Handouts are available at the bottom. Big Idea How can we use proficiency scales to mark skills while ensuring consistency? That is, how can we ensure that a student that scores a developing mark from one teacher and scores the same from another? One thing we can do to create this consistency is to mark…
Category Archive for: Assessment
Handouts are available below Big Idea You can’t treat teaching and assessing competencies (ie. science and engineering practices) like a box that needs to be checked off at the end of the term. You can’t treat it like something to do that is separate and on top of the content we teach. To teach and…
Handouts are available below. Big Idea Learning how to graph data and write arguments using CER (claim, evidence and reasoning) are skills that I teach at the beginning of the school year. But, how do I assess students on these skills after that initial work? Here, I share the first quiz I give students to…
Handouts are available below. Big Idea What’s the difference between emerging and developing on a proficiency scale? What’s the difference between proficient and extending? If you’re having difficulty figuring this out, here’s how I’ve explained it to my students – using the analogy of parking. Episode Notes Here are a few big ideas from the…
Question: How can we review or test science content knowledge – like vocabulary and concepts – while better engaging our students’ scientific skills – like analysis, which is found in the NGSS and BC curriculum? One way I’m doing this is by using science riddles. Each riddle refers to a science concept or term. And,…
How do teachers check for understanding in their science classes? Or, how about writing good CER statements – how do we check for that? A typical strategy is call and answer. That is, ask the class, and wait for someone to answer. However, call and answer is typically a passive process – students sit and…
What do my students already know? This is a question all teachers have at the start of each school year or at the beginning of a new unit. Knowing what students already know not only saves us time (since we may not need to re-teach stuff our students already know). It helps us do a…
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