Identification, Analysis and

Problem Formulation

PreparationList with

skills to be evaluate

List with “what –how”

to be evaluate

Identification, Analysis and Formulation

Steps

Analyzing of existing situation

and problem/needs identification

Searching for solutions

Individual and group study

about evaluation

Trainings about

evaluation

Changing experience during teacher-exchanges

Problems

•There is a persistent mismatch between the goals of science instruction and everyday classroom practices

•Science teachers typically have laudable, long-term goals for their students; they want to help students develop a deep understanding of concepts, a willingness to apply principles to problems and situations, and an appreciation of science as a process of inquiry.•Classroom practices often drive students toward undesirable, short-term goals; students become overly focused on “right” answers and fail to learn the ideas, skills, and principles needed for conceptual understanding and flexible problem solving.•One reason for the mismatch between goals and outcomes is the way our science teachers assess their students.

•Periodic, cumulative evaluation sesions have a tendency to concentrate on information and low level skills. •These evaluations can be high stakes and stressful, and both teachers and students can become overly focused on spending all available mental resources on preparing for them. •The worst part of the cycle is that the information gleaned from the evaluations about what students do and don’t understand is not used to modify learning modes or instructional practice.

One way to break out of the cycle of preparing for and giving cumulative evaluation is to use formative assessment throughout the instructional process. Formative assessment informs.

It informs the teacher about what students think and about how they think.

It informs students about what and how their classmates think.

It informs students about how they themselves think.

It improves communication and learning in the classroom.Formative assessment :

is low stakes and low stress.

is done often.

the focus is not on the “right” answer, but on the distribution of answers and the reasoning behind each one.

it shows students that even if they are in the minority there are others who think similarly.

it helps teachers tailor instruction to fit the needs of their students.

However, formative assessment can be time-consuming and it can be difficult to collect and organize the answers from the whole class.

Individual and group study about evaluation

10 weeks

7 teachers•2 Chemistry teachers DORGOSAN EMILIA

BARBAT VERGILIU•2 Biology teachers CHEBICI SULTANA

ALEXANDRESCU FLORICA• 1Economy teacher GEORGESCU GEORGETA• 1 French teacher STIUBE TEREZA• 1 Physics teacher JIDVEIAN OLIVIA

•Norman E. Gronlund “Assesment of Student Achievement”

•Robert van Krieken “Writing and Administering Examinations”

• Lawrence M. Rudner , William D. Schafer “What Teachers Need to Know about Assessment”

•Brookhart, S.M “The Art and Science of Classroom Assessment”

• OECD “Education at a Glance Highlights”

• COSA “PROFESOR GIMNAZIU LICEU Standard ocupational”

• Stoica A., Mustetea S. “Evaluarea rezultatelor scolare”

•Stoica A. “Reforma evaluarii in invatamant”

Trainings about

evaluation

I-PROBE NET “A Mirror for your school”

2 sessions -6 hours

Subject - Day by day evaluation

Participants-20 teachers

Trainer- dr. Roxana Mihail - National Assessment in Education Service

Changing experience during teacher-exchanges

• Dorgosan Emilia and Alexandrescu Florica

•Sora - Italy

•Jidveian Olivia

•Aveiro -Portugal

•Critical think•Cooperation•Imagination•Problem solving•Creativity•Conflict management•Tolerance•Participation•Solidarity•Communication•Integration •Transfer

•Interception•Primary (low level ) using of information• Using/creating algorithms•Expression•Secondary (high level ) using of information•Transfer

Operational Concepts

•Use

•Generalization/particularization

•Integration

•Verifying

•Optimization

•Translate

•Negotiate

•Making connections

•Fitting to the context

BASIC HABITS OF MINDSeek alternative representations

Compare and contrast

Explain, describe, draw, etc.

Predict & Observe

Extend the context

Monitor and refine communication

BASIC HABITS OF MINDSeek alternative representations

Compare and contrast

Explain, describe, draw, etc.

Predict & Observe

Extend the context

Monitor and refine communication

ADVANCED HABITS OF MIND

Generate multiple solutions

Categorize and classify

Discuss, summarize, model, etc.

Plan, justify, and strategize

Reflect, evaluate, etc.

Meta-communicate

Habits of MindA habit of mind is a natural tendency or willingness as applied

to mental processes.

Instructional Approch

Concept- Based Problem Solving

Premises1. Proficient problem solving requires structured knowledge.2. Structuring knowledge requirescertain cognitive processes.3. It is possible to create activities and experiences to stimulate beneficial cognitive processes.

ASSESSMENT OBJECTIVES•Knowledge with understanding-in relation with

•scientific phenomena, fact, laws, definitions, concepts and theories•scientific vocabulary, terminology and conventions•scientific instruments•scientific quantities and their determinations•scientific and technological applications with their social, economic and environmental implications

•Handling information and solving problems•locate, select, organize and present information from different sources•transform information from one form to another•manipulate numerical and other data•use information to identify patterns, report trends and draw inferences•present reasoned explanations for phenomena, patterns and relationships•make predictions and hypotheses•solve problems

•Experimental skills and investigations•use techniques, apparatus and materials•make and record observations, measurements and estimates•interpret and evaluate experimental observations and data•plan investigations and/or evaluate methods and suggest possible improvements

Specification Grid

Assesment Objective Weightings 1. Knowledge with understunding 30% (not more than 25% recall) 2. Handing information and solving problems 40% 3. Experimental skills and investigations 30%

Scheme of assessment

•We will use 6 “Papers”

• Students must take 5 “Papers”

•Papers 1-4 are compulsory

•Paper 5 and 6 are alternative

Corre curriculum Marks available: 2 to 8

Extended curriculum Marks available: 2-10

Paper 1+ Paper 2 Paper 1-Multiple choice paper

? 40 items of 4 choice type ? designed to discriminate

between marks 2 to 6 ? the questions will be based on

Core curriculum and will test skills in assessment objectives 1 and 2

Paper 2 –short answer and structured questions

? designed to discriminate between marks 6 to 8

? the questions will be based on Core curriculum and will test skills in assessment objectives 1 and 2

Paper 1 + paper 2+ Paper 3 Paper 3-structurated and free-response questions

? designed to discriminate between marks 8 to 10

? the questions will be based on Extended curriculum and will test skills in assessment objectives 1 and 2

Practical assessment- designed to test appropriate skills in assessment objective 3 and is not necessarity restricted to topics in the Curriculum Content. Paper 4 –Proiect (team work) –Compulsory Paper 5 - Practical Test –Alternative Paper 6 – Written paper of questions, designed to test familiarity with laboratory practical procedures- Alternative

Scheme of assessment

Assessment Criteria for Practicals

PROJECTS•All assessment must be based upon investigation and experimental work carried out by the students

•Each skill must be assessed on a six points scale, level 6 being the highest level of achievement.

•Each of the skills is defined in terms of three levels of achievement at score 2, 4 and 6Example for planning investigations2p-Suggests a simple strategy to investigate a given practical problem.

4p-Specified a sequence of activities to investigate a given practical problem

6p-Analyses a practical problem systematically and produces a logical plan for an investigation

Assessment Criteria for PracticalsProjects

SKILLS to evaluated:•management skills

•delegation tasks to others•assuming responsibilities•motivation others•negotiation skills•collaborative skills•decision making

•problem solving•research skills

METHODS : Observation, Group discussions, Interviews, Documents analysis, Inter-evaluation and self evaluationINSTRUMENTS: Portofolio, Reports, Checklists for -obsevation, document analysis, Questionnaries

Assessment Criteria for Practicals

Practical TestBIOLOGYStudents should be able to:

•follow instructions and handle apparatus and materials safety and correctly•observe and measure biological materials using appropriate equipment•record observations and measurements by drawing biological materials or by recording experimental data in a variety of ways•interpret and evaluate observational and experimental data •comment on an experimental method used and suggested possible improvements

CHEMISTRYStudents will carry out exercises involving:

•simple quantitative experiments•speed of reactions•measurements of different physical parameters•problems of an investigatory nature•simple paper chromography and filtration

Assessment Criteria for Practicals

Practical Test

PHYSICSStudents should be able to:

•follow written instructions•select the measuring device suitable for the task•carry out the specific manipulation of the apparatus•collect experimental data (reading a scale with appropriate precision)• record observation systematically and process their data as required•present their data graphically, using suitable axes and scale •take regards from a graph by interpolation and extrapolation•determine a gradient•draw a report a conclusion or result clearly•indicate how they carried out a required instruction•describe precautions taken in carrying out a procedure•give reasons for making a choice of items of apparatus•comment on a procedure used in an experiment and suggest an improvement

Assessment Criteria for Practicals

PAPER 6 - Alternative to Practical Test

•Is designed to test students’ familiarity with laboratory practical procedures

•Questions may be set requesting students to do following•describe in simple terms how they carry out practical procedures•explain/comment critically on described procedures or points of practical details•follow instructions for drawing diagrams•draw, complete and/or label diagrams of apparatus•take regarding from their own diagrams, drawn as instructed•process data•present data graphically•take readings from a graph by interpolation and extrapolation•identify/select items of apparatus•explain, suggest/comment critically on precautions taken and/or possible improvements to techniques and procedures

GLOSSARYY OF TERMS USED IN SCIENCE PAPERS

•Define•What do you understand by•State•List•Explain•Describe•Discuss•Outline•Predict•Deduce•Suggest•Find•Calculate•Measure•Determine•Estimate•Sketch

ATTITUDE to evaluate

Students’ motivation for

studying sciences

METHODS:

•Observation

•Documents analysis

•Interview

INSTRUMENTS:

•Portofolio

•Checklists

•Questionnaries

Problems

•How often to evaluate ?

•How to process evaluation’s data ?

•How to interpret evaluation data?

•The specification grid is proper to the Assessment Objectives or not ?

•The Assessment objectives are proper to the Curricular Objectives or not ?

•How to make assessment and evaluation without making it to be a stress source for students ?

•……

•……

•…...

Problems

•The Assessment objectives are proper to the Curricular Objectives or not ?

•The specification grid is proper to the Assessment Objectives or not ?

•Would our evaluation instruments and methodology be a stress source ?

If our evaluation is going to be a stress source for students ...

How they protect them selves and how will they revenge ?….

How to use the assessment and the evaluation so that the students become more self confident

How to improve the teaching-learning process ...

…for the students to become more creative