Assessment in Science Primary (K-2)
“Assessment and instruction often become indistinguishable because
the assessment activities are an immediate and integral component of instruction.”
– Alaska State Frameworks 1996 |
This section provides information for teachers about using assessments in a
standards-based curriculum. For specific information about Alaska’s Assessment
programs (Benchmarks, HSGQE, TerraNova, etc.) go to http://www.eed.state.ak.us/tls/assessment/
Assessment Strategies Recommended For Primary Students:
Observations
Uses multiple sources of information gathered systematically over time. (Example,
a classroom book documenting the graphs made by children over several weeks.)
Documentation
Keep notes and examples of children's talk, interviews, collections of children's
work over time. Use open-ended questions and appropriate performance assessments
to illuminate children's thinking.
Interpretation
Young children invent their own ideas and strategies that can be quite different
from those of adults. Make careful interpretation of assessment and attempt
to see the situation from the child's point of view.
Use Multiple Formats
Experts recommend against reliance on a single group-administered test to
document 3- to 6-year-old children's mathematical and scientific competence.
Sources:
Eisenhower National Clearinghouse
The Eisenhower National Clearinghouse for Mathematics and Science Education
(ENC) identifies effective curriculum resources, creates high-quality professional
development materials, and disseminates useful information and products to improve
K-12 mathematics and science teaching and learning. http://www.enc.org/topics/assessment
National Association for the Education of Young Children (NAEYC)
The nation's largest and most influential organization of early childhood educators
and others dedicated to improving the quality of programs for children from
birth through third grade. http://www.naeyc.org
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