An assessment is not just a test at the end of a unit. Assessments should be designed so students do science themselves, not just learn about how other people have done it or memorize facts.12 As a result, student under-standing should be monitored throughout a unit using informal assessments or evaluations. This informs the instructor of where students are in terms of their under-standing of the content and provides feedback about what content needs reinforcement or adjustment.
Types of Assessment
Students often draw upon a diverse set of prior understanding and experiences when attempting to explain phenomena. Formative assessment allows teachers to better understand students’ alternative conceptions and plan for instruction that moves students toward more expert-like conceptions. Of course, lessons and follow-up activities should be planned ahead of time, and then modified according to the feedback gathered from assessments.
The evaluation of student learning should use a combination of different assessment tools, such as the following:
Formative
Formative assessments are accomplished during the learning process (as knowledge is “formed”) and can include observing students during classroom and laboratory activities, posing questions during a lesson, taking polls, collecting exit slips, or conducting informal conversations with students. Asking open-ended assessment questions allows a teacher to see where students are in their understanding, allowing the teacher to refocus their efforts where they are most needed. This gives teachers the opportunity to adjust lessons to ensure proper student understanding and dispel apparent misconceptions. Various technologies can be used for this form of assessment, including those suggested by Common Sense Education.
Summative
Summative assessments are performed at periodic intervals to assess a collection of knowledge at particular points in time. Summative assessments may take the form of traditional assessments, including quizzes, exams, laboratory reports, and term papers, but may also include projects, posters, presentations, etc.
Student Self-Assessment
Student self-assessments can be in the form of a metacognitive journal that is used to encourage students to reflect and assess their progress. This allows for students to “think about their thinking” and understanding of the content. Another form of self-assessment is allowing students to score their own work using a rubric or scoring key.
Performance-Based
Performance-based assessments have proven to be effective in assessing three-dimensional learning, although there are other types of 3D assessment as well. In general, these assessments require students to demonstrate content knowledge (DCIs), the ability to make connections (CCCs), and knowing how to develop solutions to solve a problem (SEPs).
Model-Based
Model-based assessments allow students to demonstrate content knowledge. The creative diagramming aspect of the model means that students, especially multilingual learners, can demonstrate content understanding without being bogged down by vocabulary; they can show their comprehension is deeper than vocabulary.
Third-Party
Third-party assessment tools have the advantage of being unbiased and statistically valid. Local, district, and state assessments may be examples of third- party assessments, including end-of-course exams. Some tools, such as those from the ACS Exams Institute, can provide objective national or regional performance rankings.
