Seeing Students Learn Science Integrating Assessment and Instruction in the Classroom (2017) / Chapter Skim
Currently Skimming:
5 You and Your School, District, and State
5 You and Your School, District, and State
Pages 91-106
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From page 91... ...
People often distinguish between classroom-based assess ments and external assessments, with external ones being those designed or select ed by districts or states that are used to monitor learning. This category includes the statewide science tests required for accountability purposes as well as national assessments like the National Assessment of Educational Progress (NAEP)
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From page 92... ...
. 92 Seeing Students Learn Science
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From page 93... ...
Designing assessments for this new challenge involves competing goals. One goal is to rely primarily on performance based tasks that allow students to actively demonstrate what they can do.
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From page 94... ...
Similar procedures are used by the International Baccalaureate program, which bases student grades on a combination of assessments given by teachers and standardized, externally developed tests. Another strategy that has shown promise is for a central authority, such as a district or state, to use standardized performance assessments that fit naturally into instruction to collect assessment data.
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From page 95... ...
A report might include samples of an individual student's work or anonymous exam ples of student work that illustrate different levels of performance. People will be able to use assessment results to take the steps that can improve student learning if those results are presented in a way that is clear and accessible.
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From page 96... ...
Students bring all they have learned from the customs and orientations of their cultural communities to their formal and informal science learning. These are 2For more ideas, see http://www.nap.edu/catalog/18984 [May 2016]
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From page 97... ...
A science classroom in which students are actively engaged in doing science is one that presents varied assessment opportunities, but it also intensifies an educator's responsibility to think carefully about ways to value and respect the cultural diversity students bring and how these assets interact with their learning. Ideas for making sure that instruction engages all students -- and is accessible to all -- are just as important for new types of assessment.
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From page 98... ...
As they encounter and use a term multiple times in different contexts, they can learn it more naturally than if you ask them to memorize it as part of a list. A good assessment will not depend on students' facility with terminology when the goal is to find out what they know about disciplinary core ideas and how well they can use scientific practices.
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From page 99... ...
Collaborating with Your Colleagues Perhaps the greatest resource you have is your professional colleagues. Sharing ideas, questions, resources, and experiences with other educators who are adapt ing their own instruction and assessment practices can have multiple benefits.
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From page 100... ...
Professional Development and Service Opportunities This book has emphasized the value of collaborative professional learning com munities to help you and your colleagues build new assessment approaches into your instruction.3 Networks of colleagues provide safe arenas in which to generate ideas, try new things, and compare notes about results. Making these changes will be a process for everyone, and you will want to revise what you are doing as you learn from your experience and your students' responses.
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From page 101... ...
It illustrates a number of the ideas discussed in this book. It engages students directly in doing science and targets interactions between practices and crosscutting concepts and disciplinary core ideas, and it reflects connections across disciplines, among them mathematics, English/language arts, technology, art, and music.
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From page 102... ...
This experience encourages students to consider alternative explanations and refine their thinking. The connections across disciplines are designed to encourage students to expand their appreciation for what they are observing and how they are thinking about it, for example using nonlinguistic ways to 102 Seeing Students Learn Science
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From page 103... ...
Technology • Create and analyze Excel spreadsheet temperature data. • Construct charts, graphs, and concept maps using various apps.
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From page 104... ...
CHAPTER HIGHLIGHTS • Adapting the way you weave assessment into instruction in your classroom will contribute to any moves your district and state make toward developing an integrated science assessment system in which useful results are reported to the parties that need them: students, teachers, parents, administrators, and policy makers. 104 Seeing Students Learn Science
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From page 105... ...
activities. Factor in non-native English speakers' challenges as you design classroom activities that will be used to assess learning.
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