posted by:
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Joel Blutfield
on March 2, 2000
at 8:15PM
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subject:
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LSC D.E.S.E.R.T. Project/Tucson
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My name is Joel Blutfield and I have a lead position for our LSC (D.E.S.E.R.T Project) in Tucson, AZ. My colleagues and I are currently in the process of developing a Summer Institute on assessment for k-8 science teachers. The Institute will include opportunities for teachers to develop classroom assessment strategies as well as explore the existing assessment materials that are part of the core adoption; FOSS for k-5, and SciencePlus for 6-8. In addition, we are planning sessions that will focus on formative and alternate assessment practices including peer assessment. Many of our teachers, especially those at the middle school level, remain focused on content based assessment even though they understand and recognize the importance of assessing students' understanding of concepts and methodology. The big challenge for professional developers is to assist teachers in finding structures that will bring change in assessment practices. Has anyone found success in this area? Maybe we should help teachers identify the barriers to change and help them work through those issues first. How can we help administrators, teachers and parents move from the evaluative thinking mode to true assessment of student understanding?
Thanks,
Joel Blutfield
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