Evaluation
Measuring the impact of transformation
My goal for this proposal is for students to make deeper connections with science content by using collaboration, and design as a platform to solve real-world problems. But how will this be measured? As with any assessed content, the achievement is measured in many ways. Currently, our practice is to administer the “paper-pencil” Battle Creek Science Pre-Assessment to determine where students are before any teaching. At the end of the unit students take a similar Post-Assessment. These assessments limit the “visible” understanding of many students due to variables such as; reading level, test anxiety, and of course prior misconceptions that have not been uncovered.
In addition to the paper-pencil assessments, throughout the inquiry activities students receive participation credit via anecdotal records, and student notebook entries. Again, these types of assessment can have limitations as well. As a grade level team, we collaborate with one another when it comes to giving a summative grade for each student. Although this is subjective, is does honor the idea of learning, as opposed to simply testing. I think we are doing the best we can with what we have, but there needs to be more.
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With the LEGO® WeDo 2.0 curriculum, assessment is ongoing. For each specific activity, which is tied to NGSS/CCSS, each phase has a four point scale for expectations. The “explore phase” acts as a baseline for the content they are about to explore. During the “share phase” students are asked similar questions, and have expectations to use their evidence from the exploration to determine their new understanding of the content. This four point scale for expectations allows for students to grow as learners in a collaborative way, yet is similar to a pre/post assessment.
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Click here or on image to see examples of recording grid, and student self assessment.
Another pertinent piece for evaluating students while using WeDo 2.0, are the observation rubrics provided to keep track of student progress. Student discourse is a large piece of the assessment process. Since collaboration is part of the goal within this proposal, having a tool to organize data will drastically change our conversation about a summative grade at the end of the unit.
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All of the above mentioned evaluations are primarily teacher-led. But in order for students to have those deeper connections, they also need to invest in their own assessment. They need ownership! After each project, students can reflect on the work they have done using the self-assessment rubric provided by WeDo 2.0. Additionally, throughout the entire exploration, students will be collecting their own data by; taking pictures digitally, sketching, taking notes, making tables, etc. Each project will ask students to create documents to summarize their work, and these can be stored in a digital portfolio. The hope is that as students progress through the experience that each summary will get better, which in turn will help students retain content knowledge in a meaningful way.
With all of the pieces put together; pre/post test from Battle Creek Science Units, anecdotals, self assessments, and digital portfolios I will be better prepared to understand the knowledge my students have within the content.