two tests in chemistry (covalent bonding and structure) and in biology (photosynthesis and respiration in plants). Discusses the results and some implications for teaching science. (YP)

Reviews emerging applications of microcomputers and hypermedia to assessment. Use consists mainly of computerized test administration of multiple-choice tests drawn from item banks. Significant advantages are possible in several areas including immediate feedback to students, formative evaluation with remediation possibilities, and monitoring…

The results from the testing of practical skills in science in the six participating countries of the Second International Association for the Evaluation of Educational Improvement Science Study are presented. The emphasis is on descriptive reports without extensive statistical tests. Some clear patterns of findings are evident. (SLD)

Two methods for constructing differentiated school norms and computing percentile ranks for school mean achievement accounting for demographic background factors are illustrated. These methods, which account for socioeconomic conditions that are beyond the control of the school, are applied to two large samples of schools (n=1,573 and n=797,…

The impact of frequency of classroom testing on achievement was studied for nearly 2,000 tenth grade male biology students in Saudi Arabia tested monthly or semimonthly. Students tested more often outperformed others on end-of-semester and delayed recall (three months) tests. (SLD)

Skill in reading diverse genres of scientific texts, including media reports, is an important aspect of scientific literacy that some experts argue should be included in the science curriculum. To understand current and potential uses of media reports in classrooms, we conducted research in three areas. First, we examined major science education…

This study uses an existing astronomy software program to encourage inquiry-based learning and argumentation while also ensuring gains on conventional classroom assessments and high-stakes achievement tests. To supplement the software program, a curriculum and three levels of assessment--quizzes, exam, and test--were designed and administered to…

This article deals with the Third International Mathematics and Science Study (TIMSS). TIMSS has provided a comprehensive assessment of educational contexts and mathematics and science achievement (National Research Council, 1999). The initial TIMSS assessment was conducted in 1995 (TIMSS 1995) and several studies have examined factors related to…

If strong school library media centers (SLMCs) positively impact middle school student reading achievement, as measured on standardized tests, are they also beneficial for middle school science achievement? To answer this question, the researcher built upon the statistical analyses used in previous school library impact studies with qualitative…

This paper examines several issues and challenges associated with performance-based assessment in science through experiences with two large-scale student assessment projects. The first is the Common Core of Learning (CCL) Science Assessment Project designed to explore the use of classroom-embedded performance assessment for the evaluation of…

This study examines the instructional experiences of a national sample of 1992 high school seniors in the subjects of science and mathematics. The study analyzes data from the National Education Longitudinal Study of 1988 (NELS:88). The information on instruction comes from the NELS:88 1992 survey of teachers, which collected questionnaires from…