Chapter 8 - Assessment in The Science Classroom

ASSESSMENT IN THE
SCIENCE CLASSROOM
Types of Assessment
Taken at varying intervals throughout a subject period to

FORMATIVE provide information and feedback that will help improve the
Assessment quality of student learning
Assessment of learners where the focus is on the outcome of

SUMMATIVE
a program; Taken at the end of a unit/course
Assessment
Involves students in the learning process where they monitor

SELF Assessment their own progress, practice their skills and reflect on their
own learning
Why ASSESS?
Why ASSESS?
Keep track of learners’ progress in

relation to learning standards and in
the development of 21st-century
skills
Why ASSESS?
Promote self-reflection and

personal accountability among
students about their own learning
Why ASSESS?
Provide bases for the profiling of

student performance on the
learning competencies and
standards of the curriculum
Why Before?
For the Learner For the Teacher

• To know what s/he knows • To get information about what
about the lesson the learner already knows and
• To identify ideas or concept/s can do about the new lesson
that s/he misunderstands • To share learning intentions
• To identify barriers to learning and success criteria with the
learners
• To determine misconceptions
• To identify what hinders
learning
Why During?

• To identify one’s strengths and • To provide immediate
weaknesses feedback to learners
• To identify barriers to learning • To identify what hinders
• To identify factors that help learning
him/her learn • To identify what facilitates
• To know what s/he knows and learning
does not know • To identify learning gaps
• To monitor his/her own • To track learner progress
progress • To make decisions on how to
proceed
Why After?

• To tell and recognize whether • To assess whether learning
s/he met learning objectives objectives have been met for a
and success criteria specified duration
• To seek support through • To remediate and/or enrich
remediation, enrichment, or when appropriate
other strategies • To evaluate whether learning
intentions and success criteria
have been met
What is Assessed in the Classroom?
A. Content Standards identify and set the
essential knowledge and understanding
that should be learned. They cover a
specified scope of sequential topics within
each learning strand, domain, theme, or
component. Content standards answer the
question, “What should the learners
know?”.
B. Performance Standards describe the

abilities and skills that learners are
expected to demonstrate in relation to the
content standards and integration of 21st-
century skills.
Performance standards answer the
following questions:
“What can learners do with what they know?”
“How do learners apply their learning or

understanding in real-life contexts?”
“How well do learners use their learning or

understanding in different situations?”
Example:
Topic: Mixture and Characteristics of Mixture
A. Content Standards:
The learners demonstrate an understanding of different types of
mixtures and their characteristics
B. Performance Standards:
The learners should be able to prepare beneficial and useful mixtures
such as drinks, food, and herbal medicines.
Example:
Topic: Circulatory System
A. Content Standards:
The learners demonstrate an understanding of how the major organs of
the circulatory system work together.
B. Performance Standards:
The learners should be able to make a chart showing healthful habits
that promote the proper functioning of circulatory system.
C. Learning Competencies refer to the
knowledge/understanding, skills, and
attitudes that students need to
demonstrate in every lesson and/or
learning activity.
D. Concept Development
The learning standards in the curriculum
reflect progressions of concept
development. The Cognitive Process
Dimensions adapted from Anderson &
Krathwohl (2001) may be a good way to
operationalize these progressions.
Cognitive Process
Descriptors
Dimensions
The learner can recall information and retrieve relevant knowledge from long-term
Remembering
memory: identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce
The learner can construct meaning from oral, written, and graphic messages: interpret,
Understanding
classify, summarize, infer, compare, explain, paraphrase, discuss
The learner can use information to undertake a procedure in familiar situations or in a new
Applying way: execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert,
discover
The learner can distinguish between parts and determine how they relate to one another,
Analyzing and to the overall structure and purpose: differentiate, distinguish, compare, contrast,
organize, outline, attribute, deconstruct
The learner can make judgments and justify decisions: coordinate, measure, detect,
Evaluating
defend, judge, argue, debate, critique, appraise, evaluate
The learner can put elements together to form a functional whole, and create a new
Creating product or point of view: generate, hypothesize, plan, design, develop, produce, construct,
formulate, assemble, design, devise
Ways to Assess
Before During After

• Agree/disagree • Multimedia • Checklists
activities presentations • Debates
• Games • Observations • Practice exercises
• Interviews • Seat works • Short quizzes
• KWL activities • Recitations • Performance tasks
• Open-ended questions • Simulation activities • Written work
• Practice exercises • Questioning
• Questioning
Why assess INDIVIDUALLY?
To demonstrate
independently what has been
learned or mastered
Why assess COLLABORATIVELY?
To allow students to support

each other’s learning
Ways to Assess
Individual Collaborative Individual Collaborative
(Formative) (Formative) (Summative) (Summative)
• Check-up • Group • Unit tests • Group

quizzes discussions • Quarterly activities
• Written • Role playing assessment • Projects
exercises • Games • Long quizzes
• Performances • Group
• Models activities
• Multimedia
presentations
Summative Assessment in Science
Written Work – 40 %
Performance Tasks – 40 %
Quarterly Assessment – 20 %
Total – 100%
Written Work 1. Unit/Chapter Tests/Quizzes

2. Written output
• Concept maps
• Data recording and
analyses
• Laboratory reports and
documentation
• Reaction and reflection
papers
Performance Tasks 1. Product

• Investigatory Project
• Models and Diagrams
• Concept Maps
Performance Tasks 2. Performance-based tasks

• Debates
• Designing various models
• Doing scientific
investigations
• Issue-awareness campaigns
• Laboratory activity
• Multimedia presentations
• Skills demonstration
It is a FACT that…
There is no shortage of strategies and

techniques available to teachers to use
formative assessment in the classroom
These teaching strategies provide teachers the

valuable feedback they need to adjust their
teaching so student learning moves forward.
Different tools (digital or

non-digital) can make
learning fun in the process
of assessment
Digital Assessment Tools
Digital assessment tools are

available in e-gadgets like
smartphones and tablets to
make implementing formative
assessment as easy and
effective as ever
Some digital assessment tools…
Infographic
• Visual representation of a data

set or instructive material
• Combination of images and
text, allowing viewers to
quickly grasp the essential
insights the data contains.
Coggle
• Mind mapping tool

designed to understand
student thinking.
Word Cloud
• Generates tag clouds

from any entered text
to help aggregate
responses and facilitate
discussion.
Mentimeter
• Allows you to use

mobile phones or
tablets to vote on any
question a teacher asks,
increasing student
engagement.
Kahoot!
• Kahoot is a free student-
response tool for
administering quizzes,
facilitating discussions,
and collecting survey
data. It is a game-based
classroom response
system played in real-
time.
Padlet
• Padlet can be a good way of
gathering students' ideas
during either a recorded
lecture or during a
synchronous session when
one of the activities is asking
students to post their
answers/ opinions.
Eh wala kaming computer/internet…
• Present a controversial
statement or issue
AGREE • Students visit the four corners DISAGREE
and stay on the corner that
best fits their opinion
• Students then pair up to
discuss what they feel as they
do
• Teacher moves around and
records comments, then a class
STRONGLY discussion follows where STRONGLY
AGREE students can defend their
DISAGREE
opinions
• Students list 3 things they learned
• All students stand up
• One student reads the list, and everyone crosses off
common ideas
• Students sit down when all of their ideas have been
crossed off
ALIVE
NOT ALIVE
• Opposite of Muddiest Point
• Students are asked to identify
the most significant learning or
idea they gained from a
lesson.
Thank you!
Prepared by: Clarisse P. Cacapit

Chapter 8 - Assessment in The Science Classroom

Uploaded by

Copyright:

Available Formats

Chapter 8 - Assessment in The Science Classroom

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 8 - Assessment in The Science Classroom

Uploaded by

Copyright:

Available Formats

ASSESSMENT IN THE

Taken at varying intervals throughout a subject period to

Assessment of learners where the focus is on the outcome of

Involves students in the learning process where they monitor

Keep track of learners’ progress in

Promote self-reflection and

Provide bases for the profiling of

For the Learner For the Teacher

For the Learner For the Teacher

For the Learner For the Teacher

B. Performance Standards describe the

“What can learners do with what they know?”

“How do learners apply their learning or

“How well do learners use their learning or

Before During After

To allow students to support

• Check-up • Group • Unit tests • Group

Written Work 1. Unit/Chapter Tests/Quizzes

Performance Tasks 1. Product

Performance Tasks 2. Performance-based tasks

There is no shortage of strategies and

These teaching strategies provide teachers the

Different tools (digital or

Digital assessment tools are

• Visual representation of a data

• Mind mapping tool

• Generates tag clouds

• Allows you to use

Prepared by: Clarisse P. Cacapit

You might also like