Publication Date: October 20, 2005
This book describes how middle school science teachers, in collaboration with a team of researchers, tried to improve their everyday assessment practices to enhance student learning. It discusses the challenges they faced, the differences among the teachers, and the personal nature of deep educational change. A product of CAPITAL (Classroom Assessment Project to Improve Teaching and Learning), a research effort supported by the National Science Foundation, this book:
J Myron Atkin is director of CAPITAL and professor of education (emeritus) at Stanford University. Janet E. Coffey is an assistant professor in the Science Teaching Center at the University of Maryland, College Park. Savitha Moorthy is a teacher of English and English as a Second Language. Mistilina Sato is an assistant professor of teacher development and science education at the University of Minnesota, Twin Cities. Matthew Thibeault is an artist in residence at the School of the Arts in San Francisco.
“This book takes formative assessment to a new level…. Science teachers will enjoy this book because in its pages we can ‘observe’ our colleagues in real-world settings. But the book also should be read by principals, science curriculum coordinators, and science department chairs.”
—From the Foreword by Gerry Wheeler, Executive Director, National Science Teachers Association
“This book is a powerful illustration of the deeply personal nature of teaching, and the different routes teachers take in developing their practice.”
Dylan Wiliam, Director, Learning and Teaching Research Center, Educational Testing Service, Princeton, New Jersey