Combining Learning and Assessment to Improve Science Education

Marcia C. Linn and Jennifer Chiu   |    Volume Six: Winter  |   

High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to postpone science inquiry activities until after the last standardized test is completed—often during the last week of school. Students spend countless hours practicing and taking multiple-choice tests that have little educational value. Even college courses now devote class time to multiple choice clicker questions and often rely on similar items for course grades. Instead we need learn­ing tests that help students understand science while at the same time measure progress.

« Back to Archive