Abstract
This chapter outlines the process of developing worthwhile diagnostic and summative assessment tasks, as well as developing analytic and holistic scoring rubrics. The chapter provides examples of assessment tasks, scoring rubrics, and student responses as well as data that show the appropriateness of open-ended response items over selected response type tests.
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© 2001 Springer Science+Business Media Dordrecht
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Leuenberger, T. (2001). Developing and Using Diagnostic and Summative Assessments to Determine Students’ Conceptual Understanding in a Junior High School Earth Science Classroom. In: Shepardson, D.P. (eds) Assessment in Science. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0802-0_12
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DOI: https://doi.org/10.1007/978-94-010-0802-0_12
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-7094-9
Online ISBN: 978-94-010-0802-0
eBook Packages: Springer Book Archive