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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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