http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Sat, 25 May 2013 16:49:25 PDT Sat, 25 May 2013 16:49:25 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=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=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=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. http://www.merlot.org/merlot/viewMaterial.htm?id=78410 The National Science Teacher's Association (NSTA) faculty worked with National Council for Accreditation of Teacher Education (NCATE) representatives to provide information on this website intended to assist institutions and programs to develop a performance based assessment system for their science teacher preparation program that will meet NSTA and NCATE expectations. The NSTA template for program reviews is available at www.ncate.org and should be downloaded from that site. The standards referred to in that template are the current standards adopted in 2003 by NSTA and in 2004 by NCATE. Reference materials such as the NCATE K-6 Standards document what constitutes good performance assessment for approval of the National Council for Accreditation of Teacher Education (NCATE). http://www.merlot.org/merlot/viewMaterial.htm?id=79373 These invertebrate zoology modules are designed as a multimedia teaching aid in order to allow students to prepare for the laboratory and to review following the laboratory. Students may review or quiz themselves at any time as the InvertZoo Modules are available online. http://www.merlot.org/merlot/viewMaterial.htm?id=83505 The Journal of Chemical Education Conceptual Questions and Challenge Problems is a source of questions and problems that can be used in teaching and assessing conceptual understanding and problem solving in chemistry. Here you can find a library of free response and multiple choice conceptual questions and challenge problems, tips for writing these questions and problems, and a discussion of types of concept questions. This site is intended to be a means of sharing conceptual questions and challenge problems among chemical educators. http://www.merlot.org/merlot/viewMaterial.htm?id=86500 Project evaluators collect data using these standardized questionnaires and protocols designed to answer core evaluation questions, and to complete ratings on the quality of science and math teacher professional development programs. A variety of strategies can be used in analyzing the evaluation data. Quantitative data are typically analyzed using various forms of regression modeling. No predetermined coding scheme is used in the analysis of qualitative data. Rather, themes are developed as they emerge from the data. While Horizon Research, Inc. (HRI) holds a copyright on all instruments associated with the Core Evaluation Data Collection, HRI grants permission for unlimited use of the instruments, whether in whole or part, for non-commercial purposes. HRI requires that if the instruments are used, they be attributed to Horizon Research, Inc. These instruments were developed in part through NSF funding under contract numbers RED-9255369 and REC-9912485.