Assessing Learning

in Science
Dinelyn M. Bodigon
Marvin Bahillo
 What is assessing learning in
science?

The assessment process is an effective tool for communicating the expectations of the
science education system to all concerned with science education. Two sample
assessment task, one to probe students' understanding of the natural world and another
probe their ability to inquire.
What does Assessment is more that grading. It's about
measuring the progress of the student learning.
"assessment" Thus, assessment is defined as a "process of
gathering data to better understand the strengths,
mean? and weaknesses of student learning".
Assessment is
the ongoing Three types of assessment may be utilized by the
teachers inside the classroom.
process of • Assessment for learning
gathering, • Assessment as learning
analyzing, and • Assessment of learning
interpreting of
student learning.
Is there a difference between assessment
and evaluation?

Assessment is defined as a process

Evaluation involves using the data
of gathering information about
gathered in judging student
student learning for decision
performance and making decisions
making. Assessment is focused on
about learning and instruction.
how the learning is going and
Evaluation is final and focuses on
what improvements need to be
what has been learned.
made.
 • Diagnostic
Used before you start teaching a lesson or unit.
Often referred to as a pretest.
Gives teachers information on what students
Types of know and aids in planning lessons.

Assessments • Formative
Primary purpose is to promote learning.
They take place during lessons to support
instruction and learning.
Often times they aren't graded.
• Summative
Should occur after instruction has been
completed.
Summative assessments should sum up what your
students have learned.
This is the assessment in which students should
get formal grades.
Theses assessment are more along the lines of
standardized or traditional test.
• Confirmatory
Long term knowledge.
Final exams.
 Formal vs. Informal assessments

Formal Informal
• Traditional paper pencil • Not planned
• Planned and often timed • Asking students questions
• Watching students work
• Listening to students in small group or
whole group discussions
• Check science notebooks
 Informal assessments
• Teacher questioning
• Student record page
• Science notebook
• Checklist
Checklist for assessing science.
Checklist for assessing investigation procedures.
Class checklist for monitoring curiosity.
 Traditional assessments

Traditional Assessment
Traditional assessments can be items
used to go beyond simple • Multiple choice
recall to assess student • True-false
understanding of science • Matching
concepts and principles. • Short-answer
• Essay
 Performance task provide students
opportunities to demonstrate what
they know and understand.
Performanc
e Creating a good performance task
Assessment involves determining the focus of
the task, setting the context for the
task, writing directions, and
developing a scoring guide.
 • Physical models that illustrate students'
understanding of natural objects, organisms,
Assessing structures, and phenomena, are excellent
products for assessment and are known as
multiple model building.
Students can demonstrate much of what
objectives
•
they know and understand about science

through concepts and their interrelationships through

planning, manipulating, and demonstrating with

performance scientific supplies and equipment through

student demonstration.

assessments • Student presentations projects may uncover

much about students' understanding and
thinking.
Assessment can be formative or summative.

Summative assessment, on the other

Formative assessment aims to hand, aims to evaluate student
improve instruction and learning by learning at the end of an
providing the students and the instructional unit or program
teachers with information about the by comparing it against
students' progress in accomplishing some standard or benchmark. They
learning outcomes. often high stakes, which means that
they have high numeric value.
 Quizzes

Interview
Assessment
Tools in Science Laboratory

Exam

Portfolio
 • Matched pre- and post- module assessments
• Embedded assessments
• Prediction Activities
Assessment • Final assessments, such as hands-on

Strategies assessment, papers and pencil tests, and

science notebooks
• Informal assessments
• Documentation and record keeping
The role of Assessment gives useful information for modifying
instruction. As a result of the increased feedback,
assessment in the teachers can focus more on the objectives of
their lessons, learn more about the skills and
science interest of their students and increase the number
of laboratory activities they present to the
education. students.
The importance Assessment is embedded in the learning process.
It is tightly interconnected with curriculum and
of assessment instruction. As teachers and students work towards
the achievement of curriculum outcomes,
in teaching assessment plays a constant role in informing
instruction, guiding the students next steps, and
science. checking progress and achievment.
 • Large-scale assessments are administered to
make fair, high-stakes decisions about students,
Characteristics teachers, and a districts need to modify its
science program.
of State • Large-scale assessments are usually not
Science Tests classified as formative and summative,
because they do not apply directly to what has
just been taught in the classroom.
 How can assessments be made more
effective and engaging?
The National Science Education Standards of United States characterize effective
assessment as:
• Congruent with instruction
• Bases on authentic tasks and meaningful science-learning processes and contexts
• Multi-dimensional and uses a wide range of tools and methods
• A collaborative process involving the students
• Ongoing and continuous
Thank you!!