TOpol Community College

Teaching Strategies for Elementary Science

Cs

Mando, Princess Kaye C.t ugxyg

BEED-2B

LAP-DAY 19: ASSESSING LEARNING FOR dSCIENCE

B. Introductory Activity: Analyzing Concepts. (50 points). Use short size bond paper for your
answer.
A. Below are the types of assessment utilized by science teachers in the classroom. Circle all
those that apply:
1. Observation 9. Science journal entries
2. Interview 10. Rubrics/Checklists
3. Group/Peer assessment 11. Visual displays
4. End of unit paper & pen test 12. Laboratory report
5. End of quarter paper & pen test 13. Research report
6. Quiz bee 14. Pencil and paper tests/drills
7. Self-assessment 15. Oral recitation
8. Performance task/student demonstration 16. Computer assisted games or
instructions

B. With a partner, discuss your answers to the questions below: (Submit your individual
output for this activity)
 Why did your teachers used those assessment forms?
• It is because assessmentvzv is an integral part of instruction, as it determines
whether or not the goals of education are being met. Assessment affects decisions
about grades, placement, advancement, instructional needs, curriculum, and, in
some cases, funding.
 Which of these assessment strategies did you find effective?
• For me is Observation , it is because observation is a powerful/effective
assessment tool that offers teachers insight into the processes our learners employ
when engaging in learning experiences. The use of observational data allows
educators and learners to impact learning and intervene, or celebrate in timely and
targeted ways.
 Which are traditional forms of assessment?
 The multiple-choice tests
 True/False tests
 Short answers
 Essays.
 Which are authentic forms of assessment?
  Performance of the skills, or demonstrating use of a particular knowledge.
 Simulations and role plays.
 Studio portfolios, strategically selecting items.

Question 1: Choose other assessment strategies. Examine their advantages.

Determine implementations guidelines like the ones above.
Assessmen Advantages Implementation Guidelines
t Strategies
Summative  To know if students have  Assigning performance
Assessmen understood. tasks and performance
t  They determine it.
achievement:  Using conversati ons and
 They make academic oral defense.
records.  Teaching academic
 Provides opportunity: honesty and trust
 Boosts individuals. students
 Weak areas can be
identified.
 Training success can be
measured.
 They are tools
for evaluation

Formative Best of all, formative assessments  Identify an opportunity

Assessmen are effective tools in personalized within your daily
t learning. instruction to gather the
information.
 Reflect on the evidence.
Identify gaps between your
students' current
performance and expected
goals.
 Consider next steps.
 Encourage student
involvement in recognizing
and celebrating their
learning.

Diagnostic  Indicate students' prior  Happen at the beginning of

Assessmen knowledge. a unit, lesson, quarter, or
t  Assess the learning that period of time.
has occurred during  Goal of understanding
 a teaching/learning session student's current position
. to inform effective
instruction.
 Identify strengths and
areas of improvement for
the student.
 Low-stakes assessments (U
sually do not count as a
grade)

Question 2: choose three strategies below to examine in terms of advantages and

implementation guidelines:
Assessment Strategies Advantages Guidelines for
Implementation
Observation Enhanced student  Identify Objective.
outcomes by improving  Establish Recording
the quality Method.
of teachers through  Develop Questions
feedback on practice. and Techniques..
 Observe and Take
Notes.
 Analyze Behaviors
and Inferences.

Interview Interview is a much  Performing

more flexible approach,  Reporting
allowing for posing of  Mentoring
new questions or check-
questions if such a need
arises. Its flexibility
makes the interview a
superior technique for
the exploration of areas
where there is little basis
for knowing what
questions to ask and
how to formulate them.
Group/Peer assessment It provides a  Have a clear
structured learning assessment criteria.
process for students to  Develop the
 critique and provide assessment criteria
feedback to each other with students.
on their work. It helps  Use anonymous
students develop examples of work.
lifelong skills  Vary the work they
in assessing and assess.
providing feedback to  Model responses.
others, and also equips  Allow time to
them with skills to self- respond.
assess and improve their  Provide feedback
own work. on their peer/self-
assessments.

End of unit paper & pen test

End of quarter paper & pen
test
Quiz bee
Self-assessment
Performance task/student
demonstration
Science journal entries
Rubrics/Checklists
Visual displays
Laboratory report
Research report
Pencil and paper tests/drills
Oral recitation
Computer assisted games or
instructions
Question 3: identify affective and engaging assessment forms for the following target
competencies in earth science and physics:
Competencies Assessment Strategies
Identify things that can make objects Visual Display
move such as people, water, wing and
magnets (S3Fe-IIIc-d-2)
Describe the changes in the weather Oral Recitation
over a period of time (S3ES-IVe-f-3)
Communicate how the natural objects in Group/peer Assessment
the sky affect daily activities (S3ES-IVg-h-
7
Explain the effect of force applied to an Oral Recitation
object (S4FE-IIIa-1)
 Investigate properties and characteristics Research report
of light and sound (S4FE-IIIh-5) Observation
Interview
Describe ways to protect oneself from Laboratory report
exposure to excessive light, heat, and Performance Task
sound (S4FE-IIII-j-6)

Question 4: How can assessments be made more effective and engaging?

• Assessments of all types provide evidence for the practitioner to make decisions, often
in collaboration with the learner, about the next steps forward in the learning program.