Reflection: Performance Tasks Forces and Motion Assessment Choices - Section 2: Explore


On the continuum of assessment, it is so much easier to not assess students. A similar choice is assessment that asks questions in simplified formats or on recall of concepts. I am a firm believer in the "appropriate time and place" method of teaching and assessment. There are times in my classroom where assessment needs to take a back seat or it best delivered in a multiple-choice format. There are other times where I really want push the envelope all the way to the other end of that spectrum. My attempt at this is to design and offer more choices for summative assessment. The design process I used followed these restrictions:

1) Assessments shouldn't take too long.

2) Assessments should be accessible for students.

3) Assessments should mimic activities we do in class (SP3 -  Planning and carrying out investigations progresses to include investigations that use multiple variables and provide evidence to support explanations or solution). 

4) Grading and feedback should be feasible in terms of time and effort.

5) Assessments should provide opportunities for a wide-range of student response.

6) Assessments should dig into student understanding.

Whew! This is quite the list! In addition to the Assessment Choices Student Handout these are the resources that resulted from an attempt to design three distinct assessment tools that fit the above criteria:

Forces and Motion Final Assessment

Forces and Motion Science Portfolio Template

Experimental Design Plan Blank

  Performance Tasks: Designing Alternate Assessments
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Forces and Motion Assessment Choices

Unit 5: Forces and Motion
Lesson 17 of 18

Objective: SWBAT show their understanding of forces and motion by choosing an assessment method that matches their learning style.

Big Idea: Assessment is a critical part of learning - figuring out what we know and don't know is best done when the assessment tool measures our understanding accurately.

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