Designing Everyday Assessment in the Science Classroom

Atkin (education, emeritus, Stanford University) presents work revealing how middle school science teachers, in collaboration with a team of researchers, tried to improve their everyday assessment practices. The teachers describe the challenges they faced, differences among the teachers, and the personal nature of deep education change. They offer suggestions for designing professional development efforts that recognize significant variations among teachers in how they go about their assessment practices. Annotation © 2006 Book News, Inc., Portland, OR