Question 44

What type of evaluation do you think is best in assessing students' conceptual understanding of inertia?

TEACHING STANDARD B:
Teachers of science guide and facilitate learning. In doing this, teachers

• Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

TEACHING STANDARD C:
Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers

• Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.

PROFESSIONAL DEVELOPMENT STANDARD A:
Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry. Science learning experiences for teachers must

• Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry.

PROFESSIONAL DEVELOPMENT STANDARD B:
Professional development for teachers of science requires integrating knowledge of science, learning, pedagogy, and students; it also requires applying that knowledge to science teaching. Learning experiences for teachers of science must

• Connect and integrate all pertinent aspects of science and science education.

PROFESSIONAL DEVELOPMENT STANDARD C:
Professional development for teachers of science requires building understanding and ability for lifelong learning. Professional development activities must

• Provide opportunities for teachers to receive feedback about their teaching and to understand, analyze, and apply that feedback to improve their practice.

ASSESSMENT STANDARD A:
Assessments must be consistent with the decisions they are designed to inform.

• Assessments are deliberately designed.
• Assessments have explicitly stated purposes.
• Assessment procedures are internally consistent.

CONTENT STANDARD B: As a result of their activities in grades 9-12, all students should develop an understanding of

• Motions and forces

PROGRAM STANDARD A:
All elements of the K-12 science program must be consistent with the other National Science Education Standards and with one another and developed within and across grade levels to meet a clearly stated set of goals.

• In an effective science program, a set of clear goals and expectations for students must be used to guide the design, implementation, and assessment of all elements of the science program.