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Assessment

Assessment. Internal - Working with Teams - Working with Peers External - Resources Activity. Research. New agenda – ‘assessment primarily to address higher goals of learning and provide advice to the teacher about what is known and where instruction might profitably lead’

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Assessment

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  1. Assessment Internal - Working with Teams - Working with Peers External - Resources Activity Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  2. Research • New agenda – ‘assessment primarily to address higher goals of learning and provide advice to the teacher about what is known and where instruction might profitably lead’ • (Penn, Panizon & Inglis, UNE) Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  3. Peer Assessment • Audit of peer feedback practice Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  4. A suite of self-assessment practices • Students use ‘traffic lights’. They colour-code their written work to communicate with the teacher about their certainties and uncertainties. • OR • Students colour-code test content according to the degree to which they feel in control of the content • This will assist their test preparation. Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  5. students to indicate their understanding by thumbs up or down • this requires students to assess their current understanding but also provides the teacher with immediate feedback Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  6. Use proformas such as reflection sheets. This requires students to assess their performance on a particular activity or over a specific period of time. (Examples) • Use rubrics. Students use the descriptions of level of performance to identify the quality of their performance on a given task. Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  7. Use exemplars and work samples. Students assess their own performance against that of an exemplar whose qualities have been discussed in a whole-class situation. Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  8. Resources • SEAR – Science Education Assessment Resources FREE • ESSA– Essential Secondary Science Assessment • Rubrics – a useful starting point FREE Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  9. ESSA – The Scope • Outcomes from the PFAs and Domain will be assessed. Opportunity to demonstrate understandings in a global and local context. • ESSA strands: • Knowing and understanding • Planning and conducting investigations • Communicating • Critical thinking Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  10. The SOLO taxonomy • Structure of the Observed Learning Outcome measures the quality of a student response. (Biggs & Collis, 1982) • Links with the stages of Piaget and with a constructivist understanding of learning. • Defines curriculum outcomes describing where a student should be operating. Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  11. Reaching SOLO levels • Students produce responses depending on their familiarity with a concept or skill • Prestructural – inadequate • Unistructural – single datum • Multistructural – >2 pieces of data Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  12. Relational – relevant data woven into a relationship • Extended abstract – ‘what if…’ Beyond the expected. • ESSA grades holistically – looks at the complexity of response and quality of information. Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

  13. Activity • Learning resource • Slam Dunk • Big Question • WebQuest • Assessment rubric to match Self / Peer SOLO Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008

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