Many articles concerning the topic of assessment of science students are available for educators. This assessment plan rational summarizes articles concerning this topic and the writer’s view of assessment in the science classroom. Most science classroom assessments include labs and pen & paper tests, which force students to routinely memorize information. The writer of this rational and the authors of the following articles feel it is important for science educators to realize that there are alternatives to rote memorization and students should remember concepts because they understand the principles behind the concept.
In the article “Assessing understanding in biology” by Mintzes, Wandersee & Novak (2001), the authors stress the importance of real world knowledge that is taught in the classroom. When students are taught knowledge that is applicable to their lives, they will see the world as interconnecting and retain the knowledge they have learned in the classroom. In the past, science students have learned material through memorization, which was quickly forgotten once the student passed the test or exam. Today, educators must be aware of this negative form of learning and stress the importance of bringing meaningful science knowledge into the student’s lives in a way in which the student will remember and apply the learned material.
“Portfolio Assessment” and “Written Products” are encouraged by Mintzes, Wandersee & Novak (2001). Written assignments and laboratory work should be included in the measurement of student’s success in the classroom. Through these assessments, educators are able to determine if students are thinking critically and applying knowledge learned in the classroom to their lives.
During traditional pencil and paper exams, Airasian states, the goal of assessment should be “to provide pupils a fair opportunity to demonstrate what they have learned from the instruction provided” (2001). With this goal in mind, and achieved by the educator, the testing of students should be a positive experience for both the test-taker and the test-giver. Therefore, it is appropriate to test student’s knowledge of unit material in this fashion.
In many situations, alternative assessment instruments should be utilized. These instruments may include, but are not limited to, performance assessment and/or portfolio assessment. During these assessments, students would be required to demonstrate a particular activity or produce a range of products. These materials are graded by the teacher through observation and rating the student’s performance or product. Alternative assessment instruments “can provide some pupils who do poorly on selection-type tests an opportunity to show their achievement in alternative ways” (Airasian).
In addition, educators should also consider the many additional suggestions concerning assessment practices given by Mintzes, Wandersee & Novak. These include “reduce reliance on testing methods that reward and reinforce rote learning of verbal knowledge … begin to imbed assessment efforts seamlessly into the instructional program …focus assessment efforts on student constructed work products … make special provision for assessing the efforts of students who have special talents and those who excel in learning through non-verbal modalities … avoid one-shot assessment techniques … [and] consider the use of collaborative or co-operative assessment methods” (2001).
As educators develop assessment rubrics, it is important to be fair so each student will be assessed in the same way. Katz, Earl & Olson (2001) describes the many roles educators play when assessing students. One role is the mentor as the educator is reflecting the progress of students during group or individual activities. A second role is the guide as the educator reflects on the entire group’s progress and compares the student to the group’s progress.
According to Howard Gardner, students have multiple intelligences and educators must be aware of these intelligences, which include: Linguistic, Logical, Bodily, Spatial, Musical, Interpersonal, and Intrapersonal (SwopNet.com) during the assessment process. Gardner suggests that we encourage and support students who do not excel in the "traditional" intelligences (Koch, 1996). Educators should assist students with successful interactions between peers and adults and assist students to excel in areas in which they are successful (Koch, 1996). We should also be aware of educational values placed on students by their ethnic backgrounds (Koch, 1996).
As educators use the previously mentioned approaches or other approaches during student assessment, it is important to remember “that there is no one-way of seeing, experiencing, or defining the world” (Nelson-Barber & Harrison, 1996). In addition, it is equally important for educators to not rely on one method of teaching or assessment. A variety of methods should be used and incorporated into the curriculum, which must include “methods for understanding and analyzing their texts, including note taking, discussion (both whole class and small group), dramatization, graphic response, and personal and critical writing” (Nelson-Barber & Harrison, 1996). Once these issues are addressed, educators open up the opportunity for all students to encounter a “rich schooling experience” (Nelson-Barber & Harrison, 1996).
References:
Airasian, P.W. (2001). Classroom Assessment: Concepts & Applications (4th ed.). New York: McGraw-Hill.
Katz, S., Earl, L. & Olson, D. (2001). The paradox of classroom assessment: a challenge for the 21st century. McGill Journal of Education 36(1).13-26.
Koch, C. (1996). Interview: Howard Gardner, The Bright Stuff. Retrieved Feb. 9, 2001. World Wide Web: http://www.cio.com/archive/031596_qa.html
Mintzes, J.J, Wandersee, J.H., and Novak, J.D. (2001). Assessing understanding in biology. Journal of Biological Education 35(3). 118-24.
Nelson-Barber, S. & Harrison, M. (1996). Bridging the Politics of Identity in a Multicultural Classroom. Theory into Practice 35(4). 256-264.
SwopNet.com. Howard Gardner's Seven Types of Intelligence. Retrieved Feb. 9, 2001. World Wide Web: http://www.swopnet.com/ed/TAG/7_Intelligences.html
