CHAP6. ASSESSING

SCIENCE LEARNING

Elementary Science Methods

Assessment vs. Evaluation Often 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.

Who uses Assessment? (p. 139)

Teacher

Students

Parents

District

State

National

Assessment & Inquiry Science

Key questions (NRC, 2001)

1. Where are students trying to go?

2. Where are students now?

3. How are students going to get there?

Keeping Assessment Straight Validity The extent to which what we intend to measure. Match the objectives or goals. Reliability The extent to which an experiment, test, or any

measuring procedure yields the same result on repeated trials.

Consistent, predictable, and dependable.

Validity & Reliability

Neither ReliableNor Valid

Reliable Not Valid

Both ReliableAnd Valid

Assessment in the Classroom Three types of assessment

Diagnostic (pre-assessment)FormativeSummative

Two approaches to assessmentTraditional Alternative

Formal vs. Informal (questioning, experience charts, science record pages, science notebooks, checklists)

=> Depend largely on the type of objectives

Diagnostic Assessment

before 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.

Formative Assessment

collect data on student learning during a lesson.

include formal and informal processes. link to scaffolding to provide feedback to teachers and

students over the course of instruction. to modify instruction and the curriculum

to the benefit of the learner.

Summative Assessment

Cumulative. 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) .

Traditional Assessment Approach1. Unit or chapter homework

2. Quizzes

3. Tests (true/false, matching, multiple

choice, completion, short-answer, essay,

etc.)

4. Standardized tests

Alternative Assessment Approach Assessments 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.

Alternative Assessment Approach

1. Portfolios

2. Oral/Written Pictorial Interpretations

3. Anecdotal Records

4. Concept Mapping

5. Science Journals

6. Performance Assessment

7. Laboratory Practical

1. Portfolio Assessment A 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.

2. Oral/Written Pictorial Interpretations

Ask students to respond to pictorial situations

Song et al. (2008)

3. Anecdotal Records

Teacher 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.

4. Concept Mapping

Learners organize their knowledge into

connected network, “knowledge

structures”

Involves the use of central themes,

ideas, or concepts and juxtaposing them

to reflect interrelationships.

5. Science Journals (Notebooks)

Student generated

Record of thoughts, reflections, and work

Can be used to demonstrate conceptual

understanding

6. Performance Assessment

Assessments 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

7. Laboratory Practical

Used 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.

* 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.

Outcomes of Teacher’s Assessment Strategies

Inform and Evaluate Student Progress

Improving Classroom Practice

Planning Curricula

Developing Self-directed Learners

Researching Teaching Practice

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.

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.

Final Thoughts on Assessment

Be sure your assessment is authentic

Be fair in assessment practices

Communicate expectations with your

students

Use multiple formats

Assess students’ knowledge, understanding,

and abilities to inquire