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Assessment in the Inquiry-based Science Classroom. Matthew T. Marino Professional Development Center Coordinator University of Connecticut matthew.marino@huskymail.uconn.edu. Today’s agenda. Introductions & expectations What do we know about science instruction?
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Assessment in the Inquiry-based Science Classroom Matthew T. Marino Professional Development Center Coordinator University of Connecticut matthew.marino@huskymail.uconn.edu
Today’sagenda • Introductions & expectations • What do we know about science instruction? • What do we know about assessment? • How can we improve assessments in student-centered, inquiry-based classrooms? • Break • Understanding the political nature of curriculum reform
What’s new in science education? “Despite the dramatic transformations throughout our society over the last half century, teaching methods in science and mathematics have remained virtually unchanged.” (p. 20) Before it’s too late: A report to the nation from the National Commission on Mathematics and Science Teaching for the 21st Century (2000).
“Next week we’ll cover chapters 2 & 3.” • The textbook, in its present form, can no longer meet the educational needs of students in science courses. (Hurd, 2002) • Science reform should place less emphasis on memorizing vocabulary and procedures and more emphasis on thoroughly understanding a relatively small number of important ideas. (Stern and Ahlgren, 2002)
Taking stock of where we are • provide students with a sense of purpose • take into account student beliefs and prior knowledge • engage students with relevant phenomena • make scientific ideas plausible • model knowledge that can be applied • scaffold student efforts to make meaning of key phenomena (Kesidou & Roseman, 2002) Science programs rarely:
Class… Here’s our agenda for the day! • a review of previous material and homework • a problem illustration by the teacher • drill on low-level procedures that imitate those demonstrated by the teacher • supervised seat work by students, often in isolation • checking of seatwork problems • assignment of homework Before it’s too late: A report to the nation from the National Commission on Mathematics and Science Teaching for the 21st Century (2000).
Effective science instruction Zachos, Hick, Doanne, & Sargent (2000) identify two types of activities involved in scientific discovery. 1. Concept Building – the process of generating answers and proposing models based on natural phenomena. Concept building requires inductive, creative, or imaginative activities. 2. Concept Testing – evaluates hypotheses and theories through logical and empirical testing. Concept testing involves systematic hypothetical deductive reasoning.
Effective learning environments Crawford (2000) notes six themes as critical to student learning in an inquiry-based classroom: 1. Instruction is situated in authentic problems 2. Problems are connected to society (who cares?) 3. Students grapple with data 4. Students collaborate with others 5. The teacher models behaviors of a scientist 6. Students have ownership in the learning process Authentic Problem – A problem that students could or are currently dealing with in their local environment. Example?
Resource Work Space Computers Teacher Student Folders How does the physical layout of the room contribute?
Criticisms of inquiry-based instruction Zachos, Hick, Doanne, & Sargent (2000) identify three criticisms of programs designed to promote student inquiry: 1. Vague educational objectives 2. Poorly defined components 3. Absence of objective assessments
Overcoming the Criticisms Develop clear educational objectives • Teacher facilitates as the students define the problem, develop research questions, and link their inquiry to curriculum standards. • Students follow a concept building and concept testing guide to define their own daily objectives. • Teacher helps students determine if objectives are clear, measurable and achievable.
Authentic Problem Prior Knowledge Research Questions • Literature Review • Key Concepts • Key Vocabulary • Theory Clearly define components of the investigationConcept Building
Brainstorm Justify List Constraints Outcomes Report Materials Skills Experts Implications? Analyze data and limitations Plan Design Test & collect data Predict Outcomes Construct Solution Clearly define components of the investigation Concept Testing
Purpose Examples Define Assessment Activity Please take five minutes to discuss your ideas about assessment with your colleagues. On the chart paper, define the purpose of assessment and provide descriptions of the assessments that you brought with you today.
Perspectives on Assessment “If properly used, good assessments can be a powerful catalyst for improving both curriculum and instruction. Poor assessment practices, on the other hand, can impoverish our expectations for learning science, focusing teachers’ and students’ efforts on less important concepts and skills or on test taking as an end in itself (p. 889). (Stern and Ahlgren, 2002)
Perspectives on Assessment Teachers should use classroom assessments to continually: 1. Monitor student progress toward academic goals 2. Adjust instruction 3. Refine future assessment practices 4. Help students take responsibility for their own learning 5. Translate classroom assessment into descriptive feedback with specific suggestions for improvement 6. Engage students in self-assessment 7. Actively involve students in communicating with their teacher and families Stiggins (2002)
Perspectives on Assessment Black and William (1998), in a synthesis of more than 250 articles related to assessment, purport formative student self-assessment is an essential component of learning because it allows students to identify their present knowledge and skill level, redefine the desired goal, and plan steps to achieve the goal. (Key terms formative vs. summative)
Formative and Summative AssessmentsConcept Testing Authentic Problem Journal & class discussion Prior Knowledge Report includingreferences, concepts, vocabulary, & theory Research Questions • Literature Review • Key Concepts • Key Vocabulary • Theory Bolded & defined in students’ own words Clearly articulated using key concepts, vocabulary, and examples. Student connects theory to literature review, current problem, and prior knowledge.
Formative and Summative AssessmentsConcept Testing - Part 2(a) • Brainstorm - Class discussion and journal • Justification - Individual meetings / proposal • Constraints - Proposal • Materials - Proposal • Skills - Proposal • Design Plan - Visual representation and narrative • Outcomes Prediction - Proposal
Formative and Summative AssessmentsConcept Testing - Part 2(b) • Construct Solution - Model, Digital Photos, Video • Test & Collect Data - Lab Report • Analyze Data & Limitations - Lab Report • Implications? - Lab Report • Outcomes Report - Presentation, Culminating Paper, Video, etc. The outcomes report should include student self-analysis and reflection on the learning process.
Organizing Assessment Components - The Folder System Paperclip Trick !
Reflections on Assessment • How have your thoughts on assessment changed? • What strategies will you use in your classroom? • What questions remain to be answered?
