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Form
ativ
e A
sses
smen
t W
ith S
tude
nt J
ourn
als
Ric
hard
J. S
have
lson
Stan
ford
Uni
vers
ity
May
15,
200
1
Ove
rvie
w
•Fr
amew
ork
for f
orm
ativ
e (a
nd
sum
mat
ive)
ass
essm
ent
•Fo
rmat
ive
asse
ssm
ent w
ith Jo
urna
ls–
Fram
ewor
k–
Stud
y fin
ding
s•
Rep
rise:
Jour
nals
and
form
ativ
e as
sess
men
t—pr
actic
al a
dvic
e
Form
ativ
e &
Sum
mat
ive
Ass
essm
ent:
Deg
ree
of In
stru
ctio
nal S
ensi
tivity
Out
side
Sc
hool
In
fluen
ces
Cla
ssro
om In
stru
ctio
n
Clo
se:“
Embe
dded
” A
sses
smen
ts --
A S
light
ly M
ore
Adv
ance
d A
ctiv
ity in
Uni
t
Prox
imal
: Sa
me
Con
cept
/Prin
cipl
e--N
ew In
vest
igat
ion
Dis
tal:
Lar
ge-S
cale
Per
form
ance
Ass
essm
ent f
rom
Sta
te/
Nat
iona
l Cur
ricul
um F
ram
ewor
k
Dep
th o
f Ass
essm
ent P
robe
Rem
ote:
Sta
ndar
dize
d N
atio
nal S
cien
ce A
chie
vem
ent T
ests
Imm
edia
te: L
ab N
oteb
ooks
&C
lass
room
Tes
ts
Focu
s on
Form
ativ
e A
sses
smen
t
Form
ativ
e
Sum
mat
ive
Typ
ePu
rpos
eA
genc
y
Lear
ning
Cer
tific
atio
n
Acc
ount
abili
ty
stud
ent
teac
her
indi
vidu
alex
tern
al te
sts
sam
ple
surv
eys
teac
her
exte
rnal
tests
exte
rnal
tests
indi
vidu
al
Paul
Bla
ck 3
/98
Mat
ch
Mis
mat
ch
Form
ativ
e (C
lass
room
) A
sses
smen
t •
Ever
yday
teac
hing
pra
ctic
e co
ncei
ved
as
inte
gral
in a
sses
smen
t•
Ass
essm
ent u
sed
to d
eter
min
e ga
pbe
twee
n w
hat a
stud
ent k
now
s and
kno
wle
dge
goal
•Te
ache
r, pe
er, a
nd se
lfas
sess
men
ts c
ompr
ise
clas
sroo
m a
sses
smen
t•
Feed
back
crit
ical
to c
lose
the
gap
–G
rade
s?–
Qua
litat
ive
feed
back
use
ful t
o cl
osin
g ga
p?–
Bot
h?
Cla
ssro
om A
sses
smen
t:
Exa
mpl
es
•Te
ache
r–
Obs
erva
tions
–Q
uest
ions
–In
terv
iew
s–
Jour
nals
–C
urric
ulum
-pro
vide
d an
d/or
teac
her a
sses
smen
ts•
Self
and
Peer
(Cle
ar g
oals
abs
olut
ely
esse
ntia
l)–
Rev
iew
/gra
de e
ach
othe
r’s w
ork
–R
evie
w e
ach
othe
r’s j
ourn
als
–R
efle
ct o
n le
arni
ng
The
Ass
essm
ent T
rian
gle
Lear
ning
/Ach
ieve
men
t(c
ogni
tion)
Asse
ssm
ent
Inte
rpre
tatio
n
Pelle
grin
o, C
hudo
wsk
y, &
Gla
ser,
in p
ress
Cla
ssro
om A
sses
smen
t:
Jour
nals
Scie
nce
Jour
nal
Jour
nals
: An
Ass
essm
ent T
ool f
or
Tea
cher
s and
Stu
dent
sJo
urna
lsJo
urna
ls:•
Are
a w
ritte
n ac
coun
t of w
hat s
tude
nts d
o in
thei
r sci
ence
cla
ss, a
nd
poss
ibly
, of w
hat t
hey
lear
n
•M
ay p
rovi
de a
n un
obtr
usiv
ein
dica
tor o
f cla
ss e
xper
ienc
es
•A
re se
en a
s an
imm
edia
teas
sess
men
t --i
n ve
ry c
lose
pro
xim
ity to
th
e cu
rric
ulum
•A
re v
iew
ed a
s ass
essm
ents
at t
wo
leve
ls:
–at
the
indi
vidu
al le
vela
re c
onsi
dere
d a
sour
ce o
f evi
denc
e be
arin
g on
stud
ent’
s per
form
ance
ove
r a
cour
se o
f ins
truc
tion
–at
the
clas
sroo
m le
vel a
re a
sour
ce o
f evi
denc
e of
opp
ortu
nitie
s st
uden
ts h
ad to
lear
n sc
ienc
e
The
Ass
essm
ent T
rian
gle:
Sc
ienc
e Jo
urna
lsLe
arni
ng/A
chie
vem
ent
Lear
ning
/Ach
ieve
men
t
Jour
nals
as
Jour
nals
as
Asse
ssm
ent T
ools
:As
sess
men
t Too
ls:
•A
t the
indi
vidu
al le
vel a
nd a
t the
ag
greg
ated
cla
ssro
om le
vel.
