Everyday Assessment in the Science Classroom.

By J. Atkin, Janet Coffey. 2003

127 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ebda679be6cbaa802465eb4b2096f4fef6c2c563

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Citations in the corpus

Novice Teachers' Attention to Student Thinking (2009, background): “Research has begun to conceptualize assessment as an everyday classroom activity (Atkin & Coffey, 2003; Cowie & Bell, 1999; NRC, 1996, 2001), and a growing body of work points toward the strong influence that perceptive, ongoing diagnosis of student thinking has on a teacher’s instructional moves…”
Informal Formative Assessment and Scientific Inquiry: Exploring Teachers' Practices and Student Learning (2006, methodology): “…framework, assessment conversations (i.e., ESRU cycles) are analyzed in the context of the three integrated aspects of science education originally proposed by Driver, Leach, Millar, and Scott (1996) and elaborated by Duschl (2000, 2003) as domains of assessment: epistemic, conceptual, and social.”
The Evidence-Based Reasoning Framework: Assessing Scientific Reasoning (2010, methodology): “In particular, we have synthesized the frameworks in Toulmin (1958/2003) and Duschl (2003) to create a framework of scientific reasoning as a distinct mode of thought and discourse with roots in both general argumentation and scientific inquiry.”
Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge (2011, background): “In other disciplines, a regular emphasis on student thinking in classrooms has been identified as a key link in supporting students’ learning (e.g., Atkin & Coffey, 2003; Ball, 1993; Franke et al., 2009; Hammer, 1997).”