1. Central concepts:  Assessment can measure habits of mind or habits of recall.  Tests have their limits.  It is important to know the purpose the test - what it is designed to measure?  Effective assessment requires detailed records. T 5.0 Chapter 5: How Can You Assess Student Learning ? Chapter 5: How Can You Assess Student Learning ?

2. T 5.1  Typical multiple-choice, true-false tests limit what they can evaluate.  Need to develop test items that move beyond requiring a child to memorize responses.  Summative evaluation alone makes it more difficult to change student’s misconceptions. Limits of Tests

3. T 5.2 Relationship of the Assessment to the Lesson Relationship of the Assessment to the Lesson  Exemplary science teaching requires actively engaged students.  Students need ample opportunities throughout the lesson to demonstrate their understanding of the science concepts.  Authentic assessment strategies are designed to reveal what the students can do instead of stressing their weaknesses.

4. Authentic Assessment for Learning Cycles (Table 5.1) Explore Explain Expand T 5.3 Determine possible misconceptions Document students’ uses of process skills Encourage exploration Improve social skills and interactions Clarify concept constructions Document conceptual change Document ability to use integrated process skills Determine students’ abilities to transfer learning to new situations Stimulate new interests, make connections to previous learning Questioning and student answers, pictorial assessment Process skills checklists Record observations, make predictions, ask observation questions Teacher observations, checklists Group discussions, data processing, picture drawing, constructing models, reflective questioning Concept mapping, interviews, pictorial assessment Reflective questioning, hands-on assessment Inventions, writing activities, presentations Projects and activities that address standards outcomes, portfolios PhasePurpose of EvaluationType of Evaluation

5. T 5.4  Do not rely on unrealistic or arbitrary time constraints.  Do not rely on secret questions or tasks; student progress toward mastery is emphasized.  Require collaboration with others to construct, revise and validate.  Are intimately connected with aims, goals, structures, schedules and school policies. Authentic Tests T 5.4

6. T 5.5  Are constructed to point the students toward more sophisticated and effective ways of using knowledge.  Contain contextualized, complex, intellectual challenges -- do not contain fragmented and static bits or tasks.  Mastery of content is a means to an end, not an end in itself.  Attempt to assess student habits and repertoires, not restricted to recall or dependent upon lucky guesses. Authentic Tests, cont. T 5.5

7. T 5.6  Aim is to help students show off what they can do; assures fairness and promotes equity.  Use a multifaceted scoring system instead of a single grade.  Are scored relevant to performance standards. Authentic Tests, cont. T 5.6

8. Pictorial Assessment  requires students to apply what was learned and to communicate what they understand.  more than one correct answer or solution.  students may estimate their answers and check their results.  Figures 5.1-5.3 T 5.7

9. Reflective Questioning  requires student to reflect upon the lesson content and to use knowledge in a way that is different from the way it was presented in the lesson.  encourages students to use a variety of approaches to solve a problem.  may require more than one step in arriving at a solution.  See Figure 5.4 – 5.5 T 5.8

10. T 5.9 Hands-on Assessment  an opportunity for assessing skills in how student use science tools and science thinking.  allows students to use their own data and to create their own problems.  requires students to think about and analyze a situation.  See Figures 5.6 – 5.8

11.  Can be teacher-made or student-made devices, such as check-lists, scales, specific criteria.  Are used to make expectations clear, to improve work, and to assess work accurately and consistently.  Use two questions guide rubrics:  What information should go into the response?  How should the information be presented?  see Figures 5.10 and 5.11 T 5.10 Rubrics

12.  is guided by a structure.  observations focus on specific tasks to determine how well students demonstrate a performance, use skills or demonstrate attitudes (see Table 5.2).  Figures 5.12 and 5.13 T 5.11 Systematic Observation

13.  contributes to authenticity  may be formal or informal  illustrated by portfolios purpose is to “tell a story” about student’s accomplishments contain students’ self-selected best work demonstrate problem-solving, types of thinking  illustrated by journals demonstrates the student’s reflective thinking process T 5.12 Student Self-Assessments