•A
n im
med
iate
/uno
btru
sive
ass
essm
ent
•O
ppor
tuni
ties t
o le
arn
-Ins
truct
iona
l im
plem
enta
tion
-Qua
lity
of te
ache
r fee
dbac
k
•St
uden
t per
form
ance
-Sci
entif
ic c
omm
unic
atio
n-C
once
ptua
l und
erst
andi
ng-P
roce
dura
l und
erst
andi
ng
The
Ass
essm
ent T
rian
gle:
Scie
nce
Jour
nals
Lear
ning
/Ach
ieve
men
tLe
arni
ng/A
chie
vem
ent
Jour
nals
as
Jour
nals
as
Asse
ssm
ent T
ools
Inte
rpre
tatio
nIn
terp
reta
tion
Asse
ssm
ent T
ools
•Can
scie
nce
jour
nals
pro
vide
trus
twor
thy
and
valid
evid
ence
on
stud
ent p
erfo
rman
ce?
•Wha
t do
jour
nals
tell
us a
bout
stud
ent p
erfo
rman
ce?
•Wha
t do
jour
nals
tell
us a
bout
opp
ortu
nity
to le
arn?
A s
cien
ce jo
urna
l is
a co
mpi
latio
n of
ent
ries
that
pro
vide
s a
parti
al re
cord
of t
he in
stru
ctio
nal e
xper
ienc
es a
stu
dent
ha
d in
her
cla
ssro
om d
urin
g a
certa
in p
erio
d of
tim
e.
Met
hod
•Sa
mpl
e
–10
fifth
gra
de c
lass
room
s
–A
rand
om st
ratif
ied
sam
ple
from
eac
h cl
ass:
2
low
, 2 m
iddl
e, a
nd 2
hig
h
•C
urric
ulum
: Ful
l Opt
ion
Scie
nce
Syst
em
(FO
SS)
–V
aria
bles
uni
t in
fall
–M
ixtu
res u
nit i
n sp
ring
Met
hod
•C
odin
g ea
ch e
ntry
into
diff
eren
t sco
res:
–
Inst
ruct
iona
l im
plem
enta
tion
–Ty
pe o
f ent
ry–
Stud
ent p
erfo
rman
ce–
Teac
her f
eedb
ack
•Pr
oced
ures
–Pr
e-po
stte
st d
esig
n us
ing
perf
orm
ance
as
sess
men
ts–
28 V
aria
bles
and
22
Mix
ture
s jou
rnal
s wer
e co
ded
by tw
o co
ders
.
Tec
hnic
al C
hara
cter
istic
s of
Jou
rnal
Sco
res
Relia
bilit
yRe
liabi
lity
Type
of e
ntry
Stud
ent
perf
orm
ance
Teac
her
feed
back
Inte
rcod
er R
elia
bilit
y%
of A
gree
men
t
85V
aria
bles
Mix
ture
s85
.84
.91
.85
.85
Valid
ityVa
lidity
Stud
ents
’ jou
rnal
scor
es w
ere
corr
elat
ed w
ith th
eir
perf
orm
ance
ass
essm
ent s
core
s (on
ave
rage
r =
.52)
.
Stud
ent P
erfo
rman
ce
0
0.51
1.52
2.53
Scie
ntifc
com
mun
icat
ion
Con
eptu
alun
ders
tand
ing
Proc
edur
alun
ders
tand
ing
Var
iabl
es in
the
fall
Mix
ture
s in
the
spri
ng
Score
Opp
ortu
nity
to L
earn
: L
earn
ing
Act
iviti
es
0510152025
Def
inin
gEx
empl
ifyin
gA
pply
ing
conc
epts
Var
iabl
esM
ixtu
res
Percentage
Opp
ortu
nity
to L
earn
: L
earn
ing
Act
iviti
es
0510152025
Def
inin
gE
xem
plify
ing
App
lyin
gC
once
pts
Var
iabl
esM
ixtu
res
0510152025303540 Pred
ictin
gRe
sults In
terp
retin
g
Res&
inte
rpre
t Proc
edur
es Expe
rimen
tsD
esig
ning
Percentage
Opp
ortu
nity
to L
earn
: Te
ache
r Fee
dbac
k•
Teac
hers
did
not
pro
vide
feed
back
des
pite
err
ors o
r m
isco
ncep
tions
that
wer
e ev
iden
t in
the
stud
ents
’jo
urna
ls.
•O
nly
4 am
ong
the
10 te
ache
rs p
rovi
ded
feed
back
!
No
feed
back
Wro
ng
feed
back
Feed
back
on
how
to
impr
ove
Gra
des/
Che
ck m
ark
01020304050
Percentage
Onl
y 4
feed
back
cl
assr
oom
s!
Som
e Fi
ndin
gs A
bout
Stu
dent
s’
Jour
nals
as A
sses
smen
t Too
ls
Rel
iabi
lity:
•R
ater
s can
con
sist
ently
iden
tify
jour
nal e
ntrie
s•
Stud
ents
’ sci
ence
jour
nals
can
be
relia
bly
scor
edV
alid
ity•
Infe
renc
es a
bout
impl
emen
tatio
n us
ing
jour
nal s
core
s
w
ere
just
ified
•In
fere
nces
abo
ut st
uden
ts’ p
erfo
rman
ce w
ere
also
en
cour
agin
gU
sefu
lnes
s•
Uni
t im
plem
enta
tion
and
teac
her f
eedb
ack
scor
es h
elpe
d to
exp
lain
diff
eren
ces i
n th
e pe
rfor
man
ce a
cros
s cl
assr
oom
s
Con
clus
ions
of C
lass
room
A
sses
smen
t Stu
dy•
Scie
nce
jour
nals
can
be
relia
bly
scor
ed a
nd b
e us
ed
as a
val
id a
sses
smen
t too
l
•St
uden
ts d
id p
oorly
in sc
ient
ific
com
mun
icat
ion
and
show
ed p
artia
l sci
ence
und
erst
andi
ng in
thei
r jo
urna
ls
•M
ost t
each
ers d
id n
ot e
ffec
tivel
y us
e sc
ienc
e jo
urna
ls
•Te
ache
rs h
ad v
ery
limite
d co
nten
t kno
wle
dge.
Th
ey d
id n
ot k
now
how
to p
rom
ote
or a
sses
s st
uden
t lea
rnin
g
Rep
rise
: Jo
urna
ls
& F
orm
ativ
e A
sses
smen
t•
Jour
nals
are
info
rmat
ive
to te
ache
rs:
–Su
rpris
e: A
dis
cuss
ion
that
“go
es w
ell”
from
teac
her’
s pe
rspe
ctiv
e m
y ha
ve m
isse
d its
mar
k w
hen
view
ed fr
om
stud
ents
’ jou
rnal
s! (A
lisia
Alo
nzo,
Cal
)–
Prov
ide
valid
info
rmat
ion
on st
uden
t lea
rnin
g•
But
teac
hers
…–
Rar
ely
give
feed
back
to st
uden
ts in
thei
r jou
rnal
s and
whe
n th
ey d
o it’
s a g
rade
or h
appy
face
…
–D
on’t
give
ver
bal f
eedb
ack
on jo
urna
ls to
the
who
le
clas
s eith
er–
Giv
e st
uden
ts m
inim
ally
cha
lleng
ing
activ
ities
–La
ck su
bjec
t-mat
ter k
now
ledg
e to
teac
h in
quiry
sc
ienc
e
Con
clud
ing
Prac
tical
Adv
ice
•Pi
ck k
ey in
stru
ctio
nal a
ctiv
ities
and
giv
e fe
edba
ck in
jour
nals
•U
se p
eer r
evie
w b
ut to
do
so y
ou m
ust m
ake
goal
s and
crit
eria
cry
stal
cle
ar•
Wor
k in
tens
ivel
y he
lpin
g te
ache
rs d
evel
op th
eir
form
ativ
e as
sess
men
t pra
ctic
es…
per
haps
cre
ate
cadr
es o
f tea
cher
s to
help
oth
ers
•Es
tabl
ish
fram
ewor
k (“
sche
ma”
) for
jour
nal
repo
rting
and
use
con
sist
ently
but
avo
id re
cipe
s th
at g
ive
info
rmat
ion
to st
uden
ts
Prac
tical
Adv
ice
Con
tinue
d
•H
ave
stud
ents
resp
ond
to “
why
” qu
estio
ns
in jo
urna
ls to
dev
elop
app
ropr
iate
men
tal
mod
els (
conc
eptu
al fr
amew
orks
)•
Hel
p im
prov
e te
ache
rs’ c
onte
nt k
now
ledg
e un
derly
ing
inqu
iry u
nits
•W
ork
with
teac
hers
on
appr
opria
te (h
ow to
im
prov
e, n
ot g
rade
s or h
appy
face
s)
feed
back
to st
uden
ts
