Semiformal methods of assessment, although similar to informal, require more thoughtfulness than the informal methods just discussed. We will look at two semiformal methods that you could use to gather assessment information and evidence about student learning: classroom practice and homework.
Monitoring Classroom Practice.
The type of science classroom advocated in this book suggests that students should be actively involved in learning activities. In some activities students work in small teams tutoring each other, discussing concepts and the results of laboratory activities, reviewing for a quiz, as well as completing activity and worksheets. In all of these cases the teacher should be actively involved in monitoring the students as they interact with each other, or work individually.
Structuring classroom activities for diagnostic purposes, and as a way to check student understanding is an important aspect of student learning. Involving students as active learners is a way of perceiving and observing student abilities. Recent research has criticized the traditional approach to assessment as being overly static (e.g. relying heaving on end of the week quizzes, or unit tests). A more viable approach is to observe students "at work" as learners, and use this experience as a valid "measure" of student learning.
For instance, the Russian psychologist Lev Vygotsky, advocated the creation of an atmosphere (zone of influence) in which students could act on what they learned. For instance instead of asking children to describe a picture, they were instructed to act it out. In these cases, students were able to show that they had a grasp of concepts and relationships, even at a very young age. Using static quizzes and tests may not provide a legitimate opportunity to assess what students know. This is one of the main reasons for the movement toward dynamic evaluation and performance testing.
One technique that can be employed here is to have a section in a student portfolio (see ahead ) devoted to classroom practice. That is, student's can be instructed to collect and file samples of their classroom as viable evidence of their learning, not simply a chore to be carried out. If value is placed on this aspect of student performance, then it will be valued by the student.
Anecdotal comments and observations of individual students and teams of students is another technique that you can use to assess student performance in class. Teachers can use matrix charts in which specific behaviors and evidences of competence are noted on such charts. For instance, suppose you want to assess student's process abilities. A chart such as the one shown in Figure 9. can be used by the teacher as a monitoring device to note evidence of student process skills.
Students/ Groups Observing Classifying Inferring Data
Analysis Hypothesizing . . . . . . . . . . . . . . . . . . . . . . . .
Homework.
In general the reason for homework is to give the student an opportunity to practice what has been presented or started in class, or perhaps prepare for class. Homework can also be used as an assessment device. Berliner points out that homework that is not evaluated (or perceived as being evaluated), or seen as busywork by the student, the teacher misses an opportunity to assess student competence, and enhance student learning.