Seeing Students Learn Science Integrating Assessment and Instruction in the Classroom (2017) / Chapter Skim
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4 Building New Kinds of Assessments into the Flow of Your Instruction
4 Building New Kinds of Assessments into the Flow of Your Instruction
Pages 71-90
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You can begin using new kinds of assessment results right away. The better your assessments are at engaging all students and helping you see what they understand and where they need more support, the fairer they are.
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72 Seeing Students Learn Science
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The first example we will explore in this chapter, "Climate Change," is another example that shows how a task can be customized. We have seen how a seemingly simple assessment task can provide a lot of information if it is carefully designed.
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Note, however, that this kind of customizing could also be done without the software. The task engages students in using geoscience data and the results from global climate models to sup port predictions about the effect climate change will have on particular organisms and ecosystems.
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Now they are asked to predict the future distributions P of their focal species under various climate scenarios. L When students begin the task, the program presents them with the materials that they will need to make E and support a prediction in answer to the question, "In Future 3, would climate change impact your focal species?
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Teachers can use this display to quickly assess the range of responses in their class and make decisions about future instruction based on those responses. 76 Seeing Students Learn Science
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5 AND the product effectively incorporates some relevant scientific terminology. Level 2 Demonstration of a partially complete knowledge product that lacks elaboration and does not incorporate relevant scientific terminology.
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In the map you can see that the area where • Accurate claim supported by evidence, and the red squirrel can live in the future is in the North reasoning links claim and evidence. where the climate is colder.
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These assessment tasks With both this and the "Diversity in the Schoolyard" example from Chapter 2, provide students with it is easy to see how a particular task struc ture can be used for multiple purposes: to information they can use to instruct, to check student progress and see what supports are needed, or to make sum mative judgments about what students have construct evidence-based learned. The tasks vary in terms of what the students have access to as they work explanations or predictions through them and how much guidance they are receiving.
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; and • the practice of developing an explanation based on evidence. Before the day of this discussion, the students have already built physical models of water flowing through a landscape using stream tables (models of stream flows set up in large boxes filled with sedimentary material and tilted so that water can flow through)
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The teacher uses clicker technology to collect individual student responses to the questions. This technology (also known as a classroom response system)
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Rather than highlighting who got the questions right and who got them wrong or placing students into ability groups, you are using the evi dence you've collected about the class as a whole to structure a responsive lesson. 82 Seeing Students Learn Science
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Even if you don't have clicker technology, however, collecting fast responses to questions that are planned ahead of time to reflect common misconceptions can help you identify students who need more time with a concept or activity, or it can give you a sense of how to structure small-group discussions. For example, you might tally your students' responses on a white board if you don't have clicker technology.
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The students investigate the roles of different species in a habitat, the 84 Seeing Students Learn Science
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For example, as L shown in Figure 4-4, the program prompts the students to draw directly on the screen to represent the way they think the food web would operate in this lake ecosytem. If a student draws an arrow that links a food E 7 FIGURE 4-4 Screenshot showing simulated mountain lake environment.
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The interactive simulation allows students to conduct multiple trials to see how things change in the ecosystem if there are more shrimp relative to algae levels at the start, for example, or fewer trout compared to alewife. The students are prompted to draw conclusions about the factors that make an ecosystem healthy and balanced from the data they collect.
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Students investigate the animals, birds, insects, and grass by observing animations of their interactions. Based on the interactions they have observed, they draw a food web representing a model of the flow of energy and matter throughout the ecosystem (see Figure 4-7)
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FIGURE 4-8 88 Seeing Students Learn Science
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The same activity could be used to introduce students to new ideas and practices as well as to guide them in using resources and tools to direct their own learning. It might be adapted to collect information about students' miscon ceptions so the teacher can respond with instructional interventions right away, or it might be structured as a summative assessment that produces scores that inform parents or others about what students have mastered.
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90 Seeing Students Learn Science
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