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Assessment and Science Education
A WebQuest
for Pre-Service Science Teachers
Designed
by
Brian Murfin brian.murfin@qc.cuny.edu
Introduction
| Task
| Process
| Evaluation
| Conclusion
| Credits
| Teacher
Page
Introduction
Assessment and Science Education Web Quest
In
this activity you will work in small groups to explore assessment in
science education. By the end of this activity, you should have
some answers to the following question: - How
can I help my students succeed on standardized science tests, and at
the same time make sure that they are scientifically literate, develop
their science skills and knowledge to their full potential, and have
positive attitudes towards science?
Good luck!
The
Task
As a small group, answer the following questions: - Imagine
that you just started teaching a Regents science subject. You are
almost finished teaching a topic and now you have to design a test for
your students. Describe how you would go about constructing your
test.
- Construct a few sample questions of the following
types on your topic: multiple choice and constructed response
questions. You should include diagrams, charts, or graphs with
the constructed response questions.
- After your students take your exam, describe how you would analyze the results of your test.
- How would you ensure that your test is valid, reliable, and unbiased?
The
Process
- Use your web browser to connect to ScienceMOO
. You should have received your username and password in an email
to your gmail address. If you can't login with your account, you
can login as a guest. Guests do not need a password.
- Form a group of two to four people who all teach the same science subject.
- Your
group should pick a table in ScienceMOO and sit together. The
tables are named table1, table2, table3, table4, table5, table6,
table7, table8, table9, table10.
- To sit at a table in ScienceMOO, make sure the button next to normal is selected, then type sit table1 or sit table2
- While
you are at a table, you will only see what is being typed by the people
at your table. If you want to speak to the whole class you can
either stand, or use the speakup command.
- Discuss the questions as a group and then post your group's answers on the discussion board in BlackBoard and also in our Google group.
To accomplish the
task, what steps should the learners go through? Use the
numbered list format in your web editor to automatically
number the steps in the procedure. Describing this
section well will help other teachers to see how your lesson
flows and how they might adapt it for their own use, so the
more detail and care you put into this, the better. Remember
that this whole document is addressed to the student,
however, so describe the steps using the second
person.
- First you'll be
assigned to a team of 3 students...
- Once you've
picked a role to play....
- ... and so
on.
Learners will access
the on-line resources that you've identified as they go
through the Process. You may have a set of links that
everyone looks at as a way of developing background
information, or not. If you break learners into groups,
embed the links that each group will look at within the
description of that stage of the process. (Note, this is a
change from the older WebQuest templates which included a
separate Resources section. It's now clear that the
resources belong in the Process section rather than
alone.)
In the Process
block, you might also provide some guidance on how to
organize the information gathered. This advice could
suggestions to use flowcharts, summary tables, concept maps,
or other organizing structures. The advice could also take
the form of a checklist of questions to analyze the
information with, or things to notice or think about. If you
have identified or prepared guide documents on the Web that
cover specific skills needed for this lesson (e.g. how to
brainstorm, how to prepare to interview an expert), link
them to this section.
Evaluation
Describe to the
learners how their performance will be evaluated. Specify
whether there will be a common grade for group work vs.
individual grades.
|
Beginning
1
|
Developing
2
|
Accomplished
3
|
Exemplary
4
|
Score
|
Stated
Objective or Performance
|
Description
of identifiable performance characteristics
reflecting a beginning level of
performance.
|
Description
of identifiable performance characteristics
reflecting development and movement toward mastery
of performance.
|
Description
of identifiable performance characteristics
reflecting mastery of performance.
|
Description
of identifiable performance characteristics
reflecting the highest level of
performance.
|
|
Stated
Objective or Performance
|
Description
of identifiable performance characteristics
reflecting a beginning level of
performance.
|
Description
of identifiable performance characteristics
reflecting development and movement toward mastery
of performance.
|
Description
of identifiable performance characteristics
reflecting mastery of performance.
|
Description
of identifiable performance characteristics
reflecting the highest level of
performance.
|
|
Stated
Objective or Performance
|
Description
of identifiable performance characteristics
reflecting a beginning level of
performance.
|
Description
of identifiable performance characteristics
reflecting development and movement toward mastery
of performance.
|
Description
of identifiable performance characteristics
reflecting mastery of performance.
|
Description
of identifiable performance characteristics
reflecting the highest level of
performance.
|
|
Stated
Objective or Performance
|
Description
of identifiable performance characteristics
reflecting a beginning level of
performance.
|
Description
of identifiable performance characteristics
reflecting development and movement toward mastery
of performance.
|
Description
of identifiable performance characteristics
reflecting mastery of performance.
|
Description
of identifiable performance characteristics
reflecting the highest level of
performance.
|
|
Stated
Objective or Performance
|
Description
of identifiable performance characteristics
reflecting a beginning level of
performance.
|
Description
of identifiable performance characteristics
reflecting development and movement toward mastery
of performance.
|
Description
of identifiable performance characteristics
reflecting mastery of performance.
|
Description
of identifiable performance characteristics
reflecting the highest level of
performance.
|
|
Conclusion
Put a couple of
sentences here that summarize what they will have
accomplished or learned by completing this activity or
lesson. You might also include some rhetorical questions or
additional links to encourage them to extend their thinking
into other content beyond this lesson.
Credits
& References
List here the
sources of any images, music or text that you're using.
Provide links back to the original source. Say thanks to
anyone who provided resources or help.
List any books and
other analog media that you used as information sources as
well.
Last
updated on August 15, 1999.
Based
on a template from The
WebQuest Page
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