From Point A to Point B: Using Assessments to Chart the Path of Integrated Instruction

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Author(s): Kristin T. Rearden (University of Tennessee, USA)
Copyright: 2019
Pages: 13
Source title: Handbook of Research on Science Literacy Integration in Classroom Environments
Source Author(s)/Editor(s): Chih-Che Tai (East Tennessee State University, USA), Renee M. R. Moran (East Tennessee State University, USA), Laura Robertson (East Tennessee State University, USA), Karin Keith (East Tennessee State University, USA)and Huili Hong (Towson University, USA)
DOI: 10.4018/978-1-5225-6364-8.ch004

Keywords: Classroom Management / Curriculum Development and Instructional Design / Education / Information Science Reference

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Abstract

Designing lessons based on knowledge of students, curricula, assessments, and instructional strategies is critical for effective instruction. Diagnostic assessments can inform teachers about what students know and what they think they know, while formative assessments provide pertaining to progress that students are making during and immediately after a lesson that is acted upon. This data can be derived from both teacher-based sources and students' self-assessments. Strategies for assessing integrated science and literacy lessons can target practices common to both subjects. With an accurate roadmap of where students are starting and where they should be by the end of a lesson, both teachers and students will be equipped for the learning journey.

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From Point A to Point B: Using Assessments to Chart the Path of Integrated Instruction

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