› › The Effectiveness Of A Classroom Response System As A Method Of Formative Assessment In A Middle School Science Classroom

The Effectiveness of a Classroom Response System as a Method of Formative Assessment in a Middle School Science Classroom

Author : Shannon Knodel

Publisher :

Page : 132 pages

File Size : 24,91 MB

Release : 2011

Category : Middle school students

ISBN :

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Book Description

Formative assessments are a great tactic to determine the level of student understanding of particular concepts taught in the classroom. However, this type of assessment may take time to plan, implement, analyze, and report back to students. Students need more immediate feedback in order for the assessment to be more meaningful. This research project focused on how effective the implementation of a Classroom Response System (CRS) into a middle school science classroom was as a method of formative assessment. The data collection took place over four complete units and alternated between non-treatment (without the CRS) and treatment (with the CRS). Data was gathered and analyzed from pre-and post-surveys, pre- and post-tests, student interviews, and teacher observations. The results showed that there was no significant gain in post-test scores, but students enjoyed using the CRS, thought that it helped clear up misconceptions, and considered it to be effective in determining if information was learned. The CRS was also effective in helping the teacher assess student knowledge gained and in helping the teacher assess teaching strategies and improve lesson delivery.



Investigation on the Effectiveness of Class Response Systems and Their Effect on Student Learning

Author : Derrick A. Rohl

Publisher :

Page : 36 pages

File Size : 47,58 MB

Release : 2018

Category : Student response systems

ISBN :

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Book Description

Audience response systems, student response technology, or simply "clickers" are products designed for teachers to efficiently collect multiple-choice answers from numerous students simultaneously. In large lecture halls, class response systems enable interaction where it previously would not have been feasible. In the classroom, response systems facilitate a shift from the teacher calling on 1 student to the teacher receiving responses from every student. Studies have found mixed results ranging from class response systems improving students' academic performance through the course of a unit to the occasional case of detrimental effects on students' grades compared with control groups without class response systems. These studies have explored the use of class response systems in a variety of academic subjects, comparing varying demographics including gender and varying student needs including students with anxiety or shyness. This study measured the effect of using class response systems in a secondary science classroom for 1 unit to explore whether or not the use of class response systems would have a measurable impact on students' gain scores between the pretest and the posttest for that unit. The results based on comparison of gain scores between experimental and control groups indicate that the use of class response systems does not demonstrate an effect on student learning. Keywords: clickers, engagement, learning



Assessing the Impact of Formative Assessment on Student and Teacher Middle School Science Efficacy

Author : Timothy Michael Kessler

Publisher :

Page : 350 pages

File Size : 12,40 MB

Release : 2015

Category : Science

ISBN :

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Book Description

Through the use of an innovative formal formative assessment measure, Developing Inquiry Based Skills (DIBS), this study sought to identify dimensions of the formative assessment process that are related to changes in student and teacher efficacy. This study also sought to bring clarity and definition to the formative assessment process while examining its impact on student and teacher efficacy in middle school science classrooms. This study also explored what dimensions of formative assessment influenced student and teacher efficacy in middle school science classrooms. This mixed-methods study utilized quantitative data, collected from a survey of science efficacy attitudes of middle school students and two science teacher efficacy attitude surveys, and qualitative data collected from teacher and science supervisor interviews. Survey data from the treatment and non-treatment schools were compared to determine the impact DIBS had on student and teacher efficacy. Interview data were used to determine the impact of formative assessment on student and teacher efficacy and to identify dimensions of the formative assessment that influenced student and teacher efficacy. Quantitative data from the study reinforced current research indicating that there is a statistically significant relationship between student achievement in science and student science efficacy. Qualitative data from the study indicated that teachers perceive that the formative assessment process does have a positive impact on both student and teacher efficacy. The use of the DIBS process brought consistency to the introduction and assessment of science process skills by the grade level teams and the school-wide science department. As students tracked their own data they not only became more aware of personal strengths and weaknesses, but they also became excited to engage in the assessment process. The DIBS process provided teachers with quantifiable data that they could use to make instructional decisions. Teachers used data to develop targeted student interventions. The DIBS process also increased the level of transparency between student and teachers resulting in the development of a common language between stakeholders. The development of this common language was a critical component for improving student engagement, student science efficacy, and teacher efficacy in the middle school science classroom.



Common Formative Assessment

Author : Kim Bailey

Publisher : Solution Tree Press

Page : 152 pages

File Size : 10,17 MB

Release : 2011-10-11

Category : Education

ISBN : 1936765152

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Book Description

Teams that engage in designing, using, and responding to common formative assessments are more knowledgeable about their own standards, more assessment literate, and able to develop more strategies for helping all students learn. In this conversational guide, the authors offer tools, templates, and protocols to incorporate common formative assessments into the practices of a PLC to monitor and enhance student learning



Formative Assessment for Secondary Science Teachers

Author : Erin Marie Furtak

Publisher : Corwin Press

Page : 353 pages

File Size : 46,81 MB

Release : 2009-07-06

Category : Education

ISBN : 1412972205

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Book Description

'This book places students center stage in the discussion of how we know what students know. Using formative assessment to understand student learning is a theme grounded in good teaching and good assessment!' - Jo Topps, Regional Director K-12 Alliance/WestEd 'This book incorporates current research and not only provides an explanation of the necessity of formative assessment, but offers a system for planning lessons and a variety of tools to implement formative assessment in the classroom' - Susan Leeds, Science Department Chair and Gifted Studies Teacher Howard Middle School, Winter Park, FL Research has shown that when teachers use formative assessments effectively, they have a clearer understanding of what students know and are better able to design instruction that meets learners' needs. This practical guide shows teachers how to create and implement formative assessments in their middle and high school science classrooms. Grounded in extensive and solid research, this guide covers all science content areas - physics/physical science, life science/biology, earth and space science, and chemistry - as well as five types of formative assessments: big idea questions, concept maps, evidence-to-explanation, predict-observe-explain, and multiple choice. Teachers will find additional support in: - Richly detailed, concrete examples of the five types of assessments - In-depth guidelines for implementing the assessments - Brief case studies with transcript excerpts that demonstrate how teachers have used formative assessments - Easy-to-use templates to help analyze lessons in current units and identify places for inserting formative assessments With this easy-to-use, hands-on guide, any teacher can learn how to use formative assessment strategies to improve student achievement in science.



Formative Assessment Strategies for Enhanced Learning in Science, K-8

Author : Elizabeth Hammerman

Publisher : Corwin Press

Page : 145 pages

File Size : 32,55 MB

Release : 2008-09-18

Category : Education

ISBN : 1452280479

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Book Description

"Hammerman focuses on the meaning and centrality of formative assessment, providing insights, examples, and ties to numerous individual initiatives to improve science experiences for students and to inspire better teaching for teachers." —Robert E. Yager, Professor of Science Education University of Iowa "This book addresses the various assessments used in our schools and how they can be approached to improve learning." —Elizabeth Alvarez, Math and Science Coach Chicago Public Schools, IL Use formative assessment to guide successful teaching and learning in science! Proven to be one of the most powerful tools for promoting effective learning, formative assessment enables teachers to capture evidence of student thinking and learning and use that information to adjust instruction. In this concise resource, science educator Elizabeth Hammerman clearly outlines the formative assessment process and provides practical strategies for embedding assessments into the K–8 standards-based science curriculum. This research-based book demonstrates how student-centered assessment helps students assume more responsibility for what they learn and how they learn. Teachers can use the various models of formative assessments to monitor student progress and evaluate learning. The author guides readers through discussions, "thought and reflection" activities, analyses of assessment techniques, and applications to classroom practice. Ideal for teachers and science and curriculum specialists, this user-friendly resource provides all the necessary tools to: Assess student understanding using observation checklists, questioning strategies, notebooks, reports, graphic organizers, projects, and performance tasks Differentiate science instruction to reach all learners Use rubrics as a means of discovering student strengths and weaknesses Collect student data to inform instructional decisions With this easy-to-implement guide, any teacher can effectively use formative assessment strategies to enhance instruction and increase student achievement in science.



Inside the black box

Author : Paul Black

Publisher : Granada Learning

Page : 24 pages

File Size : 49,68 MB

Release : 1998

Category : Education

ISBN : 9780708713815

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Book Description

Offers practical advice on using and improving assessment for learning in the classroom.



Classroom Assessment and the National Science Education Standards

Author : National Research Council

Publisher : National Academies Press

Page : 129 pages

File Size : 24,87 MB

Release : 2001-08-12

Category : Education

ISBN : 030906998X

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Book Description

The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system.



The Essentials of Science, Grades 7-12

Author : Rick Allen

Publisher : ASCD

Page : 155 pages

File Size : 43,22 MB

Release : 2007-11-15

Category : Education

ISBN : 1416616950

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Book Description

Where is U.S. secondary-level science education heading today? That's the question that The Essentials of Science, Grades 7-12 sets out to answer. Over the last century, U.S. science classes have consistently relied on lectures, textbooks, rote memorization, and lab demonstrations. But with the onset of NCLB-mandated science testing and increased concern over the United States' diminishing global stature in science and technology, public pressure is mounting to educate students for a deeper conceptual understanding of science. Through lively examples of classroom practice, interviews with award-winning science teachers and science education experts, and a wide-ranging look at research, readers will learn * How to make use of research within the cognitive sciences to foster critical thinking and deeper understanding. * How to use backward design to bring greater coherence to the curriculum. * Innovative, engaging ideas for implementing scientific inquiry in the classroom. * Holistic strategies to address the complex problems of the achievement gap, equity, and resources in the science classroom. * Strategies for dealing with both day-to-day and NCLB assessments. * How professional learning communities and mentoring can help teachers reexamine and improve their practice. Today's secondary science teachers are faced with an often-overwhelming array of challenges. The Essentials of Science, Grades 7-12 can help educators negotiate these challenges while making their careers more productive and rewarding.



Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

Author : Heidi L. Andrade

Publisher : Routledge

Page : 91 pages

File Size : 48,52 MB

Release : 2017-07-20

Category : Education

ISBN : 1317227255

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Book Description

There is convincing evidence that carefully applied classroom assessments can promote student learning and academic self-regulation. These assessments include, but are not limited to, conversations with students, diagnostic test items, and co-created rubrics used to guide feedback for students themselves and their peers. Writing with the practical constraints of teaching in mind, Andrade and Heritage present a concise resource to help pre- and in-service teachers maximize the positive impacts of classroom assessment on teaching. Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation translates work from leading specialists and explains how to use assessment to improve learning by linking learning theory to formative assessment processes. Sections on goal setting, progress monitoring, interpreting feedback, and revision of goal setting make this a timely addition to assessment courses.