Embedded Assessment

Yehudit Judy Dori; S. Avargil

doi:10.1007/978-94-007-2150-0_46

Embedded Assessment

Yehudit Judy Dori, S. Avargil

Research output: Chapter in Book/Report/Conference proceeding › Entry for encyclopedia/dictionary › peer-review

Abstract

Over the past three decades, western educators and researchers alike have sought for novel ways of assessing students' authentic mastery learning, as well as their understanding of curricular concepts and content continuously throughout a course. Embedded assessments (EAs) aim to assess a broad range of students' abilities and comprehension continuously throughout the learning process (Pellegerino 2002–2003). This ongoing assessment enables teachers to (1) assess students' content knowledge and skills by gathering information on students' abilities to understand and reason, (2) make sense of the information and work towards closing the gap between where students are and where they should be, (3) guide the shaping of teaching plans, (4) make adjustments in response to students' difficulties, and (5) find different ways to attain conceptual understanding and science skills (Furtak et al. 2008).

Original language	American English
Title of host publication	Encyclopedia of Science Education
Editors	Richard Gunstone
Place of Publication	Dordrecht
Publisher	Springer Netherlands
Pages	364-366
Number of pages	3
ISBN (Print)	978-94-007-2150-0
DOIs	https://doi.org/10.1007/978-94-007-2150-0_46
State	Published - 4 Jan 2015
Externally published	Yes

Access to Document

10.1007/978-94-007-2150-0_46

Cite this

@inbook{420fe25a5a5248ff8a8751fa6ce7c3c1,

title = "Embedded Assessment",

abstract = "Over the past three decades, western educators and researchers alike have sought for novel ways of assessing students' authentic mastery learning, as well as their understanding of curricular concepts and content continuously throughout a course. Embedded assessments (EAs) aim to assess a broad range of students' abilities and comprehension continuously throughout the learning process (Pellegerino 2002–2003). This ongoing assessment enables teachers to (1) assess students' content knowledge and skills by gathering information on students' abilities to understand and reason, (2) make sense of the information and work towards closing the gap between where students are and where they should be, (3) guide the shaping of teaching plans, (4) make adjustments in response to students' difficulties, and (5) find different ways to attain conceptual understanding and science skills (Furtak et al. 2008).",

author = "Dori, {Yehudit Judy} and S. Avargil",

year = "2015",

month = jan,

day = "4",

doi = "10.1007/978-94-007-2150-0_46",

language = "American English",

isbn = "978-94-007-2150-0",

pages = "364--366",

editor = "Richard Gunstone",

booktitle = "Encyclopedia of Science Education",

publisher = "Springer Netherlands",

address = "Netherlands",

}

TY - CHAP

T1 - Embedded Assessment

AU - Dori, Yehudit Judy

AU - Avargil, S.

PY - 2015/1/4

Y1 - 2015/1/4

N2 - Over the past three decades, western educators and researchers alike have sought for novel ways of assessing students' authentic mastery learning, as well as their understanding of curricular concepts and content continuously throughout a course. Embedded assessments (EAs) aim to assess a broad range of students' abilities and comprehension continuously throughout the learning process (Pellegerino 2002–2003). This ongoing assessment enables teachers to (1) assess students' content knowledge and skills by gathering information on students' abilities to understand and reason, (2) make sense of the information and work towards closing the gap between where students are and where they should be, (3) guide the shaping of teaching plans, (4) make adjustments in response to students' difficulties, and (5) find different ways to attain conceptual understanding and science skills (Furtak et al. 2008).

AB - Over the past three decades, western educators and researchers alike have sought for novel ways of assessing students' authentic mastery learning, as well as their understanding of curricular concepts and content continuously throughout a course. Embedded assessments (EAs) aim to assess a broad range of students' abilities and comprehension continuously throughout the learning process (Pellegerino 2002–2003). This ongoing assessment enables teachers to (1) assess students' content knowledge and skills by gathering information on students' abilities to understand and reason, (2) make sense of the information and work towards closing the gap between where students are and where they should be, (3) guide the shaping of teaching plans, (4) make adjustments in response to students' difficulties, and (5) find different ways to attain conceptual understanding and science skills (Furtak et al. 2008).

UR - https://www.mendeley.com/catalogue/d419fb4e-144a-37f8-9141-5c1100d2e6d4/

U2 - 10.1007/978-94-007-2150-0_46

DO - 10.1007/978-94-007-2150-0_46

M3 - Entry for encyclopedia/dictionary

SN - 978-94-007-2150-0

SP - 364

EP - 366

BT - Encyclopedia of Science Education

A2 - Gunstone, Richard

PB - Springer Netherlands

CY - Dordrecht

ER -

Embedded Assessment

Abstract

Access to Document

Other files and links

Fingerprint

Cite this