Goal: Formative Assessment Through Models

A very important aspect of my classroom is the use of models. I use models as a way to
informally assess my students particularly at the start of a unit. Its important for students to
brainstorm and collaborate to put their initial thoughts down on paper. I have the ability to see
the prior knowledge my students have going into a unit and use this to plan accordingly. As
students refer back to their models
throughout the unit, I can also assess the
progress of my students and clear up any
alternative understandings they may have.
Students revise and make additions - a
great way to show student growth
throughout a unit or school year. In my
experience, the more students work with
models, the better they are at using
evidence to explain the topic at hand.
They are able to take the knowledge they
acquire and use their critical thinking
skills to show their understanding through
these models.
The first model shown here is the final
group model of a tanker car that implodes
after being steam cleaned and left
overnight. This model was used as the
anchoring phenomenon in a gas laws unit.
The second model shown is the final
group model of aerial fireworks. This
model was used as the anchoring
phenomenon in a light and quantum
mechanics unit. As you can see in both
models, the groups made additions and
revisions throughout the unit to represent
the knowledge they acquired. While some of their
initial thoughts were correct, they were able to
support their knowledge with evidence gained from
class.