1. Chapter 10 Assessing Active Science Learning

2. How to Read This Chapter Assessment is presented from three contexts: the classroom context, assessment at the national level and assessment at the international level. If you are looking for specific assessment strategies, then you’ll want to focus on the first part of the chapter. If you are interested in national and international assessments then the sections on these reports will be of interest. You will want to come back to this chapter from time-to- time to find examples of assessment strategies that you can integrate into your teaching plans.

3. Invitations to Inquiry What are some trends in the development of assessment strategies? What are the components of a comprehensive assessment strategy for student learning and instruction? What the differences among diagnostic, formative, and summative assessment? How can inquiry-based learning be assessed? What methods of assessment are effective in understanding student learning? How can assessment items be classified? What are the trends in the national assessment of science progress? What are the trends in the international assessment of science achievement?

4. Chapter 10 Map

5. Case to Consider: Mrs. Cronin’s Whirlybird Project Read the case of Mrs. Cronin’s whirlybird project. Do you think the project, as described, is a valid way to assess student learning? Why do you think so?whirlybird Example of a whirlybird

6. Model of Assessment Where are you trying to go? -identify and communicate the learning and performance goals. Where are you now? -assess, or help the student to self-assess current levels of understanding. How can you get there? -help the student with strategies and skills to reach the goal.

7. Inquiry Activity 10.1: Developing an Assessment Plan Develop a plan for a mini- unit of teaching Include: –A diagnostic assessment –2-3 formative assessments –A summative assessment What are the strengths of your plan? Using materials in the lab (newspapers, toothpaste, modeling Clay, sand, water, flour, glue) make a model of the pattern of You see in the rocks shown in the photograph. Write a brief Story explaining how you think the pattern in the rocks was Created.

8. Methods of Assessment Diagnostic Formative Summative Formative Assessment: What effect would global warming have on the range of Artic ice shown here?

9. Diagnostic Assessment Assessing students’ prior knowledge T-charts Pictorials Drawings Concept Mapping Probes How could you use this graph as a diagnostic assessment method with a group of ninth-graders?

10. Examples: Diagnostic Methods Pre-assessment--used to find out student’s prior knowledge. Three methods are presented, including: –The T-Chart –Pictorials & Drawings –Concept Maps How would these pre- assessment strategies help you in planning lessons and designing units of study?

11. Formative Assessment Asking questions Conferencing Monitoring/observing Alternative paper and pencil Web-Based Formative Assessments Student Writing Open-Ended Questions Content-Specific Tasks Science Journals Formative assessment: Is it true that the green color in leaves masks other pigments? If so, why are some trees in this picture green, and others showing reds, browns, and yellows?

12. Examples: Formative Assessment Formative methods can involve direct interaction of the teacher with students, during class or nonclass time. Which of these methods would use, and why? –Observing Students –Asking Questions –Student Questions –Conferencing

13. Summative Methods of Assessment Several formal methods are presented, including: –Traditional Paper-and- Pencil Tests –Traditional Short Answer –Student Writing –Open-Ended Questions –Content-Specific Tasks –Science Journals –Written Reports or Multimedia Presentations

14. Inquiry 10.2: Designing Performance Assessment Tasks and Rubrics In this inquiry you are going to design a performance task that would assess student understanding of a big idea or concept. Select big ideas/concepts from the Standards and the Benchmarks. Using these statements, you will be asked to create a performance task that will assess learners on the idea. An example of a performance task is shown here.

15. Paper Tower Assessment Project Science teacher-education students collaborating on The paper tower project.

16. Rubric for paper tower

17. Rubric Design Rubistar Use Rubistar to design rubrics for: –Building a structure –A lab report –Science fair project –Scientific drawings –Group projects –Essay writing –Research report

18. Portfolios Study the sample portfolio provided in the Science Teacher Gazette of this chapter, and use it as a model to develop a portfolio based on your mini-unit, or a chapter from a middle or high school science textbook.

19. Assessment at the National Level The National Assessment of Educational Progress (NAEP) is a federally mandated organization that administers assessments to measure educational progress in science, and other content areas. Review the material on NAEP in the Art of Teaching Science (pp. 311-320). How can the NAEP contribute to the improvement of education in U.S. school districts?

20. Long-Term Trends in Science Find out how the following have changed over time based on NAEP results (science): Achievement Age Race/Ethnicity Gender Parental Education Level and achievement Type of School Science Curriculum Attitudes Trends in Average Scale Scores for the Nation in Science

21. International Assessments The International Association for the Evaluation of Educational Achievement (IEA) has conducted comparative studies since the 1960s. Known as the Trends in International Mathematics and Science Study (TIMSS), students in more than 40 nations at the fourth, eighth and final year of high school have been tested.Trends in International Mathematics and Science Study PISA--Program for International Student AssessmentPISA--Program ROSE--Relevance of Science EducationROSE-