Interviews Enables the teacher to ask Requires a great deal of the The teacher asking a student a series of clarifying questions, focus on teacher’s time. questions about a carefully selected errors, misconceptions, and concept/topic or asking the child to perform a gaps in knowledge. task. Documents how students can apply their knowledge in concrete settings: problem solving etc formative – assessment. Venn Diagrams Serves as a measure of Investigates a limited number of A relational diagram that children children’s understandings as concepts at a time. represent their understanding of the it asks for interpretations. relationship between concepts. Prediction-Observation-Explanation Places the assessment Investigates a limited number of (POE) directly into the context of concepts at a time. Does not Investigates children’s understanding by the prior experiences: provide a picture” of “bigger asking them to on a series of three tasks: Enables the teacher to children’s thoughts the whole predict the outcome of an event and evaluate the conceptual science content. give a reason for the prediction understanding the child has describe an event that has been at the prediction and observed explanation phases. resolve any conflicts that occur between prediction and observation. Inquiry-Based (Adapted from Abruscato, 2004) This approach focuses on children’s ability to design and carry out their own science experiments. Assessment is carried out in an interactive manner between teacher and student/students in the following steps of the inquiry based approach: Writing a hypothesis based on research and analysis Planning the investigation Carrying out the investigation Writing the report.
Interviews The teacher asking a student a series of questions about a carefully selected concept/topic or asking the child to perform a task. Enables the teacher to ask clarifying questions, focus on errors, misconceptions, and gaps in knowledge. Documents how students can apply their knowledge in concrete settings: problem solving etc – formative assessment. Requires a great deal of the teacher’s time. Venn Diagrams A relational diagram that children represent their understanding of the relationship between concepts. Serves as a measure of children’s understandings as it asks for interpretations. Investigates a limited number of concepts at a time. Prediction-Observation-Explanation (POE) Investigates children’s understanding by asking them to on a series of three tasks: predict the outcome of an event and give a reason for the prediction describe an event that has been observed resolve any conflicts that occur between prediction and observation. Places the assessment directly into the context of the prior experiences: Enables the teacher to evaluate the conceptual understanding the child has at the prediction and explanation phases. Investigates a limited number of concepts at a time. Does not provide a “bigger picture” of children’s thoughts the whole science content. Inquiry-Based (Adapted from Abruscato, 2004) This approach focuses on children’s ability to design and carry out their own science experiments. Assessment is carried out in an interactive manner between teacher and student/students in the following steps of the inquiry based approach: Writing a hypothesis based on research and analysis Planning the investigation Carrying out the investigation Writing the report.
Christopher%20Long%20EDEE%204330-1.docx