Follow along to learn more about Chapter 5 of the course text!
Citation: DeRosa, D. A., & Abruscato, J. (2019). Teaching Children Science: A Discovery Approach (Ninth ). Pearson.
Chapter 5: Assessment of Understanding and Inquiry
Learning Objectives
5.1 Describe scenarios in which assessment strategies could be used for formative or summative assessment
5.2 Describe and identify three-dimensional assessment
5.3 Explain how rubrics and scoring guides are used and describe their effectiveness as assessment tools
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1. Distinguishing Formative and Summative Approaches to Assessment
- Assessment and the NGSS
The NGSS asks science teachers to consider assessment in terms of the three domains of science activities, core ideas, and crosscutting concepts. In comparison to more traditional standards-based scientific tests, which tend to examine specific material or facts students should know at a specific grade level, this assessment takes a more in-depth look at assessment.
2. Developing Assessment Strategies
- Performance Assessment
The act of inquiring is an important part of science education. It entails applying science activities such as asking questions, modeling, planning investigations, and conducting investigations to create descriptive, explanatory, and experimental models. Because inquiry is a process, evaluating students' capacity to do it frequently takes a long period. This argues that students' actions should be observed and documented while they are really practicing science.
- Portfolios
A portfolio is an ordered collection of a student's work that showcases their best work. Although each piece in a portfolio can be evaluated in terms of how well the student met certain objectives, the portfolio as a whole will show the child's development.
- Science Notebooks
Notebooks give students the opportunity to record new concepts they learned or would like to learn. Some examples are...
1. At the start of the year, ask children to obtain a notebook they will devote exclusively to science.
2. Encourage the children to design covers for their science notebooks. The ways students choose to represent science on their notebook covers will shed insight into students' perceptions of science.
- Science Probes
Prompts and rubrics are similar to probes, but probes are designed to see if a student understands a specific rule of interaction addressed in the session. A probe consists of a short query that requires a two-part response. The first section of the test usually entails lower-order cognitive skills like identification and naming. Students must display higher-order thinking in the second portion of the investigation by stating laws of the relationship between or among items.
- Children's Self-Assessment
We may forget as teachers that children naturally reflect on their performance in each activity that is a part of their science experience. As a result, utilizing self-reflection when incorporating assessment into your classroom should seem obvious.
- Creative Assessments
Consider how you might gain access to student thinking and comprehension. Give them a camera if you have the resources to create a phone book about the various types of living things found in a log. To share with other classes, have them compose and tape a news report about local weather events. Give them a rationale and ask them to evaluate or contradict it. Identify the comprehension criterion you are searching for in each of these scenarios.
3. Creating Rubrics and Scoring Guides
The majority of the assessment procedures provided thus far on adequate for gathering data on student performance. In comparison to analyzing student results and making judgments about a student's performance, collecting student work is comparatively simple. You'll need a tool to examine the results of each assessment strategy. You'll almost always use an answer key or a rubric.
That is all for today!
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