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Formative assessment in primary science classrooms

Bronwen Cowie WMIER

The University of Waikato, New Zealand

Outline of the workshop

1.  What do we mean by ‘formative assessment’?

2.  Primary science in New Zealand classrooms

3.  Background to the examples

4.  Examples of formative assessment

5.  Ways forward: Insights from teachers

1. What do you mean by ‘assessment’? • Is there assessment when:

1.  A teacher asks students questions to find out what ideas they have about a topic before starting it?

2.  A teacher observes students carrying out an investigation without controlling a key variable. She asks them to investigate the effect of this variable before continuing?

3.  A teacher holds a discussion with students on how to write a good report of their work, leading to a list of criteria that they then use in producing their reports?

4.  At the end of a unit of work a teacher asks students to some questions to probe whether other students understand the main idea of a unit?

1. What do we mean by ‘formative assessment’? Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction … (Black & Wiliam, 2009)

Assessment for learning is part of everyday practice by students, teachers and peers that seeks, reflects upon and responds to information from dialogue, demonstration and observation in ways that enhance ongoing learning. (Klenwoski, 2009)

Formative assessment is the process used by teachers and students to notice, recognise and respond to student learning in order to enhance that learning, during the learning. (Cowie & Bell, 1999). …. It builds on how science generates and legitimates knowledge (Cowie, Moreland & Otrel-Cass, 2013)

1. What do we mean by ‘formative assessment’?

• A part of effective teaching – inquiry and formative assessment are natural partners (Harlen, 2003)

• Essential to effective learning - the ultimate user of assessment information is the student

• Formative assessment needs to support the development of the full breadth of outcomes we value

• Focusing questions • What do I want my students to learn • Where are they now?

• How can I get them there?

2. Primary science in the New Zealand context

• A national curriculum school years 1 to 13

• Students start school on the day of their 5rh birthday

• Classes 20-35 students from diverse backgrounds

• Science curriculum • Strands: nature of science, living, material and physical worlds,

planet earth and beyond

• Vision of all students as confident, connected lifelong learners and users of science

2. Primary science in the New Zealand context

• Professional development support for formative assessment since 1995

• No national testing of primary science •  Light sample system monitoring of students at Year 4 and 8 from

1995 on a 4 year cycle

• Recent introduction of National Standards for literacy and

• Schools/ teachers devise own curriculum, assessment and reporting to build on student and community needs and interests

2. Primary science in the New Zealand context

2. Primary science in New Zealand classrooms

3. Background to the examples • Research projects working collaboratively with teachers for at least two years

•  Planning together out of the classroom • Researching together inside the classroom

•  Talking to teachers and students

• Main aim: To improve the teaching and learning of science for students from diverse backgrounds through a focus on formative assessment

4. Examples of practice in the science classroom

i.  Planned and interactive formative assessment

ii.  The importance and role of planning

iii.  Multiple sources of evidence of learning

iv.  A safe and supportive classroom

v.  Activating student self and peer assessment

vi.  Engaging families

vii.  Discussion

4.i: Planned and interactive formative assessment

Planned Interactive Whole class individual Curriculum focused Student focused

4.ii: Planning to develop a knowledge base for formative assessment

•  Formative assessment is demanding of teacher pedagogical content knowledge

•  Their knowledge of the science, of pedagogy and of their students and how to bring these together (Shulman, 1987)

•  Planning for assessment can help develop this knowledge

•  Planning for assessment needs to take place at the same time as planning for learning

4.ii: Planning to develop a knowledge base for formative assessment

•  A planning framework to help teachers think through •  the full range of learning outcomes •  the ‘big’ ideas

•  ideas and skills that contribute to these big ideas •  tasks that will provide opportunities to learn

Big idea: Learning area/s:

Key competencies:

Conceptual learning outcomes:

Procedural learning outcomes:

Nature of Science:

Technical skills:

4.ii: Planning to develop a knowledge base for formative assessment

• Linking tasks to learning outcomes to performance expectations

• Thinking through tasks and ideas as nested and connected

• Anticipating interactions and student responses - planning questions

Tasks Idea Task Sub-tasks Resourc

es Planned interaction

Key Outcomes/ evidence

1. 1.1

1.2

2. 2.1

2.2

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4.ii: Teacher thinking about planning framework

Some things, concepts need to be deliberately taught, or brought to children’s attention. You need to know what you want your children to know. Yes, it made me clarify what exactly were the ideas, so that I was better able to help the children. (Lois)

It made me think through each stage thoroughly instead of always having to think on my toes, which can often mean missing good opportunities, or not choosing the best way to do something. (Jenny)

It was useful to have beside me in class when I was talking to my students. (Brenda)

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4.ii: Pause for discussion

4.iii: Multiple sources of evidence/ feedback

• Talking • Writing

• Drawing

• Making objects

• Doing

• Acting

• Richer evidence/ feedback when these are combined

4.iii: Multiple sources of evidence of learning: The kiwi unit lesson 1

• It looks like a cat [because] cos they sleep curled up.

• I think it’s a kiwi. Look at the brown colour.

• It has a long beak.

• It’s getting something in the ground. It’s getting something with its beak

• It’s a kiwi (whole class chorus)

4.iii: Multiple sources of evidence of learning: The kiwi unit lesson 1

• Small group work

• Group leaders to act as writers

• All children contribute

My idea is that kiwis have two eyes. (Brian)

I’m going to write Kiwis only live on land and are special to New Zealand. (Jane)

4.iii: Multiple sources of evidence of learning: The kiwi unit lesson 1

• Groups report back to whole class

• The teacher records contributions

• The teacher gained an understanding of the breadth of knowledge in the class

• Students learned new ideas

4.iii: Multiple sources of evidence of learning: The kiwi unit lesson 1

• The children are to draw a kiwi that looked real

We don’t want any pink kiwis. Let’s look at the photo to see how we can draw it. You need to draw it the right shape and with all of the bits - legs, feet, feathers, beak and eyes. Then you can color it. You need to make sure it fills the page, a nice big kiwi. Here’s your paper. Off you go.

• The kiwi photograph was on display as a background to the talk and drawing

4.iii: Multiple sources of evidence of learning: The kiwi unit lesson 1

• Most drawings were side views

• One child drew feathers

• One child drew a kiwi out at night

4.iii: Multiple sources of evidence of learning: The kiwi unit lesson 1

• What assessment opportunities were there for: the teacher

the students

• What was assessed?

4.iii. Multiples sources of evidence: Drawing/s, talk, writing

!

LISP assessment

Lochie drew a spider, beetle, fish, worm, caterpillar and crayfish. The caterpillar’s bumps were so it goes like that. Lochie indicated a squeezing rippling movement.

4.iii. Multiples sources of evidence: Drawing/s, talk, writing

4.iii: Multiple sources of evidence: Adapting an idea – examples sorts

What other ideas could could be added to this category?

Pause for discussion

• Which of these sorts of activities do you use already?

• What could you adapt?

• What ideas do you have to share with others

4.iii: A safe and supportive classroom • The importance of mutual trust and respect

We respect her and she respects us. We know she cares because she is always well-prepared and she asks us about our learning.

• Mistakes are opportunities to learn It’s fine not to get it right the first time as long as you do it better the next time.

• Feedback as suggestions allow students to keep thinking

Comments like ‘very good’ make us feel better but they are no help in knowing what to do. She gives us suggestions. She doesn’t tell us what to do. Suggestions allow us to keep thinking. We can integrate them into our own ideas.

Could you imagine one of your students saying the same thing? Why or why not?

4.iv: Activating student self and peer assessment

We need to develop students’ capacity to assess and progress their own learning

• Clear criteria for quality/ success

• Peer assessment support

!

4.iv: Activating student self and peer assessment

Making a light glow, drawing the circuit, making from drawings by others, the need for a convention

4.iv: Activating student self and peer assessment

Access to resources and experiences to inform decision making

4.iv: Activating student self and peer assessment: Assessing over time

• Understanding the zones on a rocky shore

Photo 2 Photo 3 Photo 4

4.v: Engaging families in support of learning: Important in the New Zealand Curriculum Displays of student work and class websites

4.v: Engaging families in supporting learning

Inviting families in to share what they know about what students were learning

4.v: Engaging families in support of learning

Public presentations as a means of reporting to families

5: Ways forward: Insights from our teachers

• There is a need to ensure assessment supports the kinds of student learning we value

• Planning is essential – there is value in shared planning

• Assessment feedback can usefully take place in the minute, over a lesson, over a period of days

• There is value in looking at student work together

• It is difficult for teachers to change their practice in isolation - leadership support and resourcing is necessary

• Change takes time! Start with something small and simple

Discussion

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