The Lawrence Hall of Science
The public science center of the University of California, Berkeley.
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The authors of this article, all of whom have been a part of this effort to assess argumentation in literacy-rich science curriculum, have struggled with our attempts to build 3 argument-related assessments—understanding, critiquing, and constructing arguments about scientific phenomena in both oral and written modes. Loosely affiliated with the Seeds of Science/Roots of Reading Project at Lawrence Hall of Science, this effort focused on creating a suite of assessments as models for how middle school science teachers might create their own school-based, curriculum-embedded assessments of science. After reviewing the broad scope and insights derived from a 10-year history of assessments that operate at the intersection of science and literacy, we zoom in on 3 vexing but informative challenges they encountered—and addressed (if not resolved)—as they tried to assess the comprehension, critique, and construction of oral and written arguments.
Pearson, P. D., Knight, A. M., Cannady, M. A., Henderson, J. B., & McNeill, K. L. (2015). Assessment at the intersection of science and literacy. Theory into Practice, 54(3), 228–237.
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