Classroom Assessment and the National Science Education Standards (2001) / Chapter Skim
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3 Assessment in the Classroom
3 Assessment in the Classroom
Pages 23-58
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From page 23... ...
The type of classroom assessment discussed in this chapter focuses upon the daily opportunities and interactions accorded to teachers and students for collecting information about student work and understandings, then uses that information to improve both teaching and learning. It is a natural part of classroom life that is a world away from formal examinations bow in spirit and in purpose.
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From page 24... ...
When formative assessment becomes an integral part of classroom practice, student achievement is enhanced (Black & Wiliam, 199Sa; Crooks, 1988; Fuchs & Fuchs, 19861. However, as discussed in the previous chapter, research also indicates that this type of assessment often is not recognized as significant by teachers, principals, parents, or the general public, and is seldom articulated or featured as a priority.
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From page 25... ...
vision of science education advanced in the Standards provides a particularly compeDing reason to take a closer look at classroom assessment, and formative assessment, In par~cular. If students are to do science, not solely verbalize major facts and principles, they should engage in aching that extends over several days or weeks.
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From page 26... ...
The journal reflections inform her about the progress of the groups and the difficulties they are having, and so serve as a springboard for class discussion. From reading student responses and listening to discussion, Ms.
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From page 27... ...
K and her students started conversations about how their projects would be assessed. As a class, they cycle back through the criteria that were established, deepening understanding by highlighting exemplars from past projects and just talking through what constitutes quality work.
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From page 28... ...
The assessment task for Be musical instruments follows. The tides emphasize some important components of We assessment process.
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From page 29... ...
In order to evaluate the student performance, He teacher used the following guidelines: Student understanding of sound will be revealed by understanding that the sound is produced in the instrument by the part of the instrument that vibrates (moves rapidly back and forth) , that the pitch (how high or how low)
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From page 30... ...
She Dames an assessment task in a way Mat will engage students to learn as Key prepare for the final presentation end concert. Peer-design reviews, conversations, and other assessments 30 ClASSROOM ASSESSMENT AND THE NATIONAl SCIENCE EDUCATION STANDARDS
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From page 31... ...
These are just some of the many assessment activities and methods available to teachers and students. In these same scenarios, teachers could also have integrated We use of additional written assessments including selected response, short answer, essay, lab reports, homework problems, among others—into their teaching in ways that would generate rich assessment opportunities.
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From page 32... ...
emphasizes Me importance of student understanding of what constitutes quality work, '~he indispensable condition for unprovement is Mat the student comes to hold a concept of quality roughly equivalent to that held by the teacher..." (p.
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From page 33... ...
, , A purposeful and representative collection of student work that conveys a story of progress, achievement and/or effort. The student is involved in selecting pieces of work ancJ includes self-reflections of what understandings the piece of work demonstrates.
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From page 34... ...
R can get additional data to complement or reinforce the information obtained by observing students as they engage in Me activity or by talking with them. Questioning The occasions to sit wig, converse wig, question, and listen to Me stu 34 ClASSROOM ASSESSMENT AND THE NATiONAl SCIENCE EDUCATION STANDARDS
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From page 35... ...
Examination of StucIent Work The close examination of student work also is invaluable, and teachers do it all the time. When looking at work, it is important to ask critical questions, such as "For what does this provide evidence?
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From page 36... ...
For instance, Ms. K collects her assessment data from a variety of places, including discussions, conversations, conferences, observations, journals and written work, in addition to providing useful information, relying on a variety of sources and using a variety of formats so as not to privilege any one way of knowing.
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From page 37... ...
To find the direction for best use of the assessment data, a teacher or student gathers data in the course classroom activity by asking questions, such as 'what does this information ted me? " and "How can ~ use it to furler learning and improve teaching?
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From page 38... ...
With this in mind, Minstrell carefully designs his instruction, ~nclu cling his questions and student expenences, to help them chaldenge their notions as Hey move towards a better understanding of He scientific phenomena and explanations involved with force. After spending time discussing and drawing the forces involved as an object is dropped to the floor, he plans questions and activities to help cuitivate student understandings of more passive actions of forces so they understand that the conceptual notion of force applies to both active and passive actions and objects.
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From page 39... ...
Comments on a student's work that indicate specific actions to close the gap between Me student's current understanding and the desired goal provides crucial help if He student takes them seriously. There is well-researched emdence Tat grades on student work do not help learning in He way that specific comments do.
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From page 40... ...
In this illustration, students are challenged to design and conduct two experiments to determine which of three reactants-baking soda, calcium chloride, and a phenol red solution (phenol red and water) -when mixed together produces heat.
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From page 41... ...
Their responses, and the language they use to describe and explain observations and phenomena, suggest varying levels of understanding of the chemical and physical changes underlying Me reactions. Because Me assessment was designed primarily to tap scientific investigation and experunentation skills and understandings, over assessments, including perhaps follow-up questions, would be required to make inferences about their level of conceptual understanding in Me chemical and physical processes involved wig these reactions.
