One of the most interesting and controversial debates in science education today involves testing and grading strategies. This article describes the results on the effectiveness of using student-created portfolios for learning and assessment. The portfolios reduced the level of "test anxiety" and positively affected students' attitudes toward class meetings. Students state that they enjoyed class discussion more because of the atmosphere promoted by the assessment strategies.
Details
Type Journal ArticlePub Date 3/1/1997Stock # jcst97_026_05_315Volume 026Issue 05