Chinese Journal of Science Education


Vol. 13 No. 1 , Pages 1 - 27 , 2005

Reflective Practices on Science Assessment: A Teacher’s Action Research (Article written in Chinese)

Sheau-Wen LIN & Pei-Chun CHEN

Abstract

The objectives of this study were to explore a science teacher’s reflective practices on science assessment during action research. The researchers gathered and analyzed data from teacher’s journal, documents, teaching videotapes, interviews, and field-notes of research team meetings. Triangulation was used to enhance the validity of findings. Findings were presented in the form of four assertions: (1) reflection on objectives of assessment led the teacher to establish assessment routines, to break the score myth, and to clarify the interaction of instructional goals, curriculum, and assessment, (2) reflection on the ability indicator system of the new curriculum in teaching and assessment led to rethinking the meaning of science literacy, (3) reflection and reconstruction of what science was led to developing a “instruction and assessment model”, (4) examination of students’ self knowledge making led to the reconstruction of self assessment.

Keywords: action research; elementary science classroom assessment; reflection; professional development

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