Alternative assessments in science instruction have been developed for the upper elementary grades but are limited in the area of early childhood instruction. Because younger children have limited abilities in reading and writing, teachers have difficulty assessing children’s scientific knowledge. Therefore, this article provides assessment tasks with appropriate reading and writing demands for young children by using objects that are familiar to them.
Details
Type Journal ArticlePub Date 10/1/1999Stock # sc99_037_02_36Volume 037Issue 02