Reflection 3 - Due November 10, 2011

Assessment is no longer something we do to students, but something we can do with students.  Assessment should be reflective and not reflexive.  With changing assessment procedures, we are no longer looking at what students do not know.  Instead, we want to know what opportunities they have had to learn and what they do know or have achieved (Reference:  Science in Elementary Education, Chapter 5, p. 85). 

Post individual reflections on one of the following topics from chapter 5 in the Science in Elementary Education text, as assigned:  Group 1 (Dyads 1, 2) - Assessment and the 6E Model/Backwards Design; Group 2 (Dyads 3, 4) - Characteristics of Good Authenic Assessment; Group 3 (Dyads 5, 6) - Performance Based Assessment; Group 4 (Dyads 7, 8) - Project-Based Science and Assessment; Group 5 (Dyads 9, 10) - Portfolios and Journals as Assessment Tools; Group 6 (Dyads 11, 12) - Concept Maps as Assessment Tools.  Post a synthesis-response describing a situation (per your assigned topic) where you would use authentic assessment in the Integrated Curriculum (Science plus other subject areas).  How will your philosophy of teaching and learning affect your use of authentic assessment in the classroom?  Describe a current lesson using authentic assessment in one of your PDS field placements.  Provide three website links (references or resources) using authentic assessment tools and describe how each of those web sources are useful for inquiry-based lessons and authentic assessment.  Post your responses individually (not as a group response).  Note:  For larger postings (more than 500 words), break them into two and post a first and second part.  Don't forget to spell/grammar check your posting in Word first, then copy/paste it to this blog.