Abell, Sandra K. & Volkmann, Mark J. (2006) Seamless Assessment in Science: A Guide for Elementary and Middle School Teachers. Portsmouth, NH: Heinemann.

Pages: 160     Price: $20.00     ISBN: 0-325-00769-1

Assessment is something teachers are in a constant struggle to manage. All educators know that effective teachers have to be able to effectively measure students’ learning, yet how can it be done in a way that will give them the information that they (and their administrators) need and help students also? How can assessment be managed without driving the teacher insane?

The difference is assessment for learning as opposed to assessment of learning. Ongoing assessment is already imbedded in effective inquiry-based instruction. However, whether the scoring of assessments is primarily designed to guide instruction or measure achievement toward the standards is another matter. Assessment that is primarily designed to measure learning, and is often considered punitive, can be effective. But somehow coupled with that must be assessment for learning, that is not necessarily used to quantitatively measure a student’s cognitive abilities but is instead used to guide the path instruction should take to be most effective.

Abell and Volkmann discuss both types of assessment and how to effectively integrate them into a science classroom. Their 5E model (Engage, Explore, Explain, Elaborate, and Evaluate) defines the phases during the process of inquiry with specific learning and assessment purposes for each phase. While the model is sound and the descriptions of each phase of the model are easy to understand, the most helpful thing is that at least half of the book is examples of ways that teachers have utilized the model.

The examples given for the 5E model show how the stages play out at several grade levels. Examples in physical science and the Earth and space sciences are given at primary (grades 1-3), intermediate (grades 4-5) and middle (grades 6-8) levels. Additionally, a table of online assessment resources is included in the appendix.

This book would be a wonderful way for a science department interested in revisiting their assessment policy to begin discussions. The examples described give rise to some very interesting ideas about assessment and how to balance formal and informal assessment. Solid assessment practices yield solid instructional practices.

Reviewed by Myka H. Raymond, Ph.D., Gifted and Talented Coordinator, Physics and Engineering/Earth Science Teacher, Overland High School, Aurora, Colorado.