ASTRONOMY Assessment Focus on Celebrating Student Achievement

Tests and grading have a new look. Particularly in science, educators are nationally reforming the way we measure student achievement. Assessments that go beyond traditional paper and pencil tests are becoming more common in response to an emphasis on the process of solving problems instead of an emphasis on the result.
The basis of the new portfolio and performance assessment strategies are based on the inclusion of authentic tasks. Authentic tasks are hands-on/minds-on activities that simulate problems and situations that scientists face everyday. These tasks are typically complex, require the use multiple resources, are extended problems with multiple correct answers. Student scores are reported in terms of competency and level of completion instead of number of items correct and incorrect. Two examples are presented here from T.F. Slater and J.M. Ryan, The Physics Teacher , 1993, vol. 32, no. 5 and T.F. Slater, The Physics Teacher , 1994, vol. 33, no. 6.

An example Analytic Scoring Rubric (levels of competency ):
{<3> Strong Evidence, <2> Adequate Evidence, <1> Weak Evidence, <0> No Evidence }

Method of Research : Identifies the information and steps needed to solve the problem.
Appropriate Use of Equipment and Apparatus : Demonstrates the correct application and cautious use of equipment and apparatus to meet this standard.
Accuracy and Precision : Demonstrates the ability to make accurate measurements to appropriate previsions and to judge the reasonableness of the results.
Comprehension : Properly applies concepts and formulas related to motion.
Calculations : Properly uses mathematics and mathematical conversions to solve the problem.
Laboratory Report : Communicates conclusions in a clear and organized way, using illustrations and mathematics as necessary. To meet this standard, the student must prepare a laboratory report that gives a complete and clear answer to the question.

An example Holistic Scoring Rubric (single judgment for all materials ):
0-score No evidence: the information is not in the materials identified.
1-score Weak Evidence: the information is presented but unclear, partially incorrect, or implies or reflects misunderstandings.
2-score Adequate Evidence: the information is presented with no errors nor misunderstanding implied, but information is dealt with at the literal descriptive level with no integration across concepts.
3-score Strong Evidence: the information is presented with no errors nor misunderstanding standing implied in a comprehensive and integrated fashion.

An example Grade Book Evaluation Scheme :
Grade Rubric
A Strong evidence in at least 80% of objectives; adequate in remaining 20%
B+ Strong evidence in at least 80% objectives; adequate in at least 10%
B Strong evidence in 70% objectives; adequate in the other 30%
C+ Strong evidence in 50% objectives; adequate in the other 50%
C Strong evidence in 50% objectives; adequate in at least 25%
D+ Adequate evidence in all objectives
D Adequate evidence in at least 75% of objectives
F Adequate evidence in less than 75% of objectives