Chapter 6 Assessing Science Learning Updated Spring 2012 – D. Fulton

What is meant by “assessment”? Assessment is a process Assessment involves collecting data about student learning Assessment is integral part of teaching/learning experience!! Assessments are closely linked to instruction! Assessments are ongoing!

What are the purposes of assessment in science classrooms? For teachers: Planning, monitoring, evaluating, and adjusting instruction and learning procedures Assisting students in learning Assigning grades For students: Feedback about learning performance and progress For administrators and legislators: Accountability Budget, policy, and personnel decisions Student placement, promotion, and graduation For parents: Feedback about their children’s learning performance and progress

Assessment Assessment involves collecting data, while evaluation involves using that data in judging student performance and making decisions.

Assessment We will divide up into 6 groups. Each group will take a type of assessment to present to the class. On chart paper, write the kind of assessment, the definition, and some kind of graphic explaining the assessment. You will be in charge of discussing this with the rest of the class. 1. Diagnostic Assessment 2. Formative Assessment 3. Summative Assessment 4. Informal Assessment 5. Traditional Assessment 6. Performance Assessment

What is meant by Diagnostic Assessment? When does it happen? Before instruction (sometimes called “preassessment”) Why is it used? Assess student needs and prior knowledge Probe for naïve theories and alternative conceptions Match student needs with teaching methods

What is meant by Formative Assessment? When does it happen? During instruction Why is it used? Continue diagnostic assessment Determine current levels of student learning Determine what students need to do to reach optimum learning levels. Modify teaching of concepts Provide scaffolding to bridge to higher level of learning Provide immediate feedback to guide student learning

What is meant by Summative Assessment? When does it happen? After instruction Why is it used? Assess retention and understanding Assess conceptual change Use for assigning grades, for promotion and for graduation Assess how much students have learned before moving on to the next topic. Report to parents, administrators, and community

Types of Assessment Measures Informal Do not provide for standardized procedures, do not involve systematic ways to record or analyze data Do include teacher questions, listening to students, watching student performance, and examining products, reading and analyzing student work Can use checklists for this

Types of Assessment Measures Traditional Assessment After instruction Multiple choice, TF, short answer, essay Forced choice or selected-response items Teacher should provide feedback to this

Types of Assessment Measures Performance Assessment New emphasis on this type of assessment Gives students opportunity to demonstrate what they know Natural fit for inquiry science Includes focus, context, directions, and scoring guides such as RUBRICS

What is performance assessment? It involves a performance that can be observed or a product that can be examined Example PerformancesExample Products Measuring Observing Collecting and organizing data Constructing a graph Making a multimedia presentation Presenting an oral defense of work Presenting a how-to explanation of a procedure Data tables Graphs Models Reports Written explanations Problem solutions

How does performance assessment differ from traditional assessment methods? Offers a wider range of options for students to communicate their understanding Has the look and feel of regular hands-on learning situations Students are generally more comfortable with it

What are the components of an effective performance assessment task? Focus – (closely related to learning objectives) Context- (includes a focus question or ESSENTIAL QUESTION – problem/hook/authentic) Directions (what students are expected to do) Scoring guides (checklists, rubrics, holistic scoring guides)

Checklists A checklist is simply a list of specific key elements that a teacher wishes to consider in judging a student performance or product. May be YES/NO Quick, easy, and handy May be tied to scope and sequence Choose how often you will use this Have enough space to write comments Keep a separate record for each student Review with students periodically.

Rubrics Type of scoring guide consisting of a number of evaluative criteria that are precisely described according to level of quality, usually with points assigned to each level. Can be made with students Students should be aware of expectations Student-friendly rubrics

Examples of Informal Assessments Teacher Questions Experience Charts Student Record Pages Science Notebooks Checklists

Examples of Performance Assessment Items Using Performance Tasks to Assess Science Knowledge Oral/Written Pictorial Interpretations Using Performance Tasks to Assess Science Understanding Concept Maps Performance Tasks and Rubrics

Assessing Multiple Objectives in Science Model building Student demonstrations Student projects Science Fair Projects Portfolios

Assessment Learning to use assessment effectively will help you become a better teacher and your students better learners. It is clearly worth the effort. Assessment is a critical component of inquiry learning and instruction. The assessment revolution is here to stay.

Assessment of Science Attitudes Being curious Insisting on evidence Being predisposed to apply science knowledge Being willing to critically evaluate ideas Working cooperatively

Goals and Objectives Goals- overarching and long-term statements- give direction- state broadly- may say “to know” or “to understand” Objectives- short-term outcomes that tell us specifically what we should teach and assess in order to reach goals. Must be specific and in terms of performance that can be observed and assessed.

Rubrics