N M
Hello All, there are many ways teachers can create authentic assessments in a science classroom. Breaking down material and content in smaller steps or chunks can help. Collecting and analyzing data on a regular scheduled rotation will ensure consistency and coverage of all student abilities to be accounted for.
Providing innovative and fun ways for students to participate as well as including their personal interests can uplift and inspire students to become more productive. Reports, journals, and speeches can be assessed and analyzed accordingly. Some students may prefer to create and display online work through spreadsheets, or data collection programs.
Arizona State Standard: Life Science Standards: 3. L2Ul.6, Plan and carry out investigations to demonstrate ways plants and animals react to stimuli.
According to this standard, a worksheet with academic vocabulary, matching word to definition, drawing or identifying pictures that correlate with the different components, or even a paragraph detailing the significance of the material and how it can be applied/what the students learned would be acceptable ways of assessing students on the aligned standards. For extension purposes, students may be given a plant or told to observe a plant in his or yard or garden, and record details and supporting facts in a science journal.
J F
Teachers can create authentic assessments inn the classroom by using students interests in the lesson being taught. They can also use teaching the lesson backwards. Here this gives students the idea of what they need to learn from a lesson. Finally we can break down the assessments into smaller parts to better see how well students are doing in the material being taught. For example, we can start with weekly data collection and goal setting.
State Standard: “identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time 4- ESS1-1. NGSS Identifier”
Assessment: Here we can uses assessments that bring in students interests. For example, looking at this standard we can bring in the idea of fossils and how the earth looked different. This ideas brings in students interests of history and fossils that are found throughout the earth. This could also be a lesson where we can use the idea of working backwards. Here we give the standard to students and ask them to hypothesize how earth has changed over time. We can have this be the pre-assessment and also the formative assessment to see how far students have come and how much they have learned since the beginning of the lesson.
Resources
http://opi.mt.gov/LinkClick.aspx?fileticket=3TxprdvifYA%3d&portalid=182
K J
Teachers can create authentic assessments in the science classroom through a variety of ways. The teacher can observe day to day assignments, labs, tasks, etcetera. Also, the teacher can have projects for the students. Students can provide written responses. Experiments can be conducted. The possibilities are almost endless with authentic assessments in the science classroom.
The state standard I chose was in Colorado for third grade, standard 2-Life Science. Students are to come up with models to show different life cycles of different organisms (3-LS1-1).
For an authentic assessment for this standard, I would have students create a poster to show the life cycle of an organism. I would provide an example of the life cycle of a butterfly to show the students, so they would know what they needed to do. Students could choose which organism to use for their project; however, I would limit it to two students per organism (otherwise, everyone might choose the same one). The students would be given a list of organisms they could choose from. With this project, students would need to include birth, growth, reproduction, and death. Once students have completed their poster, they would verbally share their project with the class.
Reference
2020 Colorado Academic Standards Online. Colorado Academic Standards Online. (2021). https://www.cde.state.co.us/apps/standards/7,5,0/7,4,0.
Part 2
Ni Mu
Hello All, when it comes to standardized testing there a mix of feelings and interpretations about this topic and how it should be effectively carried out. Some argue that standardized testing offers a well-balanced measurement in which educators can evaluate student knowledge. In addition, state that such tests provide purposeful data to aid students in some rather marginalized demographics. Also, factoring in that these types of tests are reliable indicators, or signs that can predict future success in a college or business setting. (.procon.org)
However, the flip side is just as intriguing. Opposing the pro stance to standardized tests, some would state that these types of tests simply measure which students are good test takers, rather than how content and concepts can be effectively applied. There are biass including racial, sexist, and classist. Essentially, the opposing side is that these tests do not gauge or evaluate problem-solving, critical thinking strategies, creativity, or artistic capability. ()
Additional sources indicate that the format or layout of the test itself matters and has great weight or depth into how a student will perform. For instance, a multiple-choice format can come across as vague, misleading, and entice students to guess the correct answer. Whereas, open ended questions require students to think on a deeper intellectual scale. Sean Rearden, from Stanford University conducted a study in which his findings were that the test format alone is responsible for 25% of a gender gap in the areas of reading and math. (https://www.edutopoia.org)
Placing emphasize on more time for fewer critical and deeper meaningful questions reduces anxiety levels. Research has found that placing a time issued test only adds to the anxiety and stress of testing. ()
I feel that the standardized tests should not be timed, and students should be allowed to take as long as they need. I also feel that a combination of multiple choice, short answer, and critical thinking open ended style questions would benefit the students and teachers in a more meaningful long-term way.
Ka Ja
State-required science tests are hurting K-8 science programs, in a way. However, they are hurting these programs in a way that some people might not think of, and that is by not having these tests consistently. If states required testing of science every year, then this would benefit science programs, not hurt them.
In Colorado, only students in fifth grade, eighth, and eleventh grade take the science test (Colorado Department of Education, 2020). I believe all grades should take science tests, so the teacher, district, and state can gain more information of how students are learning in science, as well as evaluate the teacher(s) (procon.org,2020). Even though there are several topics science can cover, if state tests were required every year (like English and math), then this might help teachers and districts in providing students the content necessary. It is my belief state testing were included more, then it would benefit K-8 science programs.
I do understand some students are not good test takers (I am one!), which can impact the scores (procon.org, 2020). However, I think if the teachers can combine the state-required test score, in class assignments, participation, etcetera, then this would benefit the students, teachers, and district more.
Overall, I think state-required standardized tests should be given to students; however, I think the tests should be given every year for consistency. If this were to happen, I think science programs could see growth in their teachers and students.
References
Colorado Department of Education. (2020). Colorado state testing at a Glance. Retrieved from https://www.cde.state.co.us/communications/cmas-fact-sheet-at-a-glance-2020-21
procon.org. (2020, December 7). Pros & Cons . Standardized Tests. https://standardizedtests.procon.org/.
Ab J
Hi Class,
Standardized testing was set up for many reasons. Some of these reasons are they set benchmarks, weeds out problem areas that students need work on, no subjective grading, and it helps provide a strict structured in the classroom. However, there are many negatives that need to be considered, as well. These standards range from teaching to fit the test, children feel they are only as good as the test score, it does not test all skills, it is a one test fit all, and lastly very high stressor for students. Almost every public school is mandated to complete yearly standardized testing with their classes and I think changes need made. I do believe testing is necessary to set bench marks and see where the problem areas are but i deeply believe this can be done in many other ways that are in the best interest of the students. Students need to know that the world is not a one fits all type mold and that they all need to fit into this mold. One student may be excellent at testing while the other student is great at art or hands-on assessments. Each student who enters your classroom will not be a one type fit all mold. They will be original, different and they need to be valued and love because of this. WE need to be their voice to change how our students are tested.
Abigail Johnson
Resources:
https://tenneyschool.com/does-standardized-testing-staar-help-or-hurt-your-child/
