Provides extensive standards-based examples for assessing science teaching and learning, including the use of portfolios, formative assessments, student self-evaluations, rubrics, and science notebooks.
Sandra K. Enger is a faculty member at The University of Alabama in Huntsville (UAH) and associate director of the Institute for Science Education. She teaches methods courses for preservice teachers in elementary science and also undergraduate and graduate assessment courses. As a professional development provider, she has worked with international teachers from Russia, the Ukraine, and multiple Trans-Eurasian countries. Her consulting work includes development of assessment materials, conducting project evaluations, and participation in alignment studies. She graduated from Winona State (MN) University with a BS in science and a master's degree in biological sciences. Her PhD in science education was awarded by The University of Iowa. She has had extensive classroom experience at both secondary and university levels. Robert E. Yager is professor emeritus of science education at The University of Iowa, where he also earned two graduate degrees. He has di-rected over 100 National Science Foundation projects and has served as chair for nearly 130 doctoral students. Yager has served as president for seven national professional organizations. He has been involved internationally with special ongoing projects in Korea, Taiwan, Japan, Turkey, and Estonia. Yager's research interests and teaching are involved with science, technology, and society (STS), es-pecially in terms of it as an instructional reform effort and the other visions outlined in the National Science Education Standards. He continues to identify Exemplary Science Programs across the world.