Chapter 8: Assessment in College Science Courses

Those who embrace active forms of learning in their science classrooms quickly discover a disconnection with more traditional forms of assessment. Efforts to revise forms of classroom assessment, both formative and summative, have necessarily accompanied efforts to reform science instruction. The authors present an overview of literature and research in this area and a summary of their own experiences with alternative forms of assessment. Instructional “best practices” including innovative efforts with assessment techniques that promote student-centered forms of teaching and learning are described within the contexts of a science teacher preparatory program and college science discipline.