TY - JOUR
T1 - Assessment at the Intersection of Science and Literacy
AU - Pearson, P. David
AU - Knight, Amanda M.
AU - Cannady, Matthew A.
AU - Henderson, Joseph
AU - McNeill, Katherine L.
N1 - Publisher Copyright:
© 2015, Copyright © The College of Education and Human Ecology, The Ohio State University.
PY - 2015/7/3
Y1 - 2015/7/3
N2 - The authors of this article, all of whom have been a part of this effort to assess argumentation in literacy-rich science curriculum, have struggled with our attempts to build 3 argument-related assessments—understanding, critiquing, and constructing arguments about scientific phenomena in both oral and written modes. Loosely affiliated with the Seeds of Science/Roots of Reading Project at Lawrence Hall of Science, this effort focused on creating a suite of assessments as models for how middle school science teachers might create their own school-based, curriculum-embedded assessments of science. After reviewing the broad scope and insights derived from a 10-year history of assessments that operate at the intersection of science and literacy, we zoom in on 3 vexing but informative challenges they encountered—and addressed (if not resolved)—as they tried to assess the comprehension, critique, and construction of oral and written arguments.
AB - The authors of this article, all of whom have been a part of this effort to assess argumentation in literacy-rich science curriculum, have struggled with our attempts to build 3 argument-related assessments—understanding, critiquing, and constructing arguments about scientific phenomena in both oral and written modes. Loosely affiliated with the Seeds of Science/Roots of Reading Project at Lawrence Hall of Science, this effort focused on creating a suite of assessments as models for how middle school science teachers might create their own school-based, curriculum-embedded assessments of science. After reviewing the broad scope and insights derived from a 10-year history of assessments that operate at the intersection of science and literacy, we zoom in on 3 vexing but informative challenges they encountered—and addressed (if not resolved)—as they tried to assess the comprehension, critique, and construction of oral and written arguments.
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U2 - 10.1080/00405841.2015.1044372
DO - 10.1080/00405841.2015.1044372
M3 - Article
AN - SCOPUS:84938494973
SN - 0040-5841
VL - 54
SP - 228
EP - 237
JO - Theory Into Practice
JF - Theory Into Practice
IS - 3
ER -