Examples of AR projects 2

The assessment of laboratory activities has been a source of concern. How should they be assessed? What should be assessed? After researching general assessment techniques and more specifically authentic assessment, the decision was made to use portfolios as a method of assessing process skills learned and practiced during laboratory activities. The focus of this study became, "How will the use of a portfolio assessment system affect my teaching and my students' attitudes towards laboratory assessment?" This main focus was comprised of several sub-questions. These included questions about my effectiveness as a teacher using portfolios, the effect portfolios would have on planning time, whether portfolio assessment would facilitate concentrating on science process skills, and the attitude of students towards portfolios and laboratory assessment. Seventh grade students were given an assignment that had them reflect on the quality of the work in their lab books. Sixth graders were given a process skill "scavenger hunt". Though both assignments were deemed successful and generally viewed positively by students, upon reflection it was determined that portfolios were better used to promote metacognitive skills, and performance assessments were a better way to assess process skill development. A second assignment was given to both grades that asked them to reflect on and critique samples of their work. The goal of this task was to determine whether they were able to accurately articulate their own strengths and weaknesses. Process skills were evaluated by utilizing performance assessments embedded in their first semester exams. The teacher found the information gained from the assessments useful and the students again generally responded positively. Future efforts will concentrate on refining the assignments and continuing to focus on process skills in the classroom.

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