Transcript Assessment in the Constructivist Classroom

Assessment in the
Inquiry-based Science
Classroom
Matthew T. Marino
Professional Development Center Coordinator
University of Connecticut
[email protected]
Today’s agenda
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Introductions & expectations
What do we know about science instruction?
What do we know about assessment?
How can we improve assessments in studentcentered, 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.”
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The textbook, in its present form, can no longer
meet the educational needs of students in
science courses. (Hurd, 2002)
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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
Science programs rarely:
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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)
Class… Here’s our agenda for the day!
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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 inquirybased classroom:
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Instruction is situated in authentic problems
Problems are connected to society (who cares?)
Students grapple with data
Students collaborate with others
The teacher models behaviors of a scientist
Students have ownership in the learning process
Authentic Problem – A problem that students could or are currently dealing
with in their local environment. Example?
How does the physical layout of the room contribute?
Resource
Computers
Work Space
Student Folders
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.
Clearly define components of the investigation
Concept Building
Authentic Problem
Prior Knowledge
Research Questions
Literature Review
Key Concepts
Key Vocabulary
Theory
Clearly define components of the investigation
Concept Testing
Brainstorm
Justify
List Constraints
Outcomes Report
Materials
Skills
Experts
Implications?
Analyze data and limitations
Test & collect data
Construct Solution
Plan Design
Predict Outcomes
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.
• Purpose
• Examples
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:
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Monitor student progress toward academic goals
Adjust instruction
Refine future assessment practices
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 Assessments
Concept Testing
Authentic Problem
Journal & class discussion
Prior Knowledge
Report including
references,
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 Assessments
Concept Testing - Part 2(a)
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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 Assessments
Concept Testing - Part 2(b)
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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
John Goodlad
River Restoration Project
9/15/01 - 10/15/01
Ugly Folder
Literature Review
Proposal
Plans
Experiment
Journal
Authentic Problem
Research questions
Authentic Problem
Research questions
Authentic Problem
Research questions
Authentic Problem
Research questions
Authentic Problem
Research questions
Theory
Justification
Visual Representation
Lab Report
Standards
Key Concepts
Methodology
Narrative Directions
Data Analysis
Prior Knowledge
Key Vocabulary
Constraints
Physical Evidence
(Photos, Video)
Brainstorm
Materials
Limitations
Daily Plans
Budget
Implications
Meeting Minutes
Skills
Outcomes Report
Raw Data
Experts
Reflections
Predicted Outcomes
Paperclip Trick !
Sample Student Journal: Daily Entry Template
Name: Kim Smith
Date: 12/1/01
Problem Statement: My parents took away m y stereo because I
played it so loudly one of my mother’s
antique vases fell off her table and
smashed.
Research Question(s): How does the stereo’s volume infl uence
the movement of solid objects?
CT State Standard: The student will recognize that waves ma y
interact with the materials they enter.
Stage of Inquiry: Experiment
Outcome
Data Collected (see lab report and video)
Daily Objective:
Materials List:
Next Time: Data Analysis
Daily Participation Rating: 1- 10 Scale
Justification: Why the student gave themselves the score.
Teacher Meetings with Students
Sample Journal En try
El iz abeth – Me eti ng on 02/12/01
Goal – Determine what types of composted food scraps produce the best soil for growing
sunflowers.
Focus Questi on s
 What nutrient s does the sunflower need to grow?
 How does temperature and the amount of sunlight affect the growth of a sunflower?
 How does temperature affect the rate of decomposit ion within the compost?
 How does the surface area of materials in the compost affect the rate at which the materials
break down?
 Briefly describe the microorganisms that live in compost and how they help decompose
material.
Elizabeth will have these quest ions answered by Friday 23rd at the end of class.
Action S teps - Eli zabeth will compl ete the foll owing prior to our ne xt me eti ng
 Conduct research to answer the focus ques t ions list ed above
 Reorganize her science fair proposal and hypothesis based on her research findings
Sample Summative Scoring Sheet
Eighth Grade Le arning Center Assessment Chart
Investigation Criteria
Invest igat ion goal was clear and obtainable
The concept map enabled studen t s to see how the daily
object ives t ied to the invest igat ion goal, act ivities and
vocabulary
The invest igat ion was taugh t in a whole t o part manner
The invest igat ion included eighth grade standards and
vocabulary
The invest igat ion asked studen ts to apply new informat ion
Handout s were informat ive and appropriate
The invest igat ion asked studen ts to answer and propose
crit ical quest ions about the topic
The invest igat ion challenged st udents to make connect ions
between new informat ion and previous knowledge in the
subject area
Reflect ion on the project (See guidelines in “Final
Organizat ion of your Learning Center”)
Cu mulative score for the investi gation
Stud ent
Self Score
Teacher
Score
Reflections on Assessment
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How have your thoughts on assessment
changed?
What strategies will you use in your
classroom?
What questions remain to be answered?
References
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessm ent in Education, 1, 7-74.
Before it ’s too late: A report to the nation from t he Nat ional Commission on Mathemat ics and Science Teaching for the 21st Century
(2000). Retrieved 02/25/04 from
ht tp://www.ed .gov/americacount s/glenn/toc.ht ml
Crawford, B. A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching,
37(9), 916-937.
Hurd, P. D. (2002). Modernizing science educa t ion. Journal of Research in Science Teaching, 39(1), 3-9.
Jacobs, H. H. (1997). Mapping the Big Picture: Integrating Curriculum andAssessment K-12. Alexandria, VA. Association for
Supervision and Curriculum Development.
Kesidou, S., & Roseman, J. E. (2002). How well do middle school science programs measure up? Findings from project 2061’s
curriculum review. Journal of Research in Science Teaching, 39(6), 522-549.
Marzano, R. J., P ickering, D., & McT ighe, J. (1993). Assessing Student Outcom es: Performance Assessm ent using the Dim ensions of
Learning Model. Alexandria, VA. Associat ion for Supervision and Curriculum Development.
Stern, L., & Ahlgren, A. (2002). Analysis of studen t s’ assessment s in middle school curriculum materials: Aiming precisely at
benchmarks and standards. Journal of Research in Science Teaching, 39(9), 889-910.
Stiggin s, R. J. (2002). Assessment crisis: T he absence of assessment for learning. Phi Delta Kappan,83(10), 758-765.
Trevisan, M. S. (2002). The states’ role in ensuring assessment competence. Phi Delta Kappan,83(10), 766-771.
Zachos, P ., Hick, T. L., Doanne, W. E., & Sargent , C. (2000). Set t in g theoret ical and empirical foundat ions for assessing scient ific
inquiry and discovery in educat ional programs. Journal of Research in Science Teaching, 37(9), 938-962.