SCHOOL PHILOSOPHY

Holy Cross College believes in the holistic

development of individuals by providing quality
education through active participation in the
teaching-learning process.
 SCHOOL MISSION
To become a leading God-centered learning
institution focused on holistic education that
forms and educates individuals to become
conscious, competent, compassionate, and
committed persons towards the development of a
just and humane society.
 SCHOOL VISION

Holy Cross College is an institution for academic

and values formation offering relevant, learner-
centered, and values-oriented programs that
produces competent persons of character in the
service of society.
ASSESSMENT
STRATEGIES
FOR SCIENCE
Prepared by: Kent E. Garcia, LPT
 objectives
At the end of the lesson, the students should be able to:

a) characterize effective assessment;

b) discuss principles of assessing learning in science;

c) explain the emphasis or focus of modern assessments in science

d) examine assessment strategies in terms of their advantages and

implementation guidelines; and

e) explain ways on how to make assessment engaging and effective.

 What is Assessment?

• Is the ongoing process of gathering, analyzing,

and interpreting evidence of student learning.

• Teachers reflect on findings in order to make

informed and consistent judgement to improve
student learning.

• It is a systematic process. By which we assess

the performance of students through tests.
Furthermore, they help in collecting data related
to skills knowledge and attitude of students. In
addition, they help to improve students’
performance.
 What is Assessment?

“Assessment involves the use of

experimental data on student’s learning
to refine programs and improve
students’ learning.” – Allen
 Nature of Assessment

• Assessment is tightly linked with the learning process. Similarly, it

unites with the course of study and teaching.

• For keeping a check on students progress and achievement course of

study play a constant role. Also, the teacher and students work to
achieve the outcomes of the course of study.

• Classroom review helps teachers to continuously detect students

learning. It gives students a calculation of their improvement as a pupil.
Provides close examination chance to students in the learning process.
 Nature of Assessment

• They help in the collection of regular response to students’ learning.

Also, how they respond to specific teaching approaches. It uses a
variety of plans. The opinion has a deep impact on the self-respect of
students. Also, it is dangerous for learning.

• Thus, the evaluation includes all those activities by teachers which help
in reviewing students. Furthermore, this information used as a review
and modifies teaching activity.
 Three Types of Assessment

• Assessment for learning - a form

of formative assessment that occurs
when assessments are integrated
with instruction and help the
teachers monitor the students'
progress, identify their learning
needs, and adjust their instruction
accordingly.

• The teachers provide immediate

feedback so that the students
become self-directed,
metacognitive, and successful.
 Three Types of Assessment

• Assessment as learning - a form of

formative assessment occurs when
the students reflect on and monitor
their progress to inform their future
learning goals.
 Three Types of Assessment

• Assessment of learning - a form of

summative assessment that occurs
when the teachers use evidence of
student learning to make judgments
on the students' achievement
against goals and standards.
 Assessment can be Formative
and Summative

• Formative assessment aims to

improve instruction and learning by
providing the students and the
teachers with information about the
students' progress in accomplishing
learning outcomes.
 Assessment can be Formative
and Summative

• Summative assessment, on the

other hand, aims to evaluate student
learning at the end of an
instructional unit or program by
comparing it against some standard
or benchmark. They are often high
stakes, which means that they have
a high numeric value
How can assessments be made more effective and engaging?

The National Science Education Standards of United States

characterize effective assessment as:

1. congruent with instruction,

2. based on authentic tasks and meaningful science-learning processes

and contexts,

3. multi-dimensional and uses a wide range of tools and methods,

4. a collaborative process involving the students ongoing and

continuous.
ASSESSMENT
STRATEGIES
FOR SCIENCE
 Assessment Strategies

Story writing – Stories help

people make sense of their
observations in the natural world.

• Telling or reading stories is an

engaging way to present
information; story writing is a
great way to assess student
knowledge.
 Assessment Strategies

Letter writing – Letters and

persuasive writing are central to the
process of science and mathematics,
and to the relationship between science
and society.

• Letter writing offers students

opportunities to demonstrate their
abilities to apply and communicate
concepts they have learned in
science units.
 Assessment Strategies

Advertisements – Ads marshal facts

and ideas to communicate one point of
view. Often statistics or experimental
results are used in advertising.

• Because students have direct

experience with media, they are
often intrigued when asked to create
their own “commercial” as part of a
science unit.
 Assessment Strategies

Reflections – when teachers ask

students to reflect in an open-ended
way about what they know or wonder
about a topic, it broadens students’
view of what is important.
Oral reflections take place in
individual and group questioning,
discussions, and student presentations.
Written reflections can be recorded as
journal entries, persuasive writing,
articles for school publications, or
reports.
 Assessment Strategies

Game Playing – Skills and knowledge

are vividly revealed when students
participate in science games.

• For many students, games are less

intimidating and more engaging
than formal tests or oral and written
presentations.
 Assessment Strategies

Pre-Post Testing - A student who does

very well on a culminating test may
have understood the concepts before
the unit began; a student who
performed less well may have started
out with misconceptions that were
substantially changed during the unit.

• If students are assessed in a similar

manner before and after the unit,
teachers can measure not just what
students know at a fixed point in
time, but what they learned.
 Assessment Strategies

Model Making – Models are

simplified representations of the world
that enable us to think about it in new
ways, make predictions, and test ideas.

• Model-making is a fundamental
part of scientific practice and allows
students to visualize the world in a
deeper way than just looking at it.
 Assessment Strategies

Explorations – Despite its open-ended

quality, exploration of new landscapes
or situations is a crucial part of the
discipline of science.

• Exploration allows teachers to

observe students exercising
important skills such as: using all
their senses to observe, recording
observations, making comparisons,
formulating questions and
hypotheses, and making inferences.
 Assessment Strategies

Experiments – When students design,

conduct, and analyze experiments,
teachers have opportunities to observe
students: describing variables,
designing comparisons and using
controls, determining appropriate
outcomes, critiquing an experiment,
and drawing conclusions.
 Assessment Strategies

Investigations – Scientific
investigations encompass the entire
process of posing and answering
questions, using a variety of tools and
strategies to come to the best possible
answer.

• Students use content and process

skills to construct their own
pathways, make observations,
collect and analyze data, and draw
conclusions.
 Assessment Strategies

Conventions, Conferences, and

Debates – At a scientific convention,
participants meet to share ideas with
the larger science community.

• They learn about each others’

research and argue, debate, and
evaluate each others’ work. Staging
such an event allows teachers to
observe students exercising their
skills and knowledge.
 Assessment Strategies

Applications – When an activity

requires application of knowledge,
teachers learn whether students are
able to apply concepts in new and/or
real-life situations.
 Assessment Strategies

Teacher Observations – Teachers’

open-ended observations of students’
learning progress, based on specific
criteria, can be an important
assessment tool particularly during
group or independent learning time,
and can also be combined effectively
with student self-evaluation.
 Other Assessment Strategies

1. Observation
2. Interview
3. Group/Peer Assessment
4. End of unit paper-and-pen tests
5. End of quarter paper-and-pen test
6. Quiz bee
7. Self-assessment
8. Performance task/Student demonstration
9. Science journal entries
10. Rubrics and Checklists
 Other Assessment Strategies

11. Visual displays

12. Laboratory report
13. Research report
14. Pencil and paper tests/drills
15. Oral recitation
16. Computer-assisted games or instructions