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From page 42... ...
Cottivc~ting StucIent Involvement in Assessment Student participation becomes a key component of successful assessment strategies at every step: cIarifying the target and purpose of assessment, discussing the assessment methods, deliberating about standards for quality work, reflecting on He work. Sharing assessment with 42 ClASSROOM ASSESSMENT AND THE NATIONAl SCIENCE EDoiCATION STANDARDS
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From page 43... ...
He makes the astute observation that this reaction is even hotter than the calcium chloride and phenol red solution and correctly concludes that phenol red does not create the heat. Rather, he states that water and calcium chloride produce the heat.
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From page 44... ...
However, she does not control variables in her next experiment, when she combines calcium chloride and water. Her decision is based on the following logical, though faulty reasoning: If phenol red and baking soda do not produce heat, perhaps the other two reactants will!
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From page 45... ...
He first omits baking soda and determines that the phenol red and calcium chloride produce heat. For his second experiment, he removes the phenol red from the original reaction and mixes baking soda, calcium chloride and water.
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From page 46... ...
Next, Emily combines phenol red and calcium chloride, a change of two variables in comparison to the last experiment. This new reaction also produces heat, but Emily does not conclude that baking soda is unnecessary for the heat.
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From page 47... ...
While technically the variables are controlled between this experiment and the original reaction baking soda becomes the test variable—Kelly's conclusion is that water and calcium chloride, or phenol red and calcium chloride, cause the heat. These conclusions are not justified by her experiments nor is her final conclusion that water plus calcium chloride cause the heat.
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From page 48... ...
Opportunities for revisions and regular discussions of what is good work help to cIarifir criteria as well as strengthen connechons and analysis, Bus Improving learning. Class discussions around journal reflections provide important data for teachers about student ClASSROOM ASSESSMENT AND THE NATiONA learning and also allow students to hear connections others have made.
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From page 49... ...
Although there is no one way to develop peer- and self-assessment habits In students, successful methods wiD involve students in all aspects of the assessment process, not solely the grading after an exercise is completed. If students are expected to effectively participate in the process, they then need to be clear on the target and the criteria for good work, to assess Weir own efforts in the light of the criteria, and to share responsibility in taking action in the light of feedback.
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From page 50... ...
In doing this, tecchers · use multiple methocis and systematically gather data about student understanding and ability; ~ analyze assessment data to guide tecching; · guide students in self-assessment; · use student data, observations of teaching, and interactions with coilec gues to reHect on and improve tec ching practice; and · use student clata, observations of teaching, and interactions with collec gues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public. Source: NRC.
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From page 51... ...
The success of formative assessment hinges in large part on how the information is put to use. With rich assessment data, a teacher can begin to develop possible explanations about what the difficulties might be for the student.
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From page 52... ...
In a review of the relevant research in this area, Fuchs and Fuchs (1986) reported that student achievement gains were significantly larger (twice the effect sized when teachers used a regular and systematic method for recording and interpreting assessment data and providing feedback as compared to when they made spontaneous decisions In addidon to making good use of the data, keeping good records of dayto-day assessments also is important for summative purposes.
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From page 53... ...
where students engaged in peer- and selfassessment strategies, traditionally low-attain~ng students demonstrated the most notable improvement. Frequent and immediate feedback to students based on careful attention to daily activity" including student work, observations, participation in conversations and discussions—can ASSESSMENT IN THE CLASSROOM provide teachers and students with valuable information.
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From page 54... ...
Ironically, some research has shown that questions set in "everyday" settings open up wider differences in response between students in advantaged compared with disadvantaged backgrounds than the same questions set in abstract contexts (Cooper & Dunne, 2000~. These problems of"disclosure," and the broader problems of bias In testing have been studied Tom many aspects in relation to summative tests, especially where these are developed 54 ClASSROOM ASSESSMENT AND THE NATiONAi SCIcNCE EDUCATION STANDARDS
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From page 55... ...
Content validity concerns the degree to which an assessment measures the intended content area. Construct validity refers to the degree to which an assessment measures the intended construct or ability.
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From page 56... ...
When gathering data, teachers and students need to consider if the information accurately represents what they wish to summar~ze, corresponds with subject matter taught, and reflects any unintended social consequences that result Mom the assessment. Invalid formative assessment can lead to the wrong corrective action, or to neglect action where it is needed.
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From page 57... ...
Assessment data should be "~iangulated," or drawn Mom multiple sources, to reduce We possible bias ASSESSMENT IN THE CLASSROOM Mat may be introduced by any one particular method of obtaining and interpreting evidence. Thinking in Terms of the Classroom Thus far, this chapter has provided a menu of strategies and principles for teachers to consider when designing and implementing a classroom assessment system organized around the goals of improved student work.
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From page 58... ...
· It is important for teachers to have clear performance criteria in mind before they assess student work and responses. These should be conveyed to students.
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