ASSESSMENT-TEACHING-SUMMATIVE-REPORT.pptx

The 5E model known as the Learning Cycle, developed in the 1960s by Aktin and Karplus for Science Curriculum Improvement Study (SCIS) program. In classic inquiry-based science instructional model had only three phases of instructions

1. ASSESSING SCIENCE LEARNING

2. Learning Objectives At the end of the lesson, the student should be able to: define Assessment in different authors, explain the importance of Assessment. discuss the different types of Assessment processes.

3. Assessment in the Science Classroom 01

4. INTRODUCTION Assessment is the process of documenting, usually in measurable terms, knowledge, skill, attitudes, and beliefs. Assessment is an ongoing process of gathering and analyzing evidence of what the student can do. (Kay Burke, 1999).

5. ASSESSMENT Classroom assessment as a tool or process used in the service of learning and instruction. Learning and assessment are closely linked in inquiry-based teaching. Student participation is a key component of successful assessment . Assessment in inquiry science should be based on 3 guiding questions; Where are students trying to go? Where are students now? How are students going to get there?

6. SHIFTS FROM SCIENCE ASSESSMENT Assessing what is easily measured, toward assessing what is most highly valued. Assessing discrete knowledge, toward assessing rich, well structured knowledge. Assessing scientific knowledge, toward assessing scientific understanding and reasoning. Assessing to learn what students do not know, toward assessing to find out what students do understand. Assessing only achievement, toward assessing achievement and opportunity to learn. End of term assessment by teachers, toward students engaged in ongoing assessment of their work and that of others.

7. ASSESSMENT AND EVALUATION Assessment is a process of gathering information about student learning for decision-making. Evaluation is final , focused on what has been learned, and used to arrive at an overall grade or score for the purpose of judging quality.

8. ASSESSMENT AND EVALUATION Evaluation Assessment Diagnostic Formative Process-oriented Summative Judgmental Product-oriented Require Data Utilize measures User-oriented

9. FORMATIVE AND SUMMATIVE ASSESSMENTS FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT During instruction after some learning. After instruction ends. At critical points. Every 3-4 weeks. Ideally, assesses every major concept Samples content Non- graded Tests general concepts Can determine future learning activities Can help revise course or program Results in feedback to students to move learning forward. Measures unit or course effectiveness.

10. Formative Assessment Processes 02

11. FORMATIVE ASSESSMENT Is an integral to inquiry learning and instruction. Its primary purpose is to promote learning, so it is often referred to as assessment for learning (Keeley, 2012). As assessment carried out during the instructional processes for the purpose of improving teaching or learning. Margaret Heritage defines formative assessment not as a test or a task or a high-stakes standardized assessment, but as a process of feedback in which a teacher learns about a student’s current level of understanding to determine the next learning steps for the student.

12. FORMATIVE ASSESSMENT PROCESS Initiate Student Learning. Identify the learning goals, success criteria, and activities. Provide instruction and just-in-time feedback Administer a formative task and analyze responses. Provide descriptive feedback, instruction, or both to students. Students take action to move forward. Students engage in peer feedback. Students track progress and engage in self-assessment. Feedback Loop

13. FORMATIVE ASSESSMENT Formal Formative Assessment processes are often not paper and pencil based. Informal Formative Assessment includes asking students questions and listening to what they say during small group work or whole-class discussions.

14. FORMATIVE ASSESSMENT Teacher Questioning- are crucial in helping students make connections and learn important science concepts. Student Record Pages- use of simple data sheets formulated by students or teachers. Science Notebooks- tools for students to grapple with scientific questions and help them make sense of what they observed through using meaningful recording and organizing strategies. Checklist - list of specific key elements that you plan to consider in judging a student performance or product.

15. Summative Assessments 03 Reporter: Jondey Espiritu

16. SUMMATIVE ASSESSMENT Should occur after instruction has been completed and after students have had adequate time and experience to achieve the learning goals of the lesson or unit. The goal of summative assessment is to determine a students knowledge and conceptual understanding of the science ideas being studied.

17. MATCHING ASSESSMENT TYPES WITH KNOWLEDGE TARGETS Target to be Assessed Best Assessment Matches Not Good Matches Vocabulary Use multiple choice, fill-in-the-blank, matching, true/false, short answer and essays. Performance assessment is not a good match. Facts and Details Use multiple choice, fill-in-the-blank, matching, true/false, constructed responses. Performance assessments is not a good match. Concepts Principles Generalizations Higher-order multiple choice, constructed responses, and performance assessments. Fill-in-the-blank, matching, and true/false are not a good match. Skills and Reasoning Processes Constructed responses and performance assessments. Selected responses are generally not a good match. Attitudes Open-ended questionnaires and some short answer/essay. Most selected-response types are not a good match.

18. SUMMATIVE ASSESSMENT Traditional assessment items include multiple choice, true or false, short answer, essay items, and performance assessment. Selected-response items - multiple choice, true or false, matching items. Constructed response items - short answer and essay. Multiple choice items- used to measure retention knowledge. It has three parts stem, distractors, and correct response.

19. EXAMPLES Multiple Choice (Recall of Scientific Knowledge) The most abundant gas in Earth’s atmosphere is: Hydrogen Oxygen Nitrogen Carbon Dioxide Multiple Choice (Understanding) Beans and coal both have stored energy. Where did the energy come from that is stored in beans and coal? from the earth’s gravity from the sun’s light from the heat in earth’s core for the carbon dioxide in the air.

20. EXAMPLES Completion and Short Answer Items List 3 forms of precipitation and describe each. A water molecule is composed of one atom of ____ and two atoms of ____. Assessing understanding from written response.

21. Performance Assessments 04

22. PERFORMANCE ASSESSMENT Performance tasks are rich tasks that require higher order thinking. Performance Assessment offers students a wider range of options for communicating what they understand in science and what they are able to do with their knowledge. Performance tasks can be used to assess conceptual understanding and inquiry abilities.

23. CREATING A GOOD PERFORMANCE TASK Focus - closely related to learning targets. Context - background and a question related to the focus objective. Directions- explain what students are expected to do. Scoring Guides- means of judging the quality of the assessment performance or product.

24. EXAMPLE (Electrical Circuit Task)

25. TYPES OF RUBRICS

26. PERFORMANCE ASSESSMENT Oral/Written Pictorial Interpretations- understanding of concepts and principles by using assessments that ask them to respond to pictorial situations. Concept Map- a visual representation of a major concept and its connections to subsidiary concepts.

27. Assessing Multiple Learning Targets through Performance Assessments Model Building- physical models that illustrate students understanding of natural objects, organisms, structures, and phenomena. Student Demonstrations- students can demonstrate much of what they know and understand about scientific concepts and their interrelationships through planning, manipulating, and demonstrating with scientific supplies and equipment. Student Presentation Projects- may uncover much student’s understanding and thinking . Science Fair Projects- students in many elementary and middle schools are required to develop science fair projects.

28. Fitting Assessment Methods to Learning Goals If you wish to make a quick assessment of where students are in science understanding, informal strategies might be used. If you wish to assess recall of factual or conceptual knowledge, traditional multiple choice or short items are often suitable. Traditional assessments might also be appropriate to assess student attainment of learning goals related to understanding of science knowledge. Performance assessments that enable students to demonstrate their understanding and investigative abilities during or after learning task. Performance methods are much more appropriate than traditional assessments when you wish to assess how well students can apply knowledge and plan and carry out inquiry procedures.

29. The Role of Large-Scale Assessments Administered at district, state, national, or international levels provide evidence needed to make fair, high-stakes decisions about students, teachers, and a districts need to modify its science program or redesign professional development opportunities for teachers.

30. SUMMARY Assessment in the classroom- tool that teachers can use to improve both learning and instruction. Formative Assessment- processes are appropriate during instruction to inform teachers of what students know, understand, and can do so they can decide what feedback and instructional steps to use next. Summative assessment- is to determine a students knowledge and conceptual understanding of the science ideas being studied. Performance Assessment- students demonstrate what they know, understand, and can do by creating a product, or performance. Role of Large Scale Assessments- are intended to assess students mastery of state science standards.

31. Thank you for Listening!