Chapter 10 - Science Teacher Talk
How do you assess student learning from their experiences in science class?
Alexia Bultman
For me, most of the time, I am using observational assessment during active science learning. I observe how students are working or the questions that they are asking. I also ask questions while they are working to assess how they are progressing through the activity, lab, or lesson. Students also have some type of sheet with questions, directions, or prompts that are also used as an assessment tool.
Angela Gula
Quality assessment is critical in determining what students are learning, what instructional strategies are working, and how much further time needs to be spent addressing the particular content. Most of the assessments given in my classroom have come to be formative in nature. I provide quizzes, reading checks, and lab activities to determine what students are learning. Based on the results of the assessment, instruction is modified or extended.
Assessing active science learning comes primarily from discussion with students as they are working in groups. This interaction allows for the most accurate picture of student thought and understanding. It may seem to be an overwhelming task, but it really only takes about 3-4 minutes per group to determine if the students understand what they are doing and why they are doing it. If discussion is not possible, I'll assess student learning through the use of a guided instruction sheet where students will answer questions during the activity or immediately after.
Elizabeth Petrie
In terms of assessment, I think it is very important that students know how they are doing in class. Not only are the traditional quizzes and tests assessments in my classroom, but the many varied activities that occur each day are used to assess a student’s understanding of the content. It is very important to me that I am able to provide some type of feedback to students on a daily basis, and the one thing I have learned is that this can not always be a test or a quiz. Many informal things that happen on a daily basis in the classroom let students know how they are doing.
I tend to assess student learning while they are “doing” science by moving throughout the room and asking questions of individuals or groups of students. If I ask certain types of questions, and the student can answer appropriately, I know that he/she knows the concept. I’ll also listen to students discuss with one another, and I know that if an individual can explain the concept or idea to another student, then chances are he/she understands the topic.
Scott Schomer
I use the backward design approach. I’ve also heard it called SAM (Standards-Assessment-Methods). First I examine what I’m going to teach, the standards. Then I develop the labs, quizzes and tests of what I want the students to know and be able to do. Then I get to the daily instruction by looking at what part of the big picture will be covered each day. I develop the cohesive unit plan by trying to have some sort of introduction of each concept (either through labs, discussion or lecture), then an opportunity to manipulate the information, then some type of assessment (usually formative) and finally a chance for remediation prior to the summative assessment at the end of the unit.
Michael O'Brien
With AP or IB curriculum, planning is usually centered around the external assessments, but not always. Even with the external assessments there are other assessment opportunities. Because students have varied learning styles, it is important to vary the type of assessments given. Using only paper and pencil tests limits the ways to assess students’ learning. Other types of assessments include written lab reports, evaluation of lab techniques, and by researching and presenting projects. By giving individual and group assessments, teachers can give students the opportunity to express their understanding in ways that are consistent to their own learning style.
Be fun, engaging, rigorous and relevant. Varying learning experiences not only recognizes different learning styles it also makes the class more interesting. Just because the content is rigorous does not mean it can not be engaging. Having the students find a passion in a topic is the best motivation a teacher can provide. Learning science is a serious endeavor but establishing and maintaining the love of learning is more important.
Henley Sawicki
I strongly value assessments. I feel they are a tool to see how students are learning. Most teachers feel that assessments are used to see how well they teach, but that is a strong misconception. Teaching is about the teacher. Learning is all about the students. I use informal assessment with my students frequently. I try to develop a relationship with each of my students so that informal assessment is beneficial. I have conversations with my students about the work they are doing. When possible, I speak individually with them about the lab/activity/ or concept. I also require students to write lab reports that are not a regurgitation of a cookbook procedure, but in contrast are thoughtful pieces of work that reflect what they have learned. They must include background information on the concepts covered, extensions on information of relevance, and discussion of any conclusion that could be drawn from the experiment.
Elizabeth Walker
When structured properly, assessment should probe students' understanding of a concept. It goes deeper than basic "yes", "no" or true / false responses, but I think that it is important to make students justify their choices every time.