Assessment and Evaluation

Methods of data recording

Ongoing student activities

Quizzes and tests

Student Assessment in Chemistry

At the start of any class, a teacher has a group of new students. The students are new, even if they know each other or the teacher, because they will be dealing with different material, from a different point of view, within an evolving system of interactions. The factors of scientific literacy and the learning objectives for the curriculum are the criteria for guiding student assessment. These may be attainable by the majority of students, but for some they will be outside their capabilities. Adaptations to expectations or methods will be required. The Adaptive Dimension recognizes that the needs of all students must be considered for effective teaching and learning to occur. The Adaptive Dimension is equally important in determining what is appropriate assessment.

"Graded" teaching resources and standardized tests are based on what is accepted as normal or average for a student of that age group and often for a specific segment of society. By using standardized tests a teacher is assessing how a student matches these culturally determined standards over a narrow range of skills. The results must be considered in that context. This measure may be unattainable by some students. Alternatively, some students may not reach full potential because they are not challenged but are allowed to remain at the acceptable "average". A range of assessment techniques is necessary to appropriately assess the range of students in any classroom.

Students deserve to be assessed on the range of abilities they have been, and are capable of, using. The overall assessment plan should reflect the students' different learning styles, and different ways of displaying their learning and the nature of the abilities being assessed. Self-referenced assessment is encouraged.

Assessment can be based on oral or written response or observations of performance. Ideally, it will be a combination of these. Performance tasks are an excellent way to assess scientific and technical knowledge and skills (Dimension E). For example, reading a thermometer diagram is not the same as knowing how best to use and place the thermometer in order to measure temperature. The best way to assess whether students can perform an activity is to observe them while they are actually performing the activity. Ask them probing questions. The use of anecdotal records, observation checklists, and rating scales can assist in data collection when these observations have taken place.

An example of a performance task would be to give an individual or group a card with the following instructions:

Determine the mass of 0.120 mols of NaCl_(S). Measure out that mass of the solid and submit it to me in a sealed envelope. On the envelope, indicate how you determined what mass of NaCl_(S) to measure.

Such a task gives an opportunity to observe ability to calculate, knowledge and skill in using the balance, and chemical handling techniques. The task may be administered at any time during any class. Other tasks may involve using burets, pipets and graduated cylinders to measure, transfer or dilute solutions.

10% of the final grade should be based on performance tasks carried out either as separate activities or in conjunction with laboratory investigations.

The types of tasks and questions which students are expected to address influence their responses. When the tasks and questions are limited, so are the responses. Tasks and questions which elicit only one word or simple sentence answers often test recall of factual knowledge. As well, once students have, for example, formulated a model in a particular context during a science activity, if that same context is given in the assessment the response may be recall, and not a test of any conceptual or process ability. This is only one facet of intellectual development. Assessment of higher order skills (analysis, synthesis, evaluation) requires novel conditions or situations to consider with respect to factual knowledge possessed. The learning objectives and the factors of scientific literacy in Dimensions A through E can be assessed through both recall and manipulation of factual knowledge.

Good questioning is extremely important for effective teaching and testing. Avoid questions where there is only a single response. Structure questions so some type of reasoning is required. How? Why? Explain . . . Present problem solving activities. Develop Critical and Creative Thinking. All of these things promote and challenge higher level thinking.

Students may be asked to interpret a graph or photograph, or to answer a question orally. Assessment does not have to consist totally of written work. Varied formats adapt to students' differing learning styles.

Summative assessment items following the completion of a unit can cover more scope and depth than formative assessment items. Apart from the scope and depth of the activities selected, the format of summative assignments can be just as varied, including practical tasks (to reflect practical knowledge and abilities), interpretation of graphs and photographs, and investigative problems and assignments.

Multiple choice, true or false, or fill-in-the-blank tests usually assess factual recall. Such tests should be used when appropriate and not as the sole means of assessment.

Essay questions are useful. They can promote the processes of science and can be used in both formative and summative assessment. For those students who have difficulty writing, discuss alternatives for the assignment. Illustrations or art projects, an oral report, a concept map, a project, or journal writing may serve as significant supplements to the written essay.

Projects are useful items in summative assessment, because they can cover the breadth and depth of a topic. They also involve the use of process abilities. If the project is a group effort, difficulties might arise in assessing the individual participation of each member or the group. Individual contributions and participation can often be determined by observing the ways in which the group members interact with one another and with other members of the class. Student self-assessment and group self-assessment to weigh the various contributions of group members can also be utilized.

The number and type of assignments completed in a learning centre can be recorded as a summative assessment. Test stations are particularly useful for allowing students to demonstrate competence.

Assessing values is the most difficult of all the areas of assessment and evaluation. At one time, values were not considered a part of the school's written curriculum. Parents and society certainly required that students develop acceptable behaviours and attitudes, but these were promoted through the "hidden curriculum" - the teachers' and school's influences. Now, specific attitudes and values are to be openly promoted in students, so the teacher's influence must be directed to these objectives. Accordingly, they must be assessed. For further information on values review Chapter VI in Understanding the Common Essential Learnings: A Handbook for Teachers (Saskatchewan Education, 1988).

Remember that the values listed in Dimensions F and G of the Dimensions of Scientific Literacy, like understanding of any of the factors, develop over time. Emphasizing these same values throughout the grades can provide the reinforcement to help students to incorporate the values into their lives. There are valid reasons to cultivate and assess students' values and attitudes specified in Dimensions F and G.

Through the school years, students display their current values and attitudes by what they say, write, and do. These three actions can be used for assessment purposes. When a value or attitude is observed, record the observation. When setting an evaluation plan for the year, consider using an organizer such as Figure 4 on this page to give the plan a broad base in direction and techniques. The figure suggests a philosophical framework for ensuring that all Dimensions of Scientific Literacy (DSLs) are considered during assessment and evaluation. For specific unit planning based on the concepts promoted in the figure, use the Instruction Plan on page 29 of Student Evaluation: A Teacher Handbook (1991). The Handbook provides advice on how to use the plan. It reinforces the principle that planning for assessment goes hand in hand with planning for instructional strategies and methods. Recall Figure 2 on page 7.

Figure 4: Including Dimensions of Scientific Literacy in Planning for Assessment

DSLs

Possible evaluation techniques (abbreviation key below)

% wt.

ar

co

lr

oc

or

pa

pf

pr

pt

rs

sa

wt

A. nature of science

5-15

x

x

x

x

x

x

x

x

B. key concepts

25-40

x

x

x

x

x

x

x

x

x

C. processes

15-30

x

x

x

x

x

x

x

x

x

D. STSE

5-15

x

x

x

x

x

x

x

E. skills

5-15

x

x

x

x

x

x

F. values

5-10

x

x

x

x

x

x

x

x

x

G. attitudes

5-10

x

x

x

x

x

x

x

x

Key to abbreviations of evaluation techniques:

ar co lr oc or pa pf pr pt rs sa wt

anecdotal record contract laboratory report observation checklist oral response peer assessment portfolio project or written report performance test rating scale self assessment written test

An 'x' in a cell indicates a technique that might be appropriate for assessing that Dimension of Scientific Literacy. The placement of an x in a cell is not definitive. You may not be able to use that technique to assess factors from the Dimension indicated. You may find that a blank cell indicates an opportunity which is appropriate for use in your class room. The terms for evaluation strategies are taken from Student Evaluation: A Teacher Handbook. Assistance in designing an evaluation plan that uses these techniques can be found in that document.

Summary of % weight by domains and DSLs:

In order to help maintain a balance among the various techniques of evaluation and emphases of instruction, Saskatchewan Education recommends that all comprehensive or final exams in Chemistry 20 and 30 be open book exams. Open book is defined as allowing students to bring texts, laboratory manuals, and notebooks to use during the exam. The use of calculators during classes and exams is encouraged. Chemistry 30 final examinations prepared and administered by Saskatchewan Education will continue to be open book exams.

Record-Keeping

To aid data collection in order for the factors of scientific literacy to be addressed in student assessment, checklists have been included in the Science Program Overview and Connections K-12 and in this guide. Teachers should adapt these to suit their needs.

Teachers differ in the way they like to collect data. Some prefer to have a single checklist, naming all the students in the class (or in one work group) across the top and listing the criteria to be assessed down the side. The students' columns are then marked if a criterion is met. In this case some information would have to be transferred later to a student's individual profile.

Other teachers prefer to have one assessment sheet per student, which is kept in the profile. That sheet would list the factors for assessment down the side, but along the top might be a series of dates indicating when assessment took place. Such an individual file would illustrate development over the year. In this case, information might have to be transferred from the profile to the official class mark book, as required.

Examples of these types of assessment sheets are also given in Science Program Overview and Connections K-12.

Program Evaluation

Program evaluation is a systematic process of gathering and analyzing information about some aspect of a school program in order to make a decision, or to communicate to others involved in the decision-making process. Program evaluation can be conducted at two levels: relatively informally at the classroom level, or more formally at the classroom, school, or school division levels.

At the classroom level, program evaluation is used to determine whether the program being presented to the students is meeting both their needs and the objectives prescribed by the province. Program evaluation is not necessarily conducted at the end of the program, but is an ongoing process. For example, if particular lessons appear to be poorly received by students, or if they do not seem to demonstrate the intended learnings from a unit of study, the problem should be investigated and changes made. By evaluating their programs at the classroom level, teachers become reflective practitioners. The information gathered through program evaluation can assist teachers in program planning and in making decisions for improvement. Most program evaluations at the classroom level are relatively informal, but they should be done systematically. Such evaluations should include identification of the areas of concern, collection and analysis of information, and judgement or decision making.

Formal program evaluation projects use a step-by-step problem-solving approach to identify the purpose of the evaluation, draft a proposal, collect and analyze information, and report the evaluation results. The initiative to conduct a formal program evaluation may originate from an individual teacher, a group of teachers, the principal, a staff committee, an entire staff, or central office. Evaluations are usually done by a team, so that a variety of background knowledge, experience, and skills are available and the work can be shared. Formal program evaluations should be undertaken regularly to ensure programs are current.

To support formal school-based program evaluation activities, Saskatchewan Education has developed the Saskatchewan School-Based Program Evaluation Resource Book (1989) to be used in conjunction with an inservice package. Further information on these support services is available from the Evaluation and Student Services Division, Saskatchewan Education.

Curriculum Evaluation

During the decade of the 1990's, new curricula will be developed and implemented in Saskatchewan. Consequently, there will be a need to know whether these new curricula are being effectively implemented and whether they are meeting the needs of students. Curriculum evaluation, at the provincial level, involves making judgements about the effectiveness of provincially authorized curricula.

Curriculum evaluation involves the gathering of information (the assessment phase) and the making of judgements or decisions based on the information collected (the evaluation phase), to determine how well the curriculum is performing. The principal reason for curriculum evaluation is to plan improvements to the curriculum. Such improvements might involve changes to the curriculum document and/or the provision of resources or inservice to teachers. It is intended that curriculum evaluation be a shared, collaborative effort involving all of the major education partners in the province. Although Saskatchewan Education is responsible for conducting curriculum evaluations, various agencies and educational groups will be involved.

For instance, contractors may be hired to design assessment instruments; teachers will be involved in instrument development, validation, field testing, scoring, and data interpretation; and the cooperation of school divisions and school boards will be necessary for the successful operation of the program.

In the assessment phase, information will be gathered from students, teachers, and administrators. The information obtained from educators will indicate the degree to which the curriculum is being implemented, the strengths and weaknesses of the curriculum, and the problems encountered in teaching it. The information from students will indicate how well they are achieving the intended objectives and will provide indications about their attitudes toward the curriculum. Student information will be gathered through the use of a variety of strategies including paper-and-pencil tests (objective and open-response), performance (hands on) tests, interviews, surveys, and observation.

As part of the evaluation phase, assessment information will be interpreted by representatives of all major education partners including the Curriculum and Evaluation Divisions of Saskatchewan Education and classroom teachers. The information collected during the assessment phase will be examined, and recommendations, generated by an interpretation panel, will address areas in which improvements can be made. These recommendations will be forwarded to the appropriate groups such as the Curriculum and Instruction Division, school divisions and schools, universities, and educational organizations in the province.

All provincial curricula will be included within the scope of curriculum evaluation. Evaluations will be conducted during the implementation phase for new curricula, and regularly on a rotating basis thereafter. Curriculum evaluation is described in greater detail in the document Curriculum Evaluation in Saskatchewan (Saskatchewan Education, 1991).