Assessment in the Assessment in the Inquiry-based Science Inquiry-based Science

ClassroomClassroom

Matthew T. MarinoMatthew T. Marino

Professional Development Center CoordinatorProfessional Development Center Coordinator

University of ConnecticutUniversity of Connecticut

matthew.marino@huskymail.uconn.edumatthew.marino@huskymail.uconn.edu

Today’sToday’s agendaagenda

• 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?What’s new in science education?

“ “Despite the dramatic transformations Despite the dramatic transformations throughout our society over the last half throughout our society over the last half

century, teaching methods in science and century, teaching methods in science and mathematics have remained virtually mathematics have remained virtually

unchanged.” unchanged.” (p. 20)(p. 20)

Before it’s too late: A report to the nation from the National Before it’s too late: A report to the nation from the National Commission on Mathematics and Science Teaching for the 21st Commission on Mathematics and Science Teaching for the 21st

Century (2000).Century (2000).

““Next week we’ll cover chapters 2 & 3.”Next week we’ll cover chapters 2 & 3.” The textbook, in its present form, can no longer The textbook, in its present form, can no longer

meet the educational needs of students in meet the educational needs of students in science courses. science courses. (Hurd, 2002)(Hurd, 2002)

Science reform should place less emphasis on Science reform should place less emphasis on memorizing vocabulary and procedures and memorizing vocabulary and procedures and more emphasis on thoroughly understanding a more emphasis on thoroughly understanding a relatively small number of important ideas. relatively small number of important ideas.

(Stern and Ahlgren, 2002)(Stern and Ahlgren, 2002)

Taking stock of where we areTaking stock of where we are

provide students with a sense of purpose provide students with a sense of purpose take into account student beliefs and prior knowledgetake into account student beliefs and prior knowledge engage students with relevant phenomena engage students with relevant phenomena make scientific ideas plausible make scientific ideas plausible model knowledge that can be applied model knowledge that can be applied scaffold student efforts to make meaning of key scaffold student efforts to make meaning of key

phenomena phenomena (Kesidou & Roseman, 2002)(Kesidou & Roseman, 2002)

Science programs rarely:Science programs rarely:

Class… Here’s our agenda for the day!Class… Here’s our agenda for the day! a review of previous material and homeworka review of previous material and homework a problem illustration by the teachera problem illustration by the teacher drill on low-level procedures that imitate those drill on low-level procedures that imitate those

demonstrated by the teacherdemonstrated by the teacher supervised seat work by students, often in isolationsupervised seat work by students, often in isolation checking of seatwork problemschecking of seatwork problems assignment of homeworkassignment of homework

Before it’s too late: A report to the nation from the National Commission on Mathematics and Science Before it’s too late: A report to the nation from the National Commission on Mathematics and Science Teaching for the 21st Century (2000).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?

How does the physical layout of the room contribute?

Work Space Resource

Com

pute

rs

Teacher

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 investigationConcept Building

Theory

Key Concepts Key Vocabulary

Literature Review

Prior Knowledge

Authentic Problem

Research Questions

Clearly define components of the investigation Concept Testing

Brainstorm Justify

List Constraints

MaterialsSkillsExperts

Test & collect data

Analyze data and limitations

Construct Solution

Predict Outcomes

Plan Design

Outcomes Report

Implications?

Define Assessment Activity

• Purpose • Examples

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 AssessmentPerspectives on Assessment

““If properly used, good assessments can be a If properly used, good assessments can be a powerful catalyst for improving both powerful catalyst for improving both

curriculum and instruction. Poor assessment curriculum and instruction. Poor assessment practices, on the other hand, can impoverish practices, on the other hand, can impoverish

our expectations for learning science, our expectations for learning science, focusing teachers’ and students’ efforts on focusing teachers’ and students’ efforts on

less important concepts and skills or on test less important concepts and skills or on test taking as an end in itself taking as an end in itself (p. 889).(p. 889).

(Stern and Ahlgren, (Stern and Ahlgren, 2002)2002)

Perspectives on AssessmentPerspectives on AssessmentTeachers should use classroom assessments to Teachers should use classroom assessments to

continually:continually:1. 1. Monitor student progress toward academic goalsMonitor student progress toward academic goals2. A2. Adjust instructiondjust instruction3. R3. Refine future assessment practicesefine future assessment practices4. H4. Help students take responsibility for their own elp students take responsibility for their own learninglearning5. T5. Translate classroom assessment into descriptive ranslate classroom assessment into descriptive

feedback with specific suggestions for feedback with specific suggestions for improvementimprovement

6. E6. Engage students in self-assessmentngage students in self-assessment7. A7. Actively involve students in communicating with ctively involve students in communicating with

their teacher and familiestheir teacher and familiesStiggins (2002)Stiggins (2002)

Perspectives on AssessmentPerspectives on Assessment

Black and William Black and William (1998),(1998), in a synthesis of more in a synthesis of more than 250 articles related to assessment, purport than 250 articles related to assessment, purport formative student self-assessment is an formative student self-assessment is an essential component of learning because it essential component of learning because it allows students to identify their present allows students to identify their present knowledge and skill level, redefine the desired knowledge and skill level, redefine the desired goal, and plan steps to achieve the goal.goal, and plan steps to achieve the goal.

((Key terms formative vs. summative)Key terms formative vs. summative)

Formative and Summative Assessments Concept Testing

Journal & class discussion

Report including references, concepts, 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.

Theory

Key Concepts Key Vocabulary

Literature Review

Prior Knowledge

Authentic Problem

Research Questions

Formative and Summative Assessments Concept 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 Assessments Concept 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

Reflections

Raw Data

Meeting Minutes

Daily Plans

Brainstorm

Prior Knowledge

Standards

Authentic ProblemResearch questions

Journal

Ugly Folder

Key Vocabulary

Key Concepts

Theory

Authentic ProblemResearch questions

Literature Review

Predicted Outcomes

Experts

Skills

Budget

Materials

Constraints

Methodology

Justification

Authentic ProblemResearch questions

Proposal

Narrative Directions

Visual Representation

Authentic ProblemResearch questions

Plans

Outcomes Report

Implications

Limitations

Physical Evidence(Photos, Video)

Data Analysis

Lab Report

Authentic ProblemResearch questions

Experiment

John GoodladRiver Restoration Project

9/15/01 - 10/15/01

Paperclip Trick !

Sample Student Journal: Daily Entry TemplateName: Kim Smith Date: 12/1/01Problem Statement: My parents took away my stereo because I

played it so loudly one of my mother’santique vases fell off her table andsmashed.

Research Question(s): How does the stereo’s volume influencethe movement of solid objects?

CT State Standard: The student will recognize that waves mayinteract with the materials they enter.

Stage of Inquiry: Experiment Daily Objective:Outcome Materials List:Data Collected (see lab report and video)

Next Time: Data AnalysisDaily Participation Rating: 1- 10 ScaleJustification: Why the student gave themselves the score.

Teacher Meetings with Students Sample Journal Entry

Elizabeth – Meeting on 02/12/01

Goal – Determine what types of composted food scraps produce the best soil for growingsunflowers.

Focus Questionsÿ What nutrients does the sunflower need to grow?ÿ How does temperature and the amount of sunlight affect the growth of a sunflower?ÿ How does temperature affect the rate of decomposition within the compost?ÿ How does the surface area of materials in the compost affect the rate at which the materials

break down?ÿ Briefly describe the microorganisms that live in compost and how they help decompose

material.

Elizabeth will have these questions answered by Friday 23rd at the end of class.

Action Steps - Elizabeth will complete the following prior to our next meetingÿ Conduct research to answer the focus questions listed aboveÿ Reorganize her science fair proposal and hypothesis based on her research findings

Sample Summative Scoring Sheet Eighth Grade Learning Center Assessment Chart

Investigation Criteria Student

Self Score TeacherScore

Investigation goal was clear and obtainable

The concept map enabled students to see how the dailyobjectives tied to the investigation goal, activities andvocabulary

The investigation was taught in a whole to part manner

The investigation included eighth grade standards andvocabulary

The investigation asked students to apply new information

Handouts were informative and appropriate

The investigation asked students to answer and proposecritical questions about the topic

The investigation challenged students to make connectionsbetween new information and previous knowledge in thesubject area

Reflection on the project (See guidelines in “FinalOrganization of your Learning Center”)

Cumulative score for the investigation

Reflections on Assessment Reflections on Assessment

How have your thoughts on assessment How have your thoughts on assessment changed?changed?

What strategies will you use in your What strategies will you use in your classroom?classroom?

What questions remain to be answered?What questions remain to be answered?

ReferencesReferencesBlack, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 1, 7-74.

Before it’s too late: A report to the nation from the National Commission on Mathematics and Science Teaching for the 21st Century(2000). Retrieved 02/25/04 fromhttp://www.ed.gov/americacounts/glenn/toc.html

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 education. Journal of Research in Science Teaching, 39(1), 3-9.

Jacobs, H. H. (1997). Mapping the Big Picture: Integrating Curriculum and Assessment K-12. Alexandria, VA . Association forSupervision and Curriculum Development.

Kesidou, S., & Roseman, J. E. (2002). How well do middle school science programs measure up? Findings from project 2061’scurriculum review. Journal of Research in Science Teaching, 39(6), 522-549.

Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing Student Outcomes: Performance Assessment using the Dimensions ofLearning Model. Alexandria, VA. As sociation for Supervision and Curriculum Development.

Stern, L., & Ahlgren, A. (2002). Analysis of students’ assessments in middle school curriculum materials: Aiming precisely atbenchmarks and standards. Journal of Research in Science Teaching, 39(9), 889-910.

Stiggins, R. J. (2002). Assessment crisis: The 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). Setting theoretical and empirical foundations for assessing scientificinquiry and discovery in educational programs. Journal of Research in Science Teaching, 37(9), 938-962.