http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Wed, 19 Jun 2013 17:21:14 PDT Wed, 19 Jun 2013 17:21:14 PDT http://www.merlot.org:80/merlot/images/merlot.gif http://www.merlot.org:80/merlot/ 44 34 http://www.merlot.org/merlot/viewMaterial.htm?id=90821 This site provides a simplified description of the strengths and weaknesses of a variety of research methods. http://www.merlot.org/merlot/viewMaterial.htm?id=79418 This site provides students with the quizzes that guide students to grammar and writing.The site contains a variety of quizzes that improve students' writing and grammar skills. http://www.merlot.org/merlot/viewMaterial.htm?id=90909 PALS is an on-line, standards-based, continually updated resource bank of science performance assessment tasks indexed via the National Science Education Standards (NSES) and various other standards frameworks. http://www.merlot.org/merlot/viewMaterial.htm?id=86085 These concept cartoons were developed by Dianne Anderson and Kathleen Fisher (2002) as prompts for eliciting discussion about ideas in evolution. They can also be used as assessment tools. The cartoons are best suited for college non-majors and pre-college classes. The incorrect statements in the cartoons are derived from common naive conceptions. They are useful to encourage classroom discussions about common misconceptions. http://www.merlot.org/merlot/viewMaterial.htm?id=86604 One of the best ESL practice sites that I have ever seen. I use it in my adult school ESL Level 4 class. It is highly interactive and very effective! http://www.merlot.org/merlot/viewMaterial.htm?id=80037 The Participant Perception Indicator (PPI) is a tool to help evaluate and/or assess instructional projects or courses that may have technology components or be technology enabled. The PPI contains questionnaires of one page length, or a short web survey, that measures perceptions of knowledge, experience and confidence of 3-5 themes determined important for learning. The PPI has been used at the University of Michigan since the 1980’s for evaluating distance learning in business administration, teacher education computer education, beginning collaborative chemistry courses, and advanced research methods courses for designing evaluation for new technology in instruction. Use the links at the location URL to select forms (including online surveys), documents, research papers and FAQs for the PPI. The site has been used at a variety of institutions worldwide. http://www.merlot.org/merlot/viewMaterial.htm?id=76097 Since being authorized by Congress in 1969, NAEP's mission has been to collect, analyze, and present reliable and valuable information about what the nation's students know and can do. Both public and nonpublic school students in grades 4, 8, and 12 are sampled and assessed on a regular basis in core subject areas. In 1996 and 2000, student performance in science was assessed at grades 4, 8, and 12 on the national level. In 1996, the state-by-state assessment included eighth-grade students only. The 2000 state-by-state assessment expanded to include fourth-grade students as well as eighth-grade students.Sample questions actually used on the NAEP tests are now available. Each question includes the following: Performance Data, Content Classification, Scoring Guide/Key, Student Responses, and More Data (performance by race, gender, region, and socioeconomic status). By using these questions, classroom teachers who compare performance of students with national norms will now know whether or not they are doing a good job! http://www.merlot.org/merlot/viewMaterial.htm?id=79428 Website has both student and teacher pages dedicated to chatting with peers, finding a job and learning what is new in the field. For students, it is an opportunity to take interactive quizzes, join a forum or find other ESL links. For the teacher, this site contains downloadable lesson plans and worksheets, an educator forum and even job listings. http://www.merlot.org/merlot/viewMaterial.htm?id=76564 Self-paced training http://www.merlot.org/merlot/viewMaterial.htm?id=85559 Strategies for assessing a range of learning need to be built into Science curriculum planning. Taking curriculum focus statements into account can assist planning if these statements indicate skills, processes and procedures and suggest contexts in which students can demonstrate learning outcomes. Skills, processes, and procedures are an integral part of the delivery of a science curriculum and should be considered when planning for assessment. Knowledge of the processes and procedures of Science underpins the development of students' understanding of scientific concepts inherent in learning outcomes. This knowledge concerns the procedures for generating scientific evidence and for making judgements about the validity and reliability of evidence and involves competencies in design, measurement, data handling and interpretation, and acting responsibly.