Using Rubrics to Foster Meaningful Learningby: Marcelle A. Siegel, Paul Hynds, Marc Siciliano, and Barbara Nagle

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Since its inception in the mid-1980s, the Science Education for Public Understanding Program (SEPUP) at the Lawrence Hall of Science (University of California-Berkley) has developed an array of “issue-oriented” instructional and assessment materials that meet the recommendations of major reform efforts and the expectations of schools. Students gather scientific evidence during guided investigations and apply the evidence during the discussions, debates, role plays, and other activities related to societal or personal issues (Their and Nagle 1994). In order to assess students’ higher-level thinking, decision-making, and process skills, a new type of assessment system was necessary. In collaboration with the Berkeley Evaluation and Assessment Research (BEAR) group at the University of California Berkeley Graduate School of Education, SEPUP developed an embedded, authentic assessment system. This free selection from Assessment in Science: Practical Experiences and Education Research includes the Table of Contents, Introduction, and Index.

Grades
  • Elementary
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  • College
Publication Date
1/1/2006

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Reviews (2)
  • on Tue Apr 01, 2014 11:46 PM

Our school district has been working hard to implement standards based assessments and rubrics. The problem is that there are not many resources explaining how to create meaningful rubrics for students in science class. This chapter does a nice job helping in this area. The author explains what should be in a rubric and gives some non-specific examples that could be modified and implemented in a classroom quite easily.

Stephen K  (St. Johns, FL)
Stephen K (St. Johns, FL)

  • on Sun Jul 17, 2011 10:45 PM

This is Chapter 7 of the book entitled, “Assessment in Science: Practical Experiences in Education Research“. It is free to members in pdf format. The Table of Contents, Introduction, and Index are included. For teachers who have used SEPUP (Science Education for Public Understanding Program) kits or rubrics for inquiry learning and authentic student projects, this book chapter will be very informative. The SEPUP assessment system measured 5 types of content and process learning elements: Designing and Conducting Investigation, Evidence and Tradeoffs, Understanding Concepts, Communicating Scientific Information, and Group Interaction. The rubrics masterfully shift students’ emphases from grades to learning. The chapter emphasizes the fact that rubrics are tools for teachers AND students and can be used to foster meaningful learning. All 18 chapters of this book can be downloaded individually! A great find!!!

Carolyn M  (Buffalo Grove, IL)
Carolyn M (Buffalo Grove, IL)


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