What is assessment?

What is assessment?

The New South Wales Board of Studies in its Science and Technology Syllabus released in 1991 gave the following definition:

‘Assessment is the process of gathering evidence of and making judgements about students’ needs, strengths, abilities and achievements.’ (Science and Technology syllabus page 36)

Assessment has been classified as summative, diagnostic or formative. Summative assessment is carried out at the end of a learning activity or at a specific time and designed to determine student achievement. It is the basis of testing for comparison of educational standards nationally and internationally. Summative assessment has been more recently termed ‘Assessment of learning’. Diagnostic assessment is usually conducted before a learning activity and is regarded as fairly formal so that major decisions about the structure of the learning may flow from the results. Formative assessment is regarded as less formal and on-going directed at ascertaining the progress, strengths and weaknesses of individual students and the effectiveness of instruction. Formative and diagnostic assessment, together have been more recently termed ‘assessment for learning’.

Since 1991, Australia has participated in TIMSS (Trends in International Mathematics and Science Study — started in 1995) and PISA (Program for International Student Assessment — started in 2000) that make assessment and comparison, internationally, of student achievement of scientific literacy. To some extent, it appears that assessment has increased in importance and is a driving force in the development of national curricula. The Ministerial Council on Education, Employment, Training and Youth Affairs has overseen the National Assessment Program and is responsible for the ‘National Assessment Program — Science Literacy 2006 School Release Materials. The first national assessment program in science was conducted in 2003 in primary schools and was followed by a second test in 2006. Both tests sampled year 6 students and the second test included an objective assessment as well as a practical test. Tests are again being conducted in 2010. The preceding link contains test items, marking guides and student standard and performance profile. A Progress Map on Science Literacy is a quick reference in which strands A and B of the three strands of science literacy clearly relate to students’ ability to recognise investigable questions, identify evidence needed for a scientific investigation, draw or evaluate conclusions and communicate valid conclusions. Strand C relates to knowledge and understanding. The Appendix 1 of this article describes six levels of achievement across three strands and relates these to the SOLO (Structure of Observed Learning Outcomes) taxonomy.

Not all assessment is summative or test-based. When students are investigating scientifically, structured observations will contribute to evidence of student achievement. Student reflection though a learning journal is a considerable support to assist teacher judgements about needs, strengths, abilities and achievements. For summative assessment, it is essential that teachers establish clearly to students the criteria for successful achievement when investigating. The Progress Map on Science Literacy (Appendix 1) clearly defines six levels of development over three strands. Alternatively, descriptors such as those that occur in the levels of the Young Scientist rubric may be adequate for teachers, but do contain some subjective comparisons. Judges of this competition undergo training in the use of the rubric to help them establish a clear understanding of the standards. Students will need to have criteria explicitly for their task outlined in a simple format.