Assessment - is it an event or a process?
Welcome to the first entry for my blog, Musings on Science Education. First off, I am not going to pretend to be an expert on the subject. But, I can add few anecdotes from the 'front lines,' as a seasoned Science educator and provide a glimpse into what I have been keeping an eye on to improve my teaching. In addition, as a new administrator, I hope to shine a light on ideas that come from lots of areas, so that generative discussions between teachers, where ever they might be found, can occur.
My first post is about Assessment. I am going to get right to the point, I don't think I do a really good job at this. Yet, it can be the most powerful tool in my teacher's kit! My new motto is assessment is a process, not an event. The ideal learning scenario is one in which students are continuously preparing, rather than cramming for an event-style test. We know, both through academic research and through our own personal experience, cramming for an exam is not learning. So, what tools can a teacher use to accomplish this? Here are my suggestions:
1) Use your class opener and exit tickets to check understanding/knowledge you targeted to plan your lesson. Tier the questions (or use Formative Assessment Probes - see P. Keeley publications at NSTA.org bookstore) so that you can pinpoint problems in student thinking. Provide feedback at every step to as many learners as possible.
2) Tell a story, rather than lecture on definitions and rote application of formulae. Use data and experiments from the topic you are studying to illustrate science as a process AND the central idea of your lesson.
3) If you are solving problems, such as it happens in chemistry/physics classes, use the I-We-You framework. Here's a video from a great English LA teacher explaining the tool.
4) Frequent checks for understanding are great! Socrative is a great tool, if students are allowed to Bring their Own Devices to class.
5) Give students an opportunity to generate questions and answers based upon their own knowledge prior to giving them an explanation.
6) Turn your questions into a game!
7) Make sure that your assessment items cover more than remembering factoids, or rote memorization. Take a bite from several of Bloom's levels, rather than just remembering.
8) Remember, if you are doing a review game before the test, then all you are testing is what students remember from the day before. Ask yourself whether or not this is really an effective use of students' time.
Well, these sound like rather mundane suggestions, but used together, they may really improve your assessment strategies and student learning outcomes. I know that I would really love to get away from the Friday is Test day mentality! Take care and happy teaching!