In science, a visual text will often convey meaning more clearly and memorably than the same information written in words or paragraphs. Flow charts, labeled diagrams, cut-away drawings, and time lines are used frequently in science textbooks to represent complex relationships and processes. Due in part to the increased use of computers, students are frequently exposed to highly informational graphics with little or no text. As a result, more attention is being paid to developing and assessing students' "graphic literacy."
It is no surprise that standardized science tests in almost every state include a variety of graphic items. State standards and tests expect students to be able to interpret visual texts such as maps and diagrams, as well as drawings, graphs, and charts.
On most test items, students are asked to use information that is presented visually to answer a set of questions. For instance, students may be asked to interpret the meaning of three different cell diagrams or choose the picture that best illustrates least effort. Below are three examples of this type of item, selected from grades 6–8 science assessments from the states of Delaware, Ohio, and Virginia.
Interpret a Weather Systems Diagram
Choose the Picture
Select a Process Diagram
In addition to being able to "read" the graphic information presented in drawings, maps, and charts, students are increasingly being asked to produce their own diagrams as part of their state science assessments. The assessments that are included in many exemplary science curricula provide opportunities for students to develop and practice the skills required to create graphic representations. The following two sample assessments from Massachusetts and the TIMSS ask students to transfer data or create a diagram of their own.
Diagram Liquid Densities
Illustrate the Water Cycle
