Week 5: Formative assessment in the Biology classroom – examples of good practice

Assessments and their importance

Assessment is the process of gathering information about the students’ learning and conceptual understanding. From a constructivist point of view, students construct knowledge based on prior knowledge. Gaining and understanding into their existing knowledge will inform teachers on the extent of their knowledge and also any misconceptions that they might possess. This implications of this are that it would inform the teacher on the direction of teaching and also improve the quality of teaching since teaching, learning and assessments are all interrelated.

Formative assessments

There are four common types of assessments: Evaluative, diagnostic, formative and summative assessments. Formative assessment gathers and uses information about students’ knowledge and performance to close the gap between students’ current learning level and the desired level via pedagogical actions. Formative assessments provide feedback to teachers and students so that the teaching and learning can be improved.

In my opinion, formative assessment is one of the most important types of assessments because:

· It benefits both the teacher and the student by its focus on improving teaching quality and as a result students’ learning. In addition, research has shown that formative assessment is one of the most effective strategies for improving learning.

· It gathers information about what the students’ have and have not learned; as a result, the teacher can modify the lesson plan, strategies and activities based on the students’ learning.

·  It makes the students aware of their own learning

According to William, there are five conditions that are to be met for an assessment to be formative.

1.    A mechanism to determine students’ current level of achievement.

2.    A desired level of achievement that is above the current level is identified.

3.    The gap between the current level of achievement and desired level of achievement is identified by comparing the two levels of achievement.

4.    The teacher informs students about how to close the gap by providing scaffolds or prompts and supporting the students.

5.    The learner uses this information to close the gap.

Module 9.3 Blueprint of Life

Dot point:  describe outcomes of monohybrid crosses involving simple dominance using Mendel’s explanations

                 distinguish between homozygous and heterozygous genotypes in monohybrid crosses

Formative assessment strategy: Index Card Summaries/Questions

To check if students understand the meaning of the terms such as monohybrid crosses, homozygous, first generation, dominant factor, heterozygous, genotypes etc.

-Periodically, distribute index cards and ask students to write on both sides, with these instructions:

(Side 1) Based on our study of (unit topic), list a big idea that you understand and word it as a summary statement.

(Side 2) Identify something about (unit topic) that you do not yet fully understand and word it as a statement or question.

Formative assessment strategy: Idea Spinner

The teacher creates a spinner marked into 4 quadrants labelled “Predict, Explain, Summarize, Evaluate.”  After new material is presented, the teacher spins the spinner and asks students to answer a question based on the location of the spinner. 

For example, if the spinner lands in the “Summarize” quadrant, the teacher might say, “List two key concepts just presented.”

Expected student answers:

A monohybrid cross involves the inheritance of one characteristic.

Factors that are the same are termed homozygous, e.g. TT and tt.

Factors that are different are termed heterozygous, e.g. Tt.

Dot point:         identify how the following current reproductive techniques may alter the genetic composition of a population:

–          artificial insemination

–          artificial pollination

–          cloning

Formative assessment strategy: The Frayer Model

This four-square model prompts students to think about and describe the meaning of a word or concept by:

-Defining the term,

-Describing its key characteristics,

-Providing examples

-Providing non-examples

1.    Explain the Frayer model graphical organizer to the class.

2.    Use a common word to demonstrate the various components of the form. Model the type and quality of desired answers when giving this example.

3.    Select a list of key concepts such as allele, heterozygous, gene. Write this list on the whiteboard and review it with the class before students read the selection.

4.    Divide the class into student pairs. Assign each pair one of the key concepts and have them keep their textbooks or reading material that contain the concepts to define this concept. Have these groups complete the four-square organizer for this concept. This can also be done for individual students.

5.    Ask the student pairs to share their conclusions with the entire class. Use these presentations to review the entire list of key concepts.

Getting accustomed to these terms is important in the start of this module for a better understanding of concepts ahead.

Dot point:         analyse information from secondary sources to identify examples of the use of transgenic species and use available evidence to debate the ethical issues arising from the development and use of transgenic species

Formative assessment strategy: As I See It

As I See It is a formative assessment technique that focuses students’ thinking on their own knowledge or opinions. After the conceptual explanation, give students a sheet of paper that contains the following:

Pigs are often chosen as transgenic animals because their physiology and organ size are so similar to humans. The hope is that pig organs can be used for organ transplantation, known as xenotransplantation, alleviating the shortage of human hearts and kidneys, which are in scarce supply. Researchers are also exploring the use of cell transplantation therapy for patients with spinal cord injury or Parkinson’s disease.

This is followed by sentence stems:

I understand that a transgene ..........................

In my opinion, the use of transgenic species is beneficial to society because.............................

In my opinion, the use of transgenic species is detrimental to society because...........................

Ask students to express their knowledge or opinions using the stems.

Discuss what students have discovered about their own opinions or levels of knowledge. In addition, this can be included as a values activity.

References:

Dawson, V., Venville, G. (2004). The art of teaching science. Crows Nest, Australia: Allen and Unwin.

Formative Assessment Strategies. (2008). Tools for Formative Assessment and Techniques to Check for Understanding. Retrieved from  http://weblink.scsd.us/~henninger/PDF/fas.pdf

Frayer Model. Retrieved from http://www.justreadnow.com/strategies/frayer.htm

MacDonald Glenn, L. (n.d.). Ethical Issues in Genetic Engineering and Transgenics . Retrieved from http://www.actionbioscience.org/biotech/glenn.html

West Virginia Department of Education