Foreword - Jay McTighe Preface Acknowledgments About the Author 1. Assessment in Science Education A Call for Change Using National and State Standards to Implement Change Assessment Techniques Performance Tasks Assessing Student Achievement on Performance Tasks Implementing Performance Tasks in the Science Classroom 2. Designing and Using Performance List Rubrics to Assess Student Work Criteria for Assessment Steps for Designing Assessment/Evaluation Tools 3. Designing and Using Scoring Rubrics to Assess Student Work Scoring Rubrics Characteristics of Holistic Rubrics Characteristics of Analytic Rubrics 4. Assessment Tools for Science Grades K-1 5. Assessment Tools for Science Grades 2-3 6. Assessment Tools for Science Grades 4-6 7. Assessment Tools for Science Grades 7-12 Web Sites for Rubrics in Science References Index
Standards-based science education is inextricably linked to performance-based student assessments that are clear, consistent, and accurate measures of what students know and are able to do. Containing more than 100 ready-to-use rubrics, this compact volume meets that need by offering K-12 students the most complete collection of field-tested evaluation tools in science available today. Combining clarity, detail, utility, and practicality, these performance list rubrics, holistic rubrics, and analytic rubrics accommodate diagnostic, formative, and summative assessments and scaffold essential performance tasks across all grade ranges.
Hays Blaine Lantz, Jr. is currently Director of Science for grades PreK-12 for the Baltimore County Public Schools in Maryland. Prior to this assignment, he served as Supervisor of Science K-12 for the Prince George's County Public Schools; as Supervisor of the Howard B. Owens Science Center in Prince George's County; as a Federal Programs Director, Director of Curriculum and Instruction, Title IV-C Project Director, and as a high school administrator and classroom science teacher. Dr. Lantz has either taught or supervised all grades K-16, and has been extensively involved in professional and program development in science education for more than three decades. He has successfully directed several National Science Foundation projects, most recently the Partnerships for Math and Science Achievement (PMSA). In addition, Dr. Lantz also stays active as a science education consultant for several publishers and numerous school districts. His current research interests in science education include performance-based teaching and assessment, advance organizers, and the effects of prior knowledge on learning. Dr. Lantz received his formal education at James Madison University and at the University of Virginia. He earned his doctorate in Science Education from the University of Virginia in 1981, with supporting fields in Research & Evaluation and Supervision & Administration. When not actively engaged in his work, Dr. Lantz enjoys skiing, golfing, fly fishing, hiking, and other outdoor activities.