Science and Engineering for Grades 6-12 Investigation and Design at the Center (2019) / Chapter Skim
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Appendix A: The Role of Assessment in Supporting Science Investigation and Engineering Design
Appendix A: The Role of Assessment in Supporting Science Investigation and Engineering Design
Pages 285-296
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EMPIRICALLY SUPPORTED IDEAS FOR ASSESSMENT SYSTEMS 1. The Assessment Triangle (National Research Council, 2001)
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. As learning goals have shifted to Framework-inspired (National Research Council, 2014)
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They help to support students in making their ideas explicit and providing guidance to students as they develop higherquality explanations. Examples of each of these different scaffolding types for formative assessment tasks are shared here from Kang, Thompson, and Windschitl (2014)
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2. Asking a question with a contextualized phenomenon Contextualized phenomena also help students provide better explanations.
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higher-quality, connecting sentence frames helped students to more deeply connect evidence and reasoning to make scientific explanations. These sentence frames included, for example, starters such as "Evidence for _________ comes from the [activity on]
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found that providing a rubric in a task also helped explicitly provide students with criteria that helped raise the quality of their explanation. The example of the "skater girl" assessment, shown below (see Figure A-3)
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. FIGURE A-4 Worked assessment on seasonal change.
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Box A-1 provides an example of how this was done in a high school chemistry course. BOX A-1 Assessing Student Thinking During Classroom Discussion Terry was a 9th-grade teacher initiating a conversation with his students about the difference between mass and weight, which the students had studied previously.
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When he asked if they should weigh air, despite some students saying no, he encouraged students to perform an investigation, scrapping his original instructional plan to seize on the moment to respond to students' ideas. In this way, Terry has used a moment of informal formative assessment in which he listened and attended to student ideas in order to create a basis for conducting an investigation, which in turn generated evidence relevant to the disagreement that had surfaced in the classroom conversation through the ques tions Terry had asked.
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How many people agree with that? Air is empty space that the water Y is going to take up when I pour water in.
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National Research Council.
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Empirically driven development of a learning progression focused on complex reasoning about biodiversity. Journal of Research in Science Teaching, (46)
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