Contextual assessment in science education: Background, issues, and policy

• Published in: Science education (Salem, Mass.) Vol. 90; no. 5; pp. 820 - 851
• Main Author: Klassen, Stephen
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley Subscription Services, Inc., A Wiley Company 01.09.2006; John Wiley & Sons, Inc; Wiley; Wiley Periodicals Inc
• Subjects: Accountability; Bewertung; Cognition & reasoning; Cognitive Processes; Cognitive Psychology; Concept Mapping; Constructivism (Learning); Curriculum subjects: programmes and methods; Educational Change; Educational evaluation; Educational Policy; Educational sciences; Educational theory; Entwicklung; Evaluation; Exact and natural sciences; Fachwissen; Forschungsentwicklung; Forschungsstrategie; Forschungsüberblick; Kontextbezug; Konzept; Kritik; Leistungsmessung; Messinstrument; Messung; Naturwissenschaften; Performance Based Assessment; Performance Tests; Portfolio Assessment; Resistance (Psychology); Science Education; Science Instruction; Science Tests; Teaching methods; Testentwicklung; Testverfahren; Unterricht; Validity; Vorstellung (Psy); Concept; Evaluation; Science Education; Performance

Contemporary assessment practices in science education have undergone significant changes in recent decades. The basis for these changes and the resulting new assessment practices are the subject of this two‐part paper. Part 1 considers the basis of assessment that, more than 25 years ago, was drive...