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1、29DoesPerformance-BasedAssessmentAffectStudents’AttitudesTowardScience?IntroductionWhyareU.S.studentsperformingbelowthelevelofstudentsofmostotherindustrialized,andevenofsomeThirdWorld,countries(Zemelman,Daniels,&Hyde,1998,p.109)?ThisisahauntingquestionconsideringtheU.S.isamongthewe
2、althiestofnations,seeminglywithoutlimitationsorexcuses.Personally,Ihavebeenfrustratedbymyownsons’lackofinterestinscience.Whenquestionedabouttheirdisinterest,theyclaimtobeboredwithmemorizationandlectures.Theyalsoindicatethatscienceisoftensidelinedtohelpwiththeend-of-gradetestsinothe
3、rsubjects.Ilovescience.Thatmyownchildrenhavebeenturnedoff,inpart,bymethodsanddifferentprioritiesismostdistressing.SoIbeganmyresearchlookingforwaystoengagestudentsandchangetheirattitude.Idiscoveredthatscientistsandscienceeducatorsareindeedpromotingreforminhowscienceistaughtandlearne
4、d(Zemelman,etal,1998,p.110).Thenewemphasisisonteachingscienceinamannerthatmakessciencerelevanttostudentsandrequiresthemtoparticipateintheprocess.Scienceisapproached“startingwithquestionsaboutphenomenaratherthanwithanswerstobelearned”(Zemelman,1998,p.110).Reform,however,requiresonem
5、orestep–changingtheformandprocessofassessingstudents’masteryofthematerial(NationalResearchCouncil,1996,p.76).Studentattitudesdeterminetheamountoftimetheyarewillingtospendlearning.Theirattitudesareoftensetbytheirpastsuccess,bytheperceivedrelevanceofthematerial,andbytheleveloftheirac
6、tiveinvolvement(Dika,Granville,&Singh,2002,p.329).Reformingthemethodstoassessstudents’proficienciesinscienceincludesusingperformance-basedmethodssuchasrubricsandpeerevaluations.Inthispaper,“performance-basedassessment”referstoevaluationsthatquantifystudentmasteryofmaterialasshownin
7、theirprojectsortheirperformanceofactivities.Thetwomosthighlyrecommendedformsofperformance-basedassessmentsarerubricsandpeerevaluations(NationalResourceCouncil,1996,p.91,andGueldenzoph&May,2002,p.11).“Rubrics”arechartsthatclearlyandconciselyoutlinetherequirementsofeachstageoftheproj
8、ect,thelevelsofachievement
