Inspiring science backgroup theory

Assessment,practical work and reflection
Introduction to Inspiring Science

Evaluation &
Assessment
• Evaluation
Project Evaluation)
Curriculum Evaluation)
• Assessment

• Summative assessment
–
• Formative assessment
–
• Sustainable assessment
–
• Evaluate
–
O-
Net GAT PAT

Performance Task)
Project)
Performance)
Product)

: GRASPS
• G = Goal
•R = Role
•A = Audience
•S = Situation
•P =

Performance
tasks
•

Internet
(WEB QUEST)

Webquest
web site

Process)
• web
site
•
• web site
web site

Performance Task)
•
• Performance)
Product)
•
•
rubric)
:

1.

•
•
•
•

.
1

“Enduring
understanding”

-
-

Enduring Understanding)
•
•

Enduring
Understanding
•
•
•
•

1.
2.
3.
4.
5.
6.

“What student should know and be able to do.”
(Marzano, 1998)

1

1.1 .1/1
1.1 .1/2
1.1 .1/38.1 .1/4

•
•
• :
–

•
•
•
•
•
•

•
/
•
•

You Are What You Eat :
:

Product)
Performance)

•
Performance Task)
•
5E

Assessment Evidence
LearningActivities
s
t
a
g
e
2
s
t
a
g
e
3
:
s
t
a
g
e
1
Performance Task(s): Other Evidence:
1
?
?

1
2
2
43

Assymulation

(Explorati
on:E2)
(Engageme
nt:E1)
(Elaborati
(Evaluation
: E5)
5E :

o
o
Engagement:

?
?
PEOED2)

PEOED2
• Predict
• Explain
• Observe
• Explain
• Describe the
Differences

•
:
Exploration:E2)

•
•
•
•
• 56
(Explanation:E3)

•
•
•
(Elaboration:E4)

•
• Formative
assessment 5 E
• Summative
assessment
59
(Evaluation :
E5)

What is Active Learning?
• Active learning
– Activities that engage students in doing something besides listening to a
lecture and taking notes to help them learn and apply course material
– Students may be talking or listening to one another, writing, reading, or
reflecting individually
• Collaborative learning
– Subset of active learning
– Engage students in interacting with one another
• Cooperative learning
– Subset of collaborative learning involving students interacting with one
another under certain conditions (more structured activities)
NETI, 1998

Assessment, practical work and
reflection

Collecting and Sorting Information
• library searches to find out specific information for
project work can be made more active if the information
is classified or sorted in some way
• pre-selected passages of text can be used to limit the
degree of initial research necessary

Cloze
• cloze is a predicting exercise
• words are deleted from a text at certain intervals
• students are asked to reconstruct the text by predicting
the missing words
Digestion is the process by which ________,
consisting of large molecules, is broken
into compounds having ______ molecules.

Cloze

Matching
• Encourage students for searching the data by
matching two corresponded term,picture with key
word or sentences,key word with their definiton.

Matching
Beaker
Condenser
Glass funnel
Petri dish
B
H
E
S
R
N
A
M
O F
Who discovered planet atomic theory Bohr

Labelling
• the labelling of diagrams or completion of flow charts can
be used to encourage active reading for information
• to begin, labels can be supplied for cutting out and
sticking on to prepared diagrams
• students can progress from this to examining text to find
appropriate labels for diagrams.
• the next stage most appropriate for upper secondary
students should be the annotation of diagrams in
addition to labelling

Labelling

Tabulating

Sequencing
• a powerful technique
• the text is physically divided up and then shuffled
• students rearrange the pieces of text into the correct
order
• can also be done with the aid of diagrams
• can also be useful for developing planning skills for
practicals
• e.g. practical instructions can be muddled and given to a
student, who must then put them into order. This can be
made more difficult by omitting some instructions

Sequencing

An analogy shows similarity between
things that might seem different.
Analogy is often used to help provide
insight by comparing an unknown
subject to one that is more familiar. It
can also show a relationship between
pairs of things.
Analogies

Analogies

Inspiring science backgroup theory

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