The 5E model known as the Learning Cycle, developed in the 1960s by Aktin and Karplus for Science Curriculum Improvement Study (SCIS) program. In classic inquiry-based science instructional model had only three phases of instructions

1. ASSESSING
SCIENCE
LEARNING

2. Learning Objectives
At the end of the lesson, the student should be able to:
a) define Assessment in different authors,
b) explain the importance of Assessment.
c) discuss the different types of Assessment
processes.

3. Assessment in the
Science Classroom
01

4. INTRODUCTION
 Assessment is the process of
documenting, usually in
measurable terms, knowledge,
skill, attitudes, and beliefs.
 Assessment is an ongoing
process of gathering and
analyzing evidence of what the
student can do. (Kay Burke,
1999).

5. ASSESSMENT
 Classroom assessment as a tool or process used in the
service of learning and instruction.
 Learning and assessment are closely linked in inquiry-
based teaching.
 Student participation is a key component of successful
assessment.
 Assessment in inquiry science should be based on 3
guiding questions;
a) Where are students trying to go?
b) Where are students now?
c) How are students going to get there?

6. SHIFTS FROM SCIENCE
ASSESSMENT
 Assessing what is easily measured, toward assessing what is most
highly valued.
 Assessing discrete knowledge, toward assessing rich, well
structured knowledge.
 Assessing scientific knowledge, toward assessing scientific
understanding and reasoning.
 Assessing to learn what students do not know, toward assessing to
find out what students do understand.
 Assessing only achievement, toward assessing achievement and
opportunity to learn.
 End of term assessment by teachers, toward students engaged in
ongoing assessment of their work and that of others.

7. ASSESSMENT AND
EVALUATION
 Assessment is a process of gathering information
about student learning for decision-making.
 Evaluation is final, focused on what has been learned,
and used to arrive at an overall grade or score for the
purpose of judging quality.

8. ASSESSMENT AND
EVALUATION
Evaluation
Assessment
Diagnostic
Formative
Process-oriented
Summative
Judgmental
Product-oriented
Require
Data
Utilize
measures
User-
oriented

9. FORMATIVE AND SUMMATIVE
ASSESSMENTS
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
During instruction after some learning. After instruction ends.
At critical points. Every 3-4 weeks.
Ideally, assesses every major concept Samples content
Non- graded Tests general concepts
Can determine future learning activities Can help revise course or program
Results in feedback to students to move
learning forward.
Measures unit or course effectiveness.

10. Formative
Assessment
Processes
02

11. FORMATIVE ASSESSMENT
 Is an integral to inquiry learning and instruction.
 Its primary purpose is to promote learning, so it is often
referred to as assessment for learning (Keeley, 2012).
 As assessment carried out during the instructional
processes for the purpose of improving teaching or
learning.
 Margaret Heritage defines formative assessment not as a
test or a task or a high-stakes standardized assessment,
but as a process of feedback in which a teacher learns
about a student’s current level of understanding to
determine the next learning steps for the student.

12. FORMATIVE ASSESSMENT
PROCESS
• Initiate Student
Learning.
• Identify the
learning goals,
success criteria,
and activities.
• Provide instruction
and just-in-time
feedback
• Administer a
formative task
and analyze
responses.
• Provide
descriptive
feedback,
instruction, or
both to
students.
• Students take action
to move forward.
• Students engage in
peer feedback.
• Students track
progress and engage
in self-assessment.
Feedback
Loop

13. FORMATIVE ASSESSMENT
 Formal Formative Assessment
processes are often not paper
and pencil based.
 Informal Formative
Assessment includes asking
students questions and
listening to what they say
during small group work or
whole-class discussions.

14. FORMATIVE ASSESSMENT
1) Teacher Questioning- are crucial in helping students
make connections and learn important science concepts.
2) Student Record Pages- use of simple data sheets
formulated by students or teachers.
3) Science Notebooks- tools for students to grapple with
scientific questions and help them make sense of what
they observed through using meaningful recording and
organizing strategies.
4) Checklist- list of specific key elements that you plan to
consider in judging a student performance or product.

15. Summative
Assessments
03 Reporter:
Jondey Espiritu

16. SUMMATIVE ASSESSMENT
 Should occur after instruction has been completed and
after students have had adequate time and experience to
achieve the learning goals of the lesson or unit.
 The goal of summative assessment is to determine a
students knowledge and conceptual understanding of the
science ideas being studied.

17. MATCHING ASSESSMENT TYPES WITH
KNOWLEDGE TARGETS
Target to be Assessed Best Assessment Matches Not Good Matches
Vocabulary Use multiple choice, fill-in-the-
blank, matching, true/false,
short answer and essays.
Performance assessment is not
a good match.
Facts and Details Use multiple choice, fill-in-the-
blank, matching, true/false,
constructed responses.
Performance assessments is
not a good match.
Concepts
Principles
Generalizations
Higher-order multiple choice,
constructed responses, and
performance assessments.
Fill-in-the-blank, matching, and
true/false are not a good
match.
Skills and Reasoning Processes Constructed responses and
performance assessments.
Selected responses are
generally not a good match.
Attitudes Open-ended questionnaires
and some short answer/essay.
Most selected-response types
are not a good match.

18. SUMMATIVE ASSESSMENT
• Traditional assessment items
include multiple choice, true or false,
short answer, essay items, and
performance assessment.
• Selected-response items- multiple
choice, true or false, matching items.
• Constructed response items- short
answer and essay.
• Multiple choice items- used to
measure retention knowledge. It has
three parts stem, distractors, and
correct response.

19. EXAMPLES
 Multiple Choice (Recall of Scientific Knowledge)
1. The most abundant gas in Earth’s atmosphere is:
A. Hydrogen
B. Oxygen
C. Nitrogen
D. Carbon Dioxide
 Multiple Choice (Understanding)
1. Beans and coal both have stored energy. Where did the energy come from
that is stored in beans and coal?
A. from the earth’s gravity
B. from the sun’s light
C. from the heat in earth’s core
D. for the carbon dioxide in the air.

20. EXAMPLES
 Completion and Short
Answer Items
• List 3 forms of
precipitation and
describe each.
• A water molecule is
composed of one atom
of ____ and two atoms
of ____.
 Assessing
understanding from
written response.

21. Performance
Assessments
04

22. PERFORMANCE ASSESSMENT
 Performance tasks are rich tasks that require higher order
thinking.
 Performance Assessment offers students a wider range of
options for communicating what they understand in
science and what they are able to do with their knowledge.
 Performance tasks can be used to assess conceptual
understanding and inquiry abilities.

23. CREATING A GOOD
PERFORMANCE TASK
 Focus- closely related to learning targets.
 Context- background and a question related to the
focus objective.
 Directions- explain what students are expected to
do.
 Scoring Guides- means of judging the quality of the
assessment performance or product.

24. EXAMPLE (Electrical Circuit
Task)

25. TYPES OF RUBRICS

26. PERFORMANCE ASSESSMENT
 Oral/Written Pictorial Interpretations- understanding
of concepts and principles by using assessments that ask
them to respond to pictorial situations.
 Concept Map- a visual representation of a major concept
and its connections to subsidiary concepts.

27. Assessing Multiple Learning Targets
through Performance Assessments
 Model Building- physical models that illustrate students
understanding of natural objects, organisms, structures, and
phenomena.
 Student Demonstrations- students can demonstrate much
of what they know and understand about scientific concepts
and their interrelationships through planning, manipulating,
and demonstrating with scientific supplies and equipment.
 Student Presentation Projects- may uncover much
student’s understanding and thinking.
 Science Fair Projects- students in many elementary and
middle schools are required to develop science fair projects.

28. Fitting Assessment Methods to
Learning Goals
 If you wish to make a quick assessment of where students are in
science understanding, informal strategies might be used.
 If you wish to assess recall of factual or conceptual knowledge,
traditional multiple choice or short items are often suitable.
 Traditional assessments might also be appropriate to assess student
attainment of learning goals related to understanding of science
knowledge.
 Performance assessments that enable students to demonstrate their
understanding and investigative abilities during or after learning
task.
 Performance methods are much more appropriate than traditional
assessments when you wish to assess how well students can apply
knowledge and plan and carry out inquiry procedures.

29. The Role of Large-Scale Assessments
 Administered at district, state, national, or
international levels provide evidence needed to make
fair, high-stakes decisions about students, teachers,
and a districts need to modify its science program or
redesign professional development opportunities for
teachers.

30. SUMMARY
 Assessment in the classroom- tool that teachers can use to
improve both learning and instruction.
 Formative Assessment- processes are appropriate during
instruction to inform teachers of what students know, understand,
and can do so they can decide what feedback and instructional
steps to use next.
 Summative assessment- is to determine a students knowledge
and conceptual understanding of the science ideas being studied.
 Performance Assessment- students demonstrate what they
know, understand, and can do by creating a product, or
performance.
 Role of Large Scale Assessments- are intended to assess
students mastery of state science standards.

31. Thank you for
Listening!