What should be assessed in a science education program? Using what types of assessments? Describe the positive aspects of students keeping a science journal. What is a science portfolio? Provide an argument in support of science high-stakes standardized test.
3. Positive aspects of a science journal include the fact that they help children shape their understandings of science inquiries and science phenomena. Journals can help teachers become aware of ways in which children’s prior experiences influence their understandings and ways in which children are constructing new information (Shepardson & Britsch, 2001). Journals can also serve as a dialogue between the child and the teacher. Comments may be shared back and forth and the teacher can act on the concerns the students share. Teachers can help children confront contradictions in their thinking process and help students find meaningful ways to construct information as the need is revealed in their journals.
4. A science portfolio is “a container of evidence of someone’s knowledge, skills, and disposition” (Lawrenz, 1991, p.15). The purpose of a portfolio drives the content in it. The purpose of a portfolio is to showcase the students’ best products, to show that students have achieved the expectations, or to communicate with parents what the student is learning and how well he or she is doing (Niguidula, 2005). The portfolio may contain evidence of achievement mastered including written material, photographs, videotapes, drawings, concept maps and any other form children decide would show their accomplishments fairly and completely. To be effective as assessment tools, the portfolios must receive continual attention and must be accessible to all children.
5. An argument in support of science high stakes standardized test is the belief that schools can use standardized tests “as an opportunity for thoughtful curriculum restructuring…” (Franklin, 2001, p. 1). Effective teaching in the process-oriented inquiry teaching methodology does not have to be compromised in preparation for achievement tests. Some thoughtful curriculum restructuring suggestions, as noted above, for teachers may include: ● Incorporate the concepts to be covered on the tests into the regular curriculum. ● Identify material on the test that crosses subject lines, and include these in all classes so children are exposed to them often. ● Develop curriculum time lines so all required material is covered before the tests are given. ● Identify the concepts on the test that lend themselves well to inquiry, and use these as the basis for process-oriented inquiry lessons. ● Limit the time spent on presenting factual material that is on the test. Teachers may also assist children in developing their test-taking skills to ensure reflection in competence of subject matter. Although tests that actually measure what is taught is the ideal; the above mentioned is in support of high stakes standardized tests as required by the No Child Left Behind Act of 2001.
1. The focus of the elementary science assessment program must be on student attainment in process skills and how well children have mastered them and also, the assessment of children’s inquiry skills. Assessment of the child’s positive attitudes towards science and scientists should be a focus as well.
The actions children take that demonstrate they understand the processes they are working on are called indicators. Indicators are performances children do that help gauge mastery.
Some indicators of proficiency in the process skills include observing, classifying, communicating, measuring, predicting, inferring identifying and controlling variables, formulating hypotheses, interpreting data, defining operationally, experimenting and constructing models.
Some indicators of student proficiency in the inquiry skills include initiates own ideas for investigation, explains thinking process in a rational and logical way, seek opportunities to continue explorations and relates learning to out-of-school situations.
Some indicators of positive attitudes toward science include talks about science being fun and interesting, seeks additional work in science and verbalizes curiosity.
2. Authentic assessment assesses what children really know in the areas of the program they are being taught. Following are excellent authentic assessment techniques for assessing children’s mastery in the science program:
● Informal Observation – occurs as teacher circulates among groups while
getting an idea of how children are doing.
● Structured Observation – teachers prepare a list of specific behaviors
indicative of achievement of the objectives and checks off those
behaviors they see exhibited by each child.
● Practical Assessments - this is similar to the “lab tests” and are performance-
based assessment activities.
● Inquiry Checklist – report assessing how children do science rather than
what they learn about. For example: A child may be scored from 1-4 to
how well they investigate their own questions and ideas. The inquiry
checklist may also assess positive attitudes towards science. For example:
A child may be scored on whether or not they use their extra time for
science investigations.
● Interviewing - Open-ended and partially structured interviews are one of the
best ways to find out how much children have learned and how well
they understand what they have learned. The primary purpose of oral
assessment is to listen to the children so you can find out what they are
thinking.
● Science Journals and Science Notebooks – Contains information about
activities, experiments, questions they have asked, answers they have
It seems that the journal is a safe option for students to reflect and comment on their class work and lab experiences. I think it would be particularly effective for shy, cautious students who are usually self-conscious about speaking, or for those who are not good test-takers. It’s also a good way to help students identify verbal/linguistic and intrapersonal intelligences that they might possess. I especially like the aspect of it that allows indirect dialogue with the teacher. A teacher who has not gotten to know a student well enough from everyday class experience gets the opportunity to get to know him or her better. If this method works well for the student, that could be a heads-up to the teacher for future assignments that would well suit those students.
I know from personal experience that I prefer having the added time to think through my selection of words when writing, rather than having to respond in class “on the spot." In addition to the non-confrontational part of journal writing, journaling is a good way to improve writing skills and could be used as an interdisciplinary activity, in which punctuation and paragraph construction guidelines are kept consistent with those taught in Language Arts class. Observations and student reactions can be monitored for learning and thinking, constructively critiqued, praised, and used as an assessment of student learning. It also prepares students for the work force, in which documentation of work done is expected. As an advocate of good writing skills, I would want to employ journaling in my classroom.
The text suggests that assessment in science be in accord with the goals/objectives of science education. Simply put the teacher should “test what was taught” rather than “teach what is tested”. This can be easier said than done when it comes to science education, as students are being taught hot to DO science not facts ABOUT science. The text points out that process and inquiry (the main objectives in elementary science) are areas difficult to assess through paper-and-pencil tests. In order to find out what children REALLY know, authentic assessment must take place.
A teacher can use indicators to watch the students to determine mastery of skills, i.e. a teacher could determine if a child mastered the skill of classifying by watching them sort something into groups and subgroups (examples of indicators are given on page 342-4, 351, 353). Teachers may use informal/structured observations and use them for either qualitative or quantitative assessment (depending what the situation calls for). Teachers may also use “practical tests”, like laboratory practicals, listening/interviewing – asking open-ended questions and letting the students tell you what they have learned, portfolios, or journals.
The use of science journals/notebooks can serve many purposes in the classroom. They can help students convey their understanding of activities. Journals also allow the teacher to see how the student learns/is progressing. Science journals can serve as a means of communication between teacher and student. Journals can be formal or informal and allow students to reflect on their learning.
Science portfolios are compilations of the students work over time. Students can either put in work that they feel showcases their learning or enter pieces assigned by the teacher. Portfolios serve many purposes; they can facilitate communication pathways from teachers to students and their parents, they can also help teachers to assess many facets of a child’s learning as well as their growth and progress over time. Portfolios can help to exhibit each individual’s abilities and strengths.
Despite the negative attitudes surrounding high-stakes standardized testing, there are a few positive outcomes that result from their implementation. These tests allow students in America to compare themselves with students both in this country and in others. Standardized tests also serve as an opportunity for school districts to revamp their curriculum. The argument stands that because of the tests, teachers are forced to “teach to the test” turning classrooms all over the country into “mini test-prep centers”. The text points out that there are ways to maintain a constructivist classroom while still preparing students for exams. To name a couple, a prepared constructivist teacher could, “incorporate the concepts to be covered on the tests into regular curriculum”, or, “ identify material on the test that crosses subject lines, and include these in all classes so children are exposed to them often” (Martin, 2009). Other suggestions can be found on page 374 in the text. Students would perform better if they realized that they knew the material being tested. There are ways for “good” teachers to work with the tests to find a happy medium for their classrooms.
I really like the idea of keeping a science portfolio for the students to show their work and progress. I think that as a teacher it would also be beneficial to have a document, like a portfolio, where you can look back on previous work and possibly find a gap between understanding and where the child became confused. It is also a great resource for teachers to have in case a parent has a question about their child's progress in your class. I think that it would be very beneficial if these portfolios were to follow the students throughout their schooling because it would give their new teacher each year a better understanding of their previous knowledge. Assessment is such a huge aspect of the learning process and I feel like using something like a science portfolio would benefit the student, the teacher, the parents, and anyone else involved.
Great information about science journals and portfolios, Pam! I love the idea of sharing thoughts back and forth between the teacher and students in a journal. Should we also consider sharing student to student? Your post also provides good insight into the elementary science assessment program. Open-ended interviews are great ways to build relationships and get into the thought process of your students. Mary Lou also provided good examples of how journals can help shy or self-conscious students. Like you, many kids feel more comfortable writing responses as compared to verbalizing them. It also gives students the time needed to process and gather their thoughts before publishing. I like your thinking about grading the assignment as a grammar and content piece. This is a life-skill lesson proving that your learning in all subjects should be carried throughout.
Cori makes a great point about teaching what is taught. Often when teachers come to me with an assessment analysis that portrays a low percentage of passing, I explain that it means one of two things: the assessment did not represent the learning or the instruction was inappropriate for the objective. Erin makes another great point about portfolios… the idea that learning is a continuum and should follow the student to demonstrate progression of knowledge.
What should be assessed in a science education program? Using what types of assessments? Describe the positive aspects of students keeping a science journal. What is a science portfolio? Provide an argument in support of science high-stakes standardized test.
ReplyDelete3. Positive aspects of a science journal include the fact that they help children shape
ReplyDeletetheir understandings of science inquiries and science phenomena. Journals can
help teachers become aware of ways in which children’s prior experiences
influence their understandings and ways in which children are constructing new information (Shepardson & Britsch, 2001). Journals can also serve as a dialogue between the child and the teacher. Comments may be shared back and forth and the teacher can act on the concerns the students share. Teachers can help children confront contradictions in their thinking process and help students find meaningful ways to construct information as the need is revealed in their journals.
4. A science portfolio is “a container of evidence of someone’s knowledge, skills, and disposition” (Lawrenz, 1991, p.15). The purpose of a portfolio drives the content in it. The purpose of a portfolio is to showcase the students’ best products, to show that students have achieved the expectations, or to communicate with parents what the student is learning and how well he or she is
doing (Niguidula, 2005). The portfolio may contain evidence of achievement mastered including written material, photographs, videotapes, drawings,
concept maps and any other form children decide would show their accomplishments fairly and completely. To be effective as assessment tools, the portfolios must receive continual attention and must be accessible to all children.
5. An argument in support of science high stakes standardized test is the belief that schools can use standardized tests “as an opportunity for thoughtful curriculum restructuring…” (Franklin, 2001, p. 1). Effective teaching in the process-oriented inquiry teaching methodology does not have to be compromised in preparation for achievement tests. Some thoughtful curriculum restructuring suggestions, as noted above, for teachers may include:
● Incorporate the concepts to be covered on the tests into the regular
curriculum.
● Identify material on the test that crosses subject lines, and include these in
all classes so children are exposed to them often.
● Develop curriculum time lines so all required material is covered before the
tests are given.
● Identify the concepts on the test that lend themselves well to inquiry, and
use these as the basis for process-oriented inquiry lessons.
● Limit the time spent on presenting factual material that is on the test.
Teachers may also assist children in developing their test-taking skills to ensure reflection in competence of subject matter.
Although tests that actually measure what is taught is the ideal; the above mentioned is in support of high stakes standardized tests as required by the No Child Left Behind Act of 2001.
1. The focus of the elementary science assessment program must be on student attainment in process skills and how well children have mastered them and also, the assessment of children’s inquiry skills. Assessment of the child’s positive attitudes towards science and scientists should be a focus as well.
ReplyDeleteThe actions children take that demonstrate they understand the processes they are working on are called indicators. Indicators are performances children do that help gauge mastery.
Some indicators of proficiency in the process skills include observing, classifying, communicating, measuring, predicting, inferring identifying and controlling variables, formulating hypotheses, interpreting data, defining operationally, experimenting and constructing models.
Some indicators of student proficiency in the inquiry skills include initiates own ideas for investigation, explains thinking process in a rational and logical way, seek opportunities to continue explorations and relates learning to out-of-school situations.
Some indicators of positive attitudes toward science include talks about science being fun and interesting, seeks additional work in science and verbalizes curiosity.
2. Authentic assessment assesses what children really know in the areas of the program they are being taught. Following are excellent authentic assessment techniques for assessing children’s mastery in the science program:
● Informal Observation – occurs as teacher circulates among groups while
getting an idea of how children are doing.
● Structured Observation – teachers prepare a list of specific behaviors
indicative of achievement of the objectives and checks off those
behaviors they see exhibited by each child.
● Practical Assessments - this is similar to the “lab tests” and are performance-
based assessment activities.
● Inquiry Checklist – report assessing how children do science rather than
what they learn about. For example: A child may be scored from 1-4 to
how well they investigate their own questions and ideas. The inquiry
checklist may also assess positive attitudes towards science. For example:
A child may be scored on whether or not they use their extra time for
science investigations.
● Interviewing - Open-ended and partially structured interviews are one of the
best ways to find out how much children have learned and how well
they understand what they have learned. The primary purpose of oral
assessment is to listen to the children so you can find out what they are
thinking.
● Science Journals and Science Notebooks – Contains information about
activities, experiments, questions they have asked, answers they have
found, their feelings, and their reflections.
● Portfolio – see below
It seems that the journal is a safe option for students to reflect and comment on their class work and lab experiences. I think it would be particularly effective for shy, cautious students who are usually self-conscious about speaking, or for those who are not good test-takers. It’s also a good way to help students identify verbal/linguistic and intrapersonal intelligences that they might possess. I especially like the aspect of it that allows indirect dialogue with the teacher. A teacher who has not gotten to know a student well enough from everyday class experience gets the opportunity to get to know him or her better. If this method works well for the student, that could be a heads-up to the teacher for future assignments that would well suit those students.
ReplyDeleteI know from personal experience that I prefer having the added time to think through my selection of words when writing, rather than having to respond in class “on the spot." In addition to the non-confrontational part of journal writing, journaling is a good way to improve writing skills and could be used as an interdisciplinary activity, in which punctuation and paragraph construction guidelines are kept consistent with those taught in Language Arts class. Observations and student reactions can be monitored for learning and thinking, constructively critiqued, praised, and used as an assessment of student learning. It also prepares students for the work force, in which documentation of work done is expected. As an advocate of good writing skills, I would want to employ journaling in my classroom.
The text suggests that assessment in science be in accord with the goals/objectives of science education. Simply put the teacher should “test what was taught” rather than “teach what is tested”. This can be easier said than done when it comes to science education, as students are being taught hot to DO science not facts ABOUT science. The text points out that process and inquiry (the main objectives in elementary science) are areas difficult to assess through paper-and-pencil tests. In order to find out what children REALLY know, authentic assessment must take place.
ReplyDeleteA teacher can use indicators to watch the students to determine mastery of skills, i.e. a teacher could determine if a child mastered the skill of classifying by watching them sort something into groups and subgroups (examples of indicators are given on page 342-4, 351, 353). Teachers may use informal/structured observations and use them for either qualitative or quantitative assessment (depending what the situation calls for). Teachers may also use “practical tests”, like laboratory practicals, listening/interviewing – asking open-ended questions and letting the students tell you what they have learned, portfolios, or journals.
The use of science journals/notebooks can serve many purposes in the classroom. They can help students convey their understanding of activities. Journals also allow the teacher to see how the student learns/is progressing. Science journals can serve as a means of communication between teacher and student. Journals can be formal or informal and allow students to reflect on their learning.
Science portfolios are compilations of the students work over time. Students can either put in work that they feel showcases their learning or enter pieces assigned by the teacher. Portfolios serve many purposes; they can facilitate communication pathways from teachers to students and their parents, they can also help teachers to assess many facets of a child’s learning as well as their growth and progress over time. Portfolios can help to exhibit each individual’s abilities and strengths.
Despite the negative attitudes surrounding high-stakes standardized testing, there are a few positive outcomes that result from their implementation. These tests allow students in America to compare themselves with students both in this country and in others. Standardized tests also serve as an opportunity for school districts to revamp their curriculum. The argument stands that because of the tests, teachers are forced to “teach to the test” turning classrooms all over the country into “mini test-prep centers”. The text points out that there are ways to maintain a constructivist classroom while still preparing students for exams. To name a couple, a prepared constructivist teacher could, “incorporate the concepts to be covered on the tests into regular curriculum”, or, “ identify material on the test that crosses subject lines, and include these in all classes so children are exposed to them often” (Martin, 2009). Other suggestions can be found on page 374 in the text. Students would perform better if they realized that they knew the material being tested. There are ways for “good” teachers to work with the tests to find a happy medium for their classrooms.
I really like the idea of keeping a science portfolio for the students to show their work and progress. I think that as a teacher it would also be beneficial to have a document, like a portfolio, where you can look back on previous work and possibly find a gap between understanding and where the child became confused. It is also a great resource for teachers to have in case a parent has a question about their child's progress in your class. I think that it would be very beneficial if these portfolios were to follow the students throughout their schooling because it would give their new teacher each year a better understanding of their previous knowledge. Assessment is such a huge aspect of the learning process and I feel like using something like a science portfolio would benefit the student, the teacher, the parents, and anyone else involved.
ReplyDeleteChapter 8 Comments:
ReplyDeleteGreat information about science journals and portfolios, Pam! I love the idea of sharing thoughts back and forth between the teacher and students in a journal. Should we also consider sharing student to student? Your post also provides good insight into the elementary science assessment program. Open-ended interviews are great ways to build relationships and get into the thought process of your students. Mary Lou also provided good examples of how journals can help shy or self-conscious students. Like you, many kids feel more comfortable writing responses as compared to verbalizing them. It also gives students the time needed to process and gather their thoughts before publishing. I like your thinking about grading the assignment as a grammar and content piece. This is a life-skill lesson proving that your learning in all subjects should be carried throughout.
Cori makes a great point about teaching what is taught. Often when teachers come to me with an assessment analysis that portrays a low percentage of passing, I explain that it means one of two things: the assessment did not represent the learning or the instruction was inappropriate for the objective. Erin makes another great point about portfolios… the idea that learning is a continuum and should follow the student to demonstrate progression of knowledge.
Nice work team 8!
~Rosalie