At any point in the instructional cycle, teachers can gather valuable evidence of student learning through formal and informal observational assessments, one-on-one interviews, and class discussions. These observations and conversations are most often used to "take the pulse" of student progress and to inform instructional decisions at the beginning of or in the middle of a unit.
In high school, hands-on investigations are frequently ripe opportunities for teacher observations, as the two examples below illustrate. These observations can range from informal note-taking to formalized checklists that identify specific performance features. Though the kinds can vary, teacher observations are usually planned and deliberate, and are linked to specific learning outcomes.
Post-unit performances, such as presentations or simulations, are also prime opportunities for teacher observations (e.g., building and testing an insulation container, as described below). As a performance proceeds, teachers can use rating rubrics/scales to observe and score students on presentation skills and group interaction, for example. In these situations, observations are used to assess achievement (not simply to “take the pulse”), and, thus, they tend to be quite structured.
Checklist
Science in a Technical World provides teachers with a laboratory-skills checklist as a way to measure behaviors that students should develop as they work in a laboratory setting. In this embedded assessment, the teacher is advised on how to observe students as they handle the equipment or instruments during the course of a laboratory investigation and on how to make informal observations about their performance. The teacher is also told to look for and assess collaborative, small-group work.
In the forensic science unit, for example, when students are observing, measuring, and testing the properties of different materials in the “forensics lab,” the teacher can use the checklist to assess the students’ ability to make qualitative and quantitative observations.
Learn more about this example of an Observation with a Checklist.
Scoring Rubrics
SEPUP / Science and Sustainability provides a Group Interaction (GI) Scoring Guide that includes rubrics and scoring guides for each of its five variables that are built around a core set of scientific concepts, processes, and skills. The scoring guide includes descriptions and score levels for each variable. One example of an embedded observational assessment is the GI scoring index, found in the appendix. The authors also make suggestions for how to create a further GI scoring guide based on class discussions, time management, expression of ideas, and acceptance of and respect for others thoughts.
In the unit on designing an insulation system, students are asked to compare the insulating ability of several substances and asked to use their knowledge to design, build, and test the effectiveness of an insulating container. While students are working together to design and test an engineered product, the teacher can use the GI scoring guide to assess group cooperation and participation.
Learn more about this example of an Observation with a Scoring Rubric.
