Chapter 6 assessment
- 1. Chap6. Assessing science learning Elementary Science Methods
- 2. Assessment vs. EvaluationOften both are used interchangeably.Assessment: a process of gathering information about student learning for decision making.Evaluation: typically a broader concept; focuses on the overall experience.We’ll use “assessment” to discuss student learning.
- 3. Who uses Assessment? (p. 139)TeacherStudents ParentsDistrictStateNational
- 4. Assessment & Inquiry Science Key questions (NRC, 2001) Where are students trying to go? Where are students now?How are students going to get there?
- 5. Keeping Assessment Straight ValidityThe extent to which what we intend to measure.
- 6. Match the objectives or goals.ReliabilityThe extent to which an experiment, test, or any measuring procedure yields the same result on repeated trials.
- 7. Consistent, predictable, and dependable.Validity & Reliability Neither ReliableNor ValidReliable Not ValidBoth ReliableAnd Valid
- 8. Assessment in the ClassroomThree types of assessmentDiagnostic (pre-assessment)
- 9. Formative
- 10. SummativeTwo approaches to assessmentTraditional
- 11. AlternativeFormal vs. Informal (questioning, experience charts, science record pages, science notebooks, checklists) => Depend largely on the type of objectives
- 12. Diagnostic Assessmentbefore starting teaching.to discover needed information about your students’ knowledge, interests, abilities, and preferences. help teachers adjust instructional strategies to students’ individual differences and decide learning experiences that encourage students’ progress.
- 13. Formative Assessment collect data on student learning during a lesson.include formal and informal processes.link to scaffoldingto provide feedback to teachers and students over the course of instruction. to modify instruction and the curriculum to the benefit of the learner.
- 14. Summative AssessmentCumulative.generally takes place after a period of instruction. requires making a judgment about the learning that has occurred (e.g., by grading or scoring a test or paper) .
- 15. Traditional Assessment ApproachUnit or chapter homeworkQuizzesTests (true/false, matching, multiple choice, completion, short-answer, essay, etc.)Standardized tests
- 16. Alternative Assessment ApproachAssessments that differ in form than traditional paper-and-pencil assessments.Addresses different learning / testing styles.i.e. build a frame to hold an egg so it does not crack or break when dropped 20 vertical feet.
- 17. Alternative Assessment Approach Portfolios Oral/Written Pictorial InterpretationsAnecdotal RecordsConcept MappingScience JournalsPerformance AssessmentLaboratory Practical
- 18. 1. Portfolio AssessmentA purposeful and representative collection of student work that conveys a story of progress, achievement and / or effort. student is involved in selecting pieces of work. criteria for selection and evaluation need to be made clear prior to selection.
- 19. 2. Oral/Written Pictorial InterpretationsAsk students to respond to pictorial situationsSong et al. (2008)
- 20. 3. Anecdotal RecordsTeacher generated notes related to student academic progress, behavior, emotional development, or social development.Useful in explaining and / or justifying student progress.Includes specific dates, times, events, etc.
- 21. 4. Concept MappingLearners organize their knowledge into connected network, “knowledge structures”Involves the use of central themes, ideas, or concepts and juxtaposing them to reflect interrelationships.
- 24. 5. Science Journals (Notebooks)Student generatedRecord of thoughts, reflections, and workCan be used to demonstrate conceptual understanding
- 25. 6. Performance AssessmentAssessments that allow students to demonstrate their understandings and skills (to a teacher or an outsider) as they perform a certain activity. They are evaluated by a teacher or an outsider on the quality of their ability to perform specific tasks and the products they create in the process. E.g., model building, demonstrations, projects, science fair projects
- 26. 7. Laboratory PracticalUsed to assess specific knowledge related to laboratory experiences. Often set up as stations where students answer questions or perform specific tasks.Type of performance assessment.
- 27. * Scoring guide: Rubrics A type of scoring guide consisting of a number of evaluative criteria that are precisely describe according to level of quality, usually with points assigned to each level.
- 28. Outcomes of Teacher’s Assessment StrategiesInform and Evaluate Student Progress Improving Classroom Practice Planning Curricula Developing Self-directed Learners Researching Teaching Practice
- 29. Reporting Student ProgressProgress reports provide information about:The teacher's performance standards and criteria for evaluation. A student's progress from marking period to marking period and from year to year. A student's progress in mastering the science curriculum. A student's achievement measured against standards-based criteria.
- 30. Assessment at District, State or National LevelsAssessments may be conducted by authorities external to the classroom for the purposes of:Formulating policy. Monitoring the effects of policies. Enforcing compliance with policies. Demonstrating accountability. Making comparisons. Monitoring progress toward goals.
- 31. Final Thoughts on AssessmentBe sure your assessment is authenticBe fair in assessment practicesCommunicate expectations with your studentsUse multiple formatsAssess students’ knowledge, understanding, and abilities to inquire