At any point in the instructional cycle, teachers can gather valuable evidence of student learning through formal and informal observations, one-on-one interviews, and class discussions. These observations and conversations are most often used to "take a pulse" of student progress and to inform instructional decisions at the beginning of or in the middle of a unit.
In the middle grades, hands-on investigations are frequently ripe opportunities for teacher observations. These observations can range in structure, from informal note-taking to formalized checklists that identify specific performance features. Though structure varies, 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., the glue factory example described above). 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 a pulse”), and thus they tend to be quite structured.
The following vignettes are fictionalized classroom accounts of real assessments from real middle school curricula.
Observations with Informal Notes
At the start of a new MITS unit, eighth-grader Anais is intrigued—she sits on the edge of her seat while she takes her first close look at the six mystery bottles on her desk. Each of the six mystery bottles actually consists of two soda bottles connected by a “tornado tube.” For each mystery bottle, there are two different liquids. Anais quickly flips the first bottle and watches. She then slowly inverts the second bottle while staring at the liquid streams inside as they exchange places. As she continues flipping and observing, Anais makes comments to her lab partners: “This liquid is different—it looks like it forms balls instead of a stream when you turn it upside down.” “Look at how slow this one is!” “Why don’t these liquids just mix together?” Her teacher quickly takes informal notes, jotting down Anais’ ideas in a notebook. These kinds of comments will help Anais’ teacher structure the subsequent class discussion, and will also help her make choices about future investigations.
Learn more about this example of an Observation with Informal Notes, a pre-instruction assessment from the MITS curriculum.
Observations with Checklists
Why do we see different phases of the moon at different times of the month? Seventh-grader Gabriel is on a mission to find out, as part of the FOSS/MS curriculum. He has kept a moon log for the past 30 days, and he has learned to distinguish between a full and a new Moon, a waxing and a waning moon, and a crescent and a gibbous moon. Now it’s time to simulate the same phases he has seen in the sky with a model moon, Earth, and sun—can he do it? As Gabriel positions the three models, his teacher circulates around the room, making focused observations. Using an observation checklist, she notes whether each student understands how to position the models to demonstrate the four primary phases of the moon.
Learn more about this example of an Observation with a Checklist, an embedded assessment from the FOSS/MS curriculum.
For more about Gabriel and the moon phases, see "Quick-Write" in the Written Assessments section.
Observations with Scoring Rubrics
Eighth-grader Theo and three of his classmates have been busy. They are developing a plan for building and operating a glue factory on a fictitious island as part of the SEPUP / IEY curriculum. Though the island is sorely in need of an economic boon, the island’s residents are pressuring all potential industries to limit environmental damage as much as possible. After testing and refining their own recipe for glue, Theo’s team is now considering several essential questions: How will we obtain and process raw materials? How will we find and use sources of energy? How will we dispose of waste and handle transportation in and out of the factory? Based on their discussions, the group is preparing an environmental impact presentation that addresses the benefits and risks of their factory proposal. While they plan and debate, Theo’s teacher (Ms. Bartlett) uses a scoring rubric to assess Group Interaction: How are they managing time? Are they giving all ideas and members equal consideration? Are group members assuming appropriate roles? As they present their report to the Island Council, Ms. Bartlett will use another observational scoring rubric that focuses on Communication: Are arguments logically organized? Are group members enunciating and making eye contact? Do visuals clearly convey ideas? Each team will also be scored with an Evidence and Tradeoff rubric: Can the team recognize multiple perspectives and support them with evidence? Though these multiple scoring guides require a very organized approach, Ms. Bartlett believes that each provides essential information about the full range of skills that are being tapped by the factory project. The scoring rubrics, which are distributed to students prior to the project, “make it clear to students what I value,” says Ms. Bartlett. “It’s not just product; it’s process and progress, too.”
Learn more about this example of an Observation with Scoring Rubrics, a post-instruction assessment from the SEPUP / IEY curriculum.
For more about Theo and the glue factory, see "Presentation/Demonstration" in the Performance Assessments section, and "Scoring Rubrics" in the Self-Assessments section.
