www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Methods of Assessment in an Inquiry Science Classroom
- Template 2022
- Section SAMPLE
- 1 Credits
- 06/28/2022 to 07/29/2100
- Modified 08/15/2023
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Transitioning to inquiry-based science instruction often coincides with re-thinking assessment and grading. Candidates will explore alternative means of assessment and grading theories that parallel inquiry thinking. The rationale behind traditional assessment and grading will be studied. Candidates will review and discuss strategies for alternative assessment and grading strategies. Candidates will examine the role of portfolio-based assessment and standards-based grading, as well as experiment with modified assessment strategies.
COLLEGE OF EDUCATION MISSION
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will utilize alternative assessments that parallel student inquiry thinking.
Serving the Community
Candidates will plan culturally responsive learning opportunities utilizing inquiry instruction.
Finding Our Professional Selves
Candidates will demonstrate professional skills implementing inquiry-based instruction.
Standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
- Provide evidence that students have learned and can apply disciplinary core ideas, crosscutting concepts, and science and engineering practices as a result of instruction. (NSTA/ASTE Standard 5)
- Analyze learning gains for individual students, the class as a whole, and subgroups of students disaggregated by demographic categories, and use these to inform planning and teaching. (NSTA/ASTE Standard 5)
- Collect, organize, analyze, and reflect on formative and summative evidence and use those data to inform future planning and teaching. (NSTA/ASTE Standard 5b)
- Analyze science-specific assessment data based upon student demographics, categorizing the levels of learner knowledge, and reflect on results for subsequent lesson plans. (NSTA/ASTE Standard 5c)
- Align instruction and assessment strategies to support instructional decision making that identifies and addresses student misunderstandings, prior knowledge, and naive conceptions. (NSTA/ASTE Standard 2d)
- Demonstrate knowledge of how to implement science standards, learning progressions, and sequencing of science content for specific groups (grade levels) of students. (NSTA/ASTE Standard 1c)
- Engage in critical reflection to continually improve instructional effectiveness. (NSTA/ASTE Standard 6a)
- Participate in professional development opportunities to deepen science content knowledge and practices. (NSTA/ASTE Standard 6b)
Discussions and Reflections
Candidates will respond to content discussions and provide thoughtful feedback others.
Construct Student Objectives Assignment
Candidates will identify a unit of study and create objectives aligned to standards.
Objectives to an Assessment Assignment
Candidates will create an authentic assessment aligned to standards-based objectives.
Detail a System for Collecting Data Assignment
Candidates will create a system appropriately collecting student standards-based data to improve instruction and provide effective student feedback.
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