CAESL :: Center for Assessment and Evaluation of Student Learning
CAESL, the Center for the Assessment and Evaluation of Student Learning, aims to improve student learning and understanding in science by focusing on effective assessment.


ANNOUNCEMENTS

CAESL2008: International Conference on Assessment for Learning in Science.
Tuesday, October 20 - Thursday, October 22
San Francisco Marriott Hotel, San Francisco, CA

Researchers and educators from around the world are invited to share information and practices. The conference will promote a constructive dialogue about the latest theory, research and practices in the development of assessment systems for science that help teachers to diagnose student learning in the classroom and which link meaningfully to large scale accountability systems.
For more information see the CAESL2008 website.

Past CAESL Conferences:


The CAESL Assessment Modules for Pre-Service Teacher Education

This set of modules is for use by teacher educators working with pre-service teachers to develop the knowledge and skills required to use assessment effectively in their secondary classrooms. Developed by Alicia Alonzo (Stanford University) and Andrea Whittaker (San Jose State University), with contributions from Susan Schultz (Stanford University), the modules are based on the view that assessment is integral to teaching and learning.

The modules, which contain lesson plans and accompanying resources needed to teach them, can be found at www.caesl.org/pre-service


The CAESL Assessment Education Toolkit

Announcing an online toolkit of activities, information and tools for teachers to use when working with parents, school boards, and other interested in understanding more about assessment.
http://www.caesl.org/toolkit


CAESL Brown Bag Seminar Series

See the CAESL Brown Bag webpage for information on past seminars.


Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. This material is based upon work supported by the National Science Foundation under Grant No. 0119790.