Science for All Children A Guide to Improving Elementary Science Education in Your School District (1997) / Chapter Skim
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8. Assessment Strategies for Inquiry-Centered Science
8. Assessment Strategies for Inquiry-Centered Science
Pages 100-121
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From page 100... ...
-George Hein and Sabra Price, Active Assessments for Active Science, 1994 Principals and science coordinators often hear teachers lament that traclitional assessments simply don't work in inquiry-centere(1 classrooms. "Paper-and-pencil tests only give information on part of what we teach," they say.
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Measuring students' grasp of these skills and concepts requires alternative forms of assessment. This chapter outlines several ways to structure assessment activities that can effectively determine each student's progress towaro the attainment of science inquiry skills and concepts.
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From page 102... ...
Within the classroom, using a range of assessment tools provides information on both student learning and future teaching strategies. Within a school district, however, standardized tests are often used as a means of making schools accountable for student learning.
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Such assessments can take many forms. For example, many modules in the STC elementary science curriculum begin with a brainstorming session during which children are asked what they know about a subject and what they wouIcl like to learn about it.
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The Nuts and Bolts of Change ...
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Assessment strategies for Inquiry-Centered science \5~rok 6-tet-~>'1 T1 Luke Bostian Grade 2 stuTy antonn-ad tf . ~ ~ s~ \ W.` sputa 105
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Introductory questionnaire from the fourth-grade module Reading the Environment (Insights)
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Assessment Strategies for Inquiry-Centered Science r Introductory Questlonnalre 2. What evidence do you see that tells you the thing you named in question 1 has changed?
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Throughout the FOSS Paper module (a kindergarten unit) , students are invited to engage in discussions that reveal their understancling of key concepts.
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From page 109... ...
FOSS pictorial assessments evaluate how well students can think through problems that require both knowledge and the application of ideas to a new situation. For example, pictorial assessments from the Water module include figuring out why a plastic bottle of water left in the car trunk overnight cracked when the temperature cropped and why water that spilled on the sidewalk seemed to disappear.
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discuss in detail reasons for the moon's phases. Activities such as these encourage students to go beyond simply recalling isolated pieces of information and to think critically in applying knowledge to new situations.
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He need soil To 9r~w plats, Lunden Letofsky Grade 2 Faith Washington Grade 2 Daniel Hall Grade 2 rd Show 7 E Name: i Date -~f5;J (74 8e~ Draw what you see ~ t~ liar Lea I Jon a' dock this ten you about the mystery mixture?
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__' _ ) eCteL- tL~ ~ .e - 1~_ = ~ ,- , Shaughn Bischoff Alex Jaeger Jenny Minnard Margaret Pace Emilee Schultz Julie Wilke Grade 4 Figure S-4.
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For one mo(lule, Balancing and Weighing, concepts listed include the relationship between the amount of weight anct its position on the balance beam, what is meant by the term "weighing," and the relationship between weight and volume. Skills listed include performing simple experiments with a balance beam, using an equal-arm balance, and applying strategies for comparing and weighing to solve problems.
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From page 114... ...
· Predicting the serial order for the weights of objects and foods. · Applying strategies for comparing and weighing to solve problems · Recording results on record sheets, bar graphs, line plots, data tables, and Venn diagrams.
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Feel free to adjust the ranges for acceptable answers based on the capabilities of your students. On the Water Module Reflective Questions Assessment Teacher's Chart, each task in the assessment is clearly delineated along the top margin.
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Evaluating the Introductory Questionnaire Guidelines to code the level or depth of knowledge the student has about a concept or skill. 5 - a complete and correct response.
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From page 117... ...
The second kind of information that school districts need is a measure of how they are progressing in their efforts to address each of the five elements of science education reform: curriculum, professional development, materials support, assessment, and administrative anct community support. George Hein, director of the Program Evaluation and Research Group at Lesley College in Cambridge, Massachusetts, and evaluator of the National Science Resources Center's (NSRC)
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Levels of Professional Development Activities Level 0 No teacher professional development program. Level 1 Professional development program limited to introduction of handson science curriculum units to some teachers.
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Policy of acquiring curriculum materials that incorporate active assess ment strategies. Level 3 Systematic professional development on assessment and/or teachers developing active assessments.
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Level 3 Partial plan for district, corporate, and/or university partnerships has been created and first steps have been initiated. Level 4 District develops comprehensive plan with partners to secure community support and financial assistance for systemic reform.
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Five rubrics one for each element of the science program can help school districts assess the progress they are making in improving their elementary science programs. For Further Reading Cawelti, G., ed.
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