GOOD AFTERNOON !

Device Ways in which Process-

Oriented Inquiry Science
Teachers can Assess the
Learning of Their Students
 PREPARED BY:

Jimarose Lospe
 WHAT IS PROCESS
ORIENTED GUIDED INQUIRY
LEARNING?
Process-Oriented Guided Inquiry Learning?

• In a POGIL classroom, students work in learning teams

on guided inquiry exercises. The Process-Oriented
 component of POGIL is designed to have each
instructor think about what process skills are
important to develop for his or her students. The 
Guided Inquiry component of POGIL explicitly
enhances the analytical and critical thinking skills of
the students through the design of the activities (the
learning cycle) and the use of groups requiring
students to explain their reasoning.
A Process Oriented Guided Inquiry Learning (POGIL)
classroom or lab consists of any number of students
working in small groups on specially designed
guided inquiry materials. These materials supply
students with data or information followed by
leading questions designed to guide them toward
formulation of their own valid conclusions -
essentially a recapitulation of the scientific method.
Why Use Process-Oriented Guided
Inquiry Learning?
POGIL is based on research indicating that
• Teaching by telling does not work for most
students,
• Students who are part of an interactive community
are more likely to be successful
• Knowledge is personal; students enjoy themselves
more and develop greater ownership over the
material when they are given an opportunity to
construct their own understanding.
• Process skills are
incorporated into classroom
activities through the structure -Informationprocessing
of the activity or explicitly
directed questions (for
-Critical thinking
example: "Explain your answer -Problem solving
in complete sentences"; -Communication
"Compare your answers to your -Teamwork
team's answers, and discuss
any differences"). Process skills
-Management
are also developed by the -Assessment
instructor's interactions with
individual groups and the class
as a whole.
WHAT IS ASSESSMENT?
Assessment in inquiry can be used: to inform
instruction, guide next steps, and help
students monitor their progress towards
achieving their learning goals. to give and
receive specific and timely descriptive
feedback about student learning, and. to help
students to develop skills of peer assessment
and self-assessment
Classroom Assessment in Science
• The main purpose of having assessment as an
integral part of science is to “inform teaching” so as
to “improve learning.” Teachers assess what the
students know and where they need help. This can
be done with the use of formal tests and projects,
but most importantly through day-to-day
observation of students through instructional
activities.
 ASSESSMENT IN SCIENCE

• PLANNING
• STRATEGIES
• CHALLENGES
• PITFALL
• EFFECTIVE ASSESSMENT
 Assessment of Process Skills
• Educative process acts as a means to bring about
certain developments, among children, in
cognitive, affective and psychomotor domains. It is
the process by which children would be able to
increase their understanding about the universe
through continuous observation, experimentation,
application and verification. 
Planning
Planning Assessment involves
1. What to assess ,
2. Why assess,
3. How to use the assessment information,
4. Who will use the assessment information,and
5. The assessment tasks or activities that give
students opportunities to show what they
learned in aurhentic ways.
Assessing Science Inquiry
• It is generally agreed that inquiry science
includes some hands-on interaction with
the natural world; that is, "problem solving,"
"investigations," or "inquiries" must involve
actively doing as well as thinking and
reasoning.
Assessing "Doing" Science
• If we accept the notion that inquiry science
involves investigations of the natural world,
then such inquiry requires both physical
and mental activity. To assess both aspects
of inquiry requires "performance
assessments." Such assessments are likely to
include a number of components.
Uses of Assessment

• Assessment can be used for a variety of

purposes.
ASSESSMENT OF INQUIRY
 ASSESSMENT OF INQUIRY
It is generally agreed that inquiry science includes
some hands-on interaction with the natural world;
that is, "problem solving," "investigations," or
"inquiries" must involve actively doing as well as
thinking and reasoning. But this still leaves room for
considerable variation in definitions of inquiry
science. In some classrooms, children are given
carefully prescribed materials and asked to use them
in specific ways--they carry out activities that
illustrate known scientific principles.
Assessment is use for various reasons
Diagnostic - exploring prior knowledge
Formative - to help guide day to day activities
Summative- to show what students have learned
and mastered
Comparative-to determine how an individual or
group outcome compares to others
 DIAGNOSTIC
Diagnostic assessment is used to determine what
knowledge and understanding a student brings to a
subject. If teachers were content to have all students
doing the same thing--listening to a lecture, for
instance, solving problems on a worksheet, or
making identical measurements--then diagