Title: Whoooo knew? Assessment strategies for inquiry science
Author(s): Jacque Melin and Ellen Schiller
Source: Science and Children. 48.9 (Summer 2011): p31.
Document Type: Article
Full Text:
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Who knew it would happen? Classroom assessment practices have shifted from a
focus on checking for students' understanding of memorized material to examining
their conceptual understanding as they engage in activities that involve scientific
reasoning, inquiry skills, performances, and products. Inquiry-based science has
shifted instruction away from teacher-centered, didactic teaching to student-centered,
active learning. This shift is naturally accompanied by a need for formative
assessment strategies that help students and teachers determine the learning that is
occurring along the way.
The 5E learning cycle model (Bybee and Landes 1990) embeds assessment
throughout the inquiry process:
* Eliciting prior knowledge before a lesson or unit,
* Checking for understanding throughout the unit, and
* Conducting summative assessment at the end of a unit to determine student learning.
Standardized summative assessment continues to garner the most attention, but
science teachers know that it's critical to effectively evaluate student understanding
during inquiry-based learning. In this article we discuss several assessment strategies
that you can use and adapt for inquiry-based science units, using the example of a
weeklong fifth-grade unit about owls and owl pellets. These strategies, appropriate for
middle to upper-elementary level students, actively involve students and provide them
with the opportunity to self-assess their own learning.
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Teachers need to check for understanding and offer feedback in every phase of the
learning cycle so that students can conduct sound investigations, draw useful
conclusions, and fully develop scientific ideas. To give effective feedback, all
assessments should focus on predetermined learning targets. The results will supply
information about how well each student understands science concepts and how
effectively they use scientific process skills such as observing, interpreting, and
communicating (Institute for Inquiry 2010).
Correlating Standards
Dissecting owl pellets is a common inquiry activity in elementary classrooms.
Students enjoy pulling apart the pellets to discover what the owl ate. Purchase
commercially sterilized owl pellets and closely supervise students when using forceps
or dissecting probes. We have found that plastic forceps work best, and dissecting
needles are unnecessary. Students who are asthmatic or highly allergic to animal hair
may need to be excused from dissecting real pellets. Pellets, Inc., offers the faux
Perfect Pellet as an alternative (see Internet Resources). Students could also engage in
virtual pellet dissection, which is a great follow-up extension for all pellet dissectors.
Another typical follow-up task is to sort and identify the rodent bones found in the
pellets. Often this is done as "stand alone" activity, but owl pellet dissection can
launch a full-fledged unit addressing learning targets related to food chains, food
webs, animal adaptations, and predator/prey relationships. Assessments that link
directly to the learning targets play a key role in any unit.
When developing sound assessments, begin by identifying clear statements of
intended learning. These statements start with the science standards, but then the
standards must be "deconstructed" and written as learning targets (i.e., objectives or
goals) that can be shared with your students. Targets should be converted into studentfriendly language through the use of "I can" statements. Shirley Clarke, a British
teacher and author, recommends that "I can" statements be written to describe how
well students have learned the targets and that they should be posted, not just shared
verbally (Stiggins et al. 2009).
For our unit on owls, we deconstructed the relevant life science National Science
Education Standards to determine our learning targets. Life Science Content Standard
C, "The characteristics of organisms" is adapted into the "I can" statement: "I can
describe the unique physical and behavioral characteristics of an owl." We address the
following physical characteristics of owls: eyesight, hearing, silent flight, talons,
beaks, and diet, as well as the owl's behavioral characteristics. Figure 1 shows how the
learning targets were shared with students in this unit. Students were given individual
copies of the targets and colored in each section of the owl as they demonstrated their
mastery.
Making targets clear to students at the outset of a unit is the most important
foundation to any assessment practice. Throughout the 5E model, students are
engaged in hands-on explorations, investigations, and research, from which the
teacher helps facilitate scientific understandings and explanations. As the teacher's
role changes to one of facilitator, it's imperative that students understand the intended
learning targets. Each of the assessment strategies shared in this article involve active
student involvement and reflection on the learning targets.
Diagnostic Preassessments
Before beginning any science unit, it's important to engage students and elicit prior
knowledge and possible misconceptions. Anticipation guides are a good method.
Focused on key learning targets, anticipation guides list 1-6 true and false statements
for grades 4-6 (1-4 statements for primary grades, 4-6 for upper elementary). Lead
your students through a discussion of the statements, having them share their
rationale, prior knowledge, or current thinking about each statement before marking
their predictions. You can use the predictions and discussion as tools for planning and
revising unit lessons. After the learning targets have been taught, revisit the
anticipation guide with your students and together check off which statements were
true and false.
Although anticipation guides can also be completed individually via paper and pencil,
we've found that the rich discussion that results when leading your whole class
through the guide is more effective. Students enjoy sharing their opinions, background
knowledge, and thought processes, along with casting their prediction votes and
seeing whether they can convince classmates to vote their way.
Figure 3.
Think dots.
Directions: Pairs of students are given a "think dot" sheet and a
die. They take turns rolling the die to come up with a number that
corresponds to a cell on the think dot sheet. For example, the
first student rolls #3. The pair of students then discusses #3
(silent flight), including what they have learned about the
physical appearance of the feathers and wings of the owl and how
these characteristics help it to hunt prey at night. Each student
then records this information in his or her science journal. Next,
the second student rolls the die and the pair follows the same
procedure for a new number on the think dot sheet. Students
continue to roll the die and report on their understanding until
all six physical and behavioral adaptations are discussed and
recorded. The teacher can collect the science journals and check
for students' understanding of the physical characteristics of the
owl.
Learning Target: I can explain the unique physical and behavioral
characteristics of an owl.
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Anticipation Guide
Figure 2 (p. 33) lists six sample statements about owls, all of which focus on the "big
picture" unit learning targets. Make a copy to display on your document camera or
overhead projector. Share with students that the anticipation guide lists six statements,
some of which are true and some of which are false. Let them know that, during the
inquiry unit, they will learn which are true or false through hands-on investigation,
research, reading, and video clips (see Internet Resources). Next, read aloud each
statement, allowing time for students to share their thoughts and predictions after each
one. Although some students will share misconceptions, avoid commenting on
students' ideas or sharing "correct" information at this early stage of the unit. We've
found that students are more willing to share as the school year progresses, especially
if you've created a risk-free learning community in which respect is given to students
when they share ideas and questions with each other. After enough discussion time
has passed for each statement (3-5 minutes is usually sufficient), take a vote and
record the results on the chart. Students will now be engaged in the unit, ready to learn
and find out whether they were right in their predictions.
We have used this anticipation guide many times and have found that it provides a
great springboard to a unit on owls and predator/prey relationships. Note that the
statements are written in "kid friendly" language to help engage students. The
statements also include some qualifying adjectives and adverbs, such as strictly and
all; we've found that this helps to ensure a thoughtful discussion. At first blush,
students may think that owls are nocturnal, but adding the qualifier all makes them
think: are all owls nocturnal, or are there exceptions to this commonly held belief?
When constructing anticipation guides, it's also important to write statements that
avoid trivial details. No one will know how many bones an owl has. Stick to the big
picture learning targets and concepts.
Embedded Formative Assessments
Formative assessment that is embedded throughout the unit gives you valuable
feedback about students' learning along the way. It allows you to intervene with
struggling students, provide challenges for those who are ready, and adapt future
lessons for more widespread achievement. Formative assessment also helps students
monitor their own learning.
Think Dots
The "think dot" activity shown in Figure 3 could be used to help students share what
they have learned about the unique physical and behavioral adaptations that allow
nocturnal owls to hunt in darkness. Students enjoy the novelty of this activity as they
formatively assess their understanding. Students report that they benefit from an
activity that involves working with a partner to discuss and compare answers. They
also like using the die, which makes this assessment more tactile.
Formative and Summative Assessments
Carol Ann Tomlinson (2006), an expert in differentiated instruction, states that
assessments can be differentiated based on readiness, interest, and learning profile.
However, it's critical that all variations of an assessment allow students to demonstrate
what they've learned in reference to the learning targets.
Show and Tell Board
We created a show and tell board (Figure 4) for use as a differentiated summative
assessment for some of the targets in this unit (Heacox 2009). Even though they have
a choice of product, each student shows and tells what he or she knows about the
same learning targets. After they read the task, students select a "show" from the top
row of the show and tell board and a "tell" from the bottom row. For example, a
student might choose to do a PowerPoint presentation to show the food web and write
detailed sentences to explain (tell) the flow of energy.
Rubric
The most common way to judge performance-based responses is through the use of a
rubric. When designing rubrics, it's important to stay true to the learning targets being
assessed. (Note that on the rubric in Figure 5 (p. 36), only the learning targets are
scored.) Rubrics should be written in student-friendly language and help students
understand what they must do to achieve a top-level score for a given target. Omit all
trivial or unrelated features; things like neatness, attractiveness, color, artistic talent,
effort, or design should not be included. You could give your students "work habits"
feedback on these elements, but they should not be scored. If you are interested in
developing your own rubrics, see Internet Resources.
RAFT and Think-Tac-Toe
Other types of differentiated choice activities that could be used as either formative or
summative assessments include RAFTs or think-tac-toe boards.
A RAFT is an engaging strategy that encourages writing across the curriculum. It
provides a way for teachers to encourage students to:
* Assume a Role.
* Consider their Audience.
* Write in a particular Format.
* Examine a Topic from a relevant perspective.
An example RAFT writing choice board that could be used as an alternative to the
show and tell board is shown in Figure 6. In this case, student choice is given through
a choice of format used.
Think-tac-toe choice boards play off the familiar childhood game. Typically, a thinktac-toe grid has nine cells in it like the tic-tac-toe game. Each cell contains alternative
ways for students to express key ideas and key skills. It's important that no matter
which choices students make, they must grapple with the key ideas and use the key
skills central to the topic or area of study (Tomlinson 2003). In most cases, students
choose to do three of the activities and form a tic-tac-toe (down, across, or
diagonally).
An example is shown in Figure 7 of a think-tac-toe choice board that could be used as
a formative assessment to determine what students know about the physical and
behavioral characteristics of owls. This think-tac-toe choice board could be used as an
ongoing formative assessment throughout the unit on owls. We've found that students
are motivated by this differentiated assessment because they really enjoy having
different product choices as they show us what they've learned.
Conclusion
Whether you are seeking to maximize learning while dissecting owl pellets, or
searching for new ways to integrate effective assessment practices into your teaching,
we hope these strategies will be valuable to you and your students as you use
assessment to determine "Whoooo knew?"
Connecting to the Standards
This article relates to the following National Science Education Standards (NRC
1996):
Content Standards Standard C: Life Science
Grades K-4
* The characteristics of organisms
* Organisms and environments
Grades 5-8
* Structure and function in living systems
* Regulation and behavior
* Populations and ecosystems
* Diversity and adaptations of organisms
Teaching Standards Standard A:
Teachers of science plan an inquiry-based science program for their students.
National Research Council (NRC). 1996. National science education standards.
Washington, DC: National Academies Press.
References
Bybee, R., and N.M. Landes. 1990. Science for life and living: An elementary school
science program from Biological Sciences Curriculum Study. The American Biology
Teacher 52(2): 92-98.
Heacox, D. 2009. Making differentiation a habit: How to ensure success in
academically diverse classrooms. Minneapolis, MN: Free Spirit Press.
Institute for Inquiry. 2010. "Workshop 1: Introduction to Formative Assessment."
Accessed December 8. www.exploratorium.edu/ifi.
Stiggins, RJ., J. Arter, J. Chappuis, and S. Chappuis. 2009. Classroom assessment for
student learning: Doing it right-using it well. Portland, OR: Assessment Training
Institute.
Tomlinson, C.A. 2003. Fulfilling the promise of the differentiated classroom:
Strategies and tools for responsive teaching. Alexandria, VA: ASCD.
Tomlinson, C.A., and J. McTighe. 2006. Integrating differentiated instruction and
understanding by design. Alexandria, VA: ASCD.
Internet Resources
Kidwings
www.kidwings.com
Owl Cam
www.owlcam.com
Pellets, Incorporated
www.pelletsinc.com
Rubistar
www.rubistar.com
Whoooo Knew
www.whooooknew.com
Ellen Schiller (schillee@gvsu.edu) is an Associate Professor and Jacque Melin is an
Affiliate Professor, both in the College of Education at Grand Valley State University
in Grand Rapids, Michigan.
Figure 2.
Anticipation guide.
Prediction
Statement
Agree
Disagree
1. Owls have an excellent sense
of smell, which helps them locate
prey in darkness.
2. Owl pellets are owl poop.
3. Owls are strictly carnivorous.
4. All species of owls are nocturnal.
5. Adult owls have few natural
predators.
6. It is a federal crime to
intentionally injure or kill an
owl.
Note. For the answer key, visit www.nsta.org/SC1107.
Figure 4.
Show and tell board.
Learning Targets:
Findings
True
False
I can classify the role of each organism in the food web of an owl.
I can explain the energy flow in the food web of an owl.
Task: Construct a food web with the owl at the highest trophic level.
Be sure to include producers (green plants) and decomposers in your
food web. Also include the Sun. The intermediate organisms should
include the prey found in the owl pellets that you dissected in class.
Label the role of all organisms and use arrows to show the energy flow
between each organism. Finally, explain the flow of energy in the food
web.
SHOW
Draw a poster
showing a food web
with the owl at the
highest trophic
level. Label the
role of all
organisms
(consumer,
producer,
decomposer). Use
arrows to show the
energy flow between
each organism.
Create a PowerPoint
presentation
showing a food web
with the owl at the
highest trophic
level. Label the
role of all
organisms
(consumer,
producer,
decomposer). Use
arrows to show the
energy flow between
each organism.
Design a brochure
showing a food web
with the owl at the
highest trophic
level. Label the
role of all
organisms
(consumer,
producer,
decomposer). Use
arrows to show the
energy flow between
each organism.
TELL
Explain the energy
flow in the food
web by writing a
descriptive
paragraph.
Explain the energy
flow in the food
web by writing a
story.
Explain the energy
flow in the food
web by writing
detailed sentences.
Figure 5.
Show and tell board rubric.
Target
5
3
1
I can classify
the role of
each organism
in the food
web.
I have
accurately
illustrated and
classified all
of the
organisms as
either
consumer,
producer, or
decomposer in
the food web.
I have
accurately
illustrated and
classified some
of the
organisms as
either
consumer,
producer, or
decomposer in
the food web.
I have
accurately
illustrated and
classified very
few of the
organisms as
either
consumer,
producer, or
decomposer in
the food web.
I can explain
the energy flow
in the food web
of an owl.
I have pointed
all arrows in
the correct
direction of
the energy flow
and have
accurately
I have pointed
some of the
arrows in the
correct
direction of
the energy flow
and partially
I have pointed
a few of the
arrows in the
correct
direction of
the energy flow
and have not
described the
flow of energy
in the food
web.
described the
flow of energy
in the food
web.
described the
flow of energy
in the food
web.
Figure 6.
RAFT writing choice board.
Directions: You will take on the role of an owl, explaining the owl's
food web and how it connects to the owl's diet (topic), to prey (the
audience). You have a choice of formats. Please see the RAFT choice
board below.
Role
Audience
Formats (choices)
Topic
Owl
Prey
* a 3-minute speech with
visual aides
* a flowchart
* an important e-mail
* an interview between an
"owl" and "prey"
* a newspaper story
Explain my food web
and how it connects
to my diet.
Figure 7.
Think-tac-toe choice board.
Directions: Choose three activities in a row (down, across, or
diagonally) to form a tic-tic-toe. For each choice, select a different
physical or behavioral characteristic (eyesight, hearing, silent
flight, talons & beak, behavior, diet).
Create a game for
learning about the
importance of one of
the physical or
behavioral
characteristics of
owls.
Create a PowerPoint
presentation that
could be used to
teach students about
the importance of one
of the physical or
behavioral
characteristics of
owls.
Write and recite a
poem that shows the
importance of one of
the physical or
behavioral
characteristics of
owls.
Make a flow chart to
summarize important
information about one
of the physical or
behavioral
characteristics of
owls.
Write an essay about
the importance of one
of the physical or
behavioral
characteristics of
owls.
Plan and present a
debate about which
one of the physical
or behavioral
characteristics of
owls is most
important. Note: you
may work on this with
a partner; each take
a different side of
the debate.
Write and present an
advertisement
explaining which one
of the physical or
Write and perform a
song or rap about the
importance of one of
the physical or
Write and illustrate
a children's book
explaining the
importance of one of
behavioral
characteristics of
owls is most
important.
behavioral
characteristics of
owls.
the physical or
behavioral
characteristics of
owls.
Schiller, Ellen^Melin, Jacque
Source Citation (MLA 7th Edition)
Melin, Jacque, and Ellen Schiller. "Whoooo knew? Assessment strategies for inquiry
science." Science and Children Summer 2011: 31. Academic OneFile. Web. 25 Sep.
2012.
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