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2.Science-Technology-SocietyGrahamOrpwoodYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

TeachingandLearningScienceforaNewCentury科學(xué)教育2Science-Technology-SocietyemphasisYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

Goals:Developingunderstandingsofrelationsbetweenscienceandtechnology,scienceandsociety,andtechnologyandsocietyDevelopingskillsatanalysisanddecisionmakinginsocialcontextsinvolvingscienceandtechnology(e.g.health,environment)2科學(xué)教育2Question1York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

Canyouthinkofexampleswhereindividualsorgovernmentshavetomakedecisionsinrelationtoissuesinvolvingscienceandtechnology?Whatsortsofknowledgeandskillswouldhelpinmakingbetterdecisions?Howcanschoolscienceeducationhelpdevelopthatknowledgeandskills?3科學(xué)教育2CharacteristicsofSTSclassroomsYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

Rarethatthereare“rightanswers”TeachersarenotexpertsUnclearwhatexpertiseisrequiredHardtodeterminethe“quality”ofstudents’workGroupsaremoreeffectivethanindividuals4科學(xué)教育2ExampleofanSTSissue–(1)York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

Youaretheheadofcivilengineeringinthegovernmentofaprovincewhereearthquakesarecommonandyouhavebeenaskedtocomeupwithnewbuildingcodestomakesurethatnewbuildingsaremorequake-proofthantheoldones.Whatdoyouneedtoknow?Whoshouldbeconsulted?Whatarethecriteriaofsuccess?Whatlevelof“error”istolerable?Whatconstraintsmightyouface?…..…..5科學(xué)教育2Question2York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

CanyouthinkofanotherexampleofanSTSissueineitherthepublicorprivatedomain?Whatarethekeyquestionstoask?Whatwoulda“goodperformance”looklike?6科學(xué)教育2PurposesofAssessmentStudent-orientedpurposesFamily–orientedpurposesTeacher-orientedpurposesSchool–orientedpurposesPublic-orientedpurposesGovernment–orientedpurposesMedia–orientedpurposesInstitution-orientedpurposesUniversity/College–orientedpurposesEmployer–orientedpurposesYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

7科學(xué)教育2Student-orientedpurposesAssessmentforlearningContentvalidityisimportantAssessmentsmustbebasedonappropriatecontentAssessmentsmustreflectcurriculumgoalsCriterion-referencedandself-referenced York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

8科學(xué)教育2Teacher-orientedpurposesAssessmenttoimproveteachingAnalysisofresultsshowconceptsandskillsnotwellattainedMisconceptionscanleadtonewteachingapproachesYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

9科學(xué)教育2Public-orientedpurposesAssessmentforaccountabilityFocusonschoolimprovement–“Howcanwedobetter?”Importanceofexternalbenchmarks–“Howdoweknowwhenwearedoingwell?”York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

10科學(xué)教育2Institution-orientedpurposesAssessmentforselectionReliabilityasimportantasvalidityIndependentofschoolNormreferenced“Fairness”and“appearanceoffairness”isimportantYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

11科學(xué)教育2PrinciplesofGoodAssessmentYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

1.Themethodsofassessmentmustbeconsistentwiththepurpose

Themethodsofassessmentandthemethodsofevaluationmustmatchthepurposes(i.e.thewhat,who,whenandhowofassessmentmustmatchthewhy)Inclassroomassessment,theprimarypurposeofassessmentshouldbetheimprovementofstudents’learning12科學(xué)教育2PrinciplesofGoodAssessment2.AssessmentsmustmatchthegoalsofthecurriculumUnderstandingsmustbeassessedthroughdemonstrationsofevidenceofunderstandingSkillsmustbeassessedthroughdemonstrationoftheuseoftheskillsApplicationsmustbeassessedthroughdemonstrationofrealapplicationsorunderstandingofapplicationsYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

13科學(xué)教育2PrinciplesofGoodAssessment3. AssessmentsshouldbeasauthenticaspossibleHowdoestheassessmenttaskrelatetothetasksandskillsencounteredintherealworld?Howdoestheassessmenttaskconveythepointorpurposeofthelearning?York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

14科學(xué)教育2PrinciplesofGoodAssessment4.AssessmentshouldhaveclearlydefinedstandardsforsuccessHowgoodisgoodenough?“AmImakingprogress?”“WhatdoIneedtodotoimprove?”York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

15科學(xué)教育2PerformanceTasks–anewtoolinclassroomassessmentPERFORMANCETASKSfocus:lessonwhatstudentsknow(FIRMFOUNDATIONS)moreontheskillsofacquiringknowledge(SCIENCEASINQUIRY)andmoreonwhatstudentscandowithwhattheyknow(SCIENCE-TECHNOLOGY-SOCIETY)York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

16科學(xué)教育2UsesofPerformanceTasksTheyareintendedtobetheculminatingactivityinacourseorunitTheymaybeconductedindividuallyoringroupsTheymayinvolvetheconductoflaboratoryinvestigationsorexternalresearchprojectsCorrectproceduresandanalysisskillsareasimportantascorrectresultsYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

17科學(xué)教育2AssessmentinScienceasInquiryYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

PlanningskillsInvestigationskillsAnalysisskillsReportingskill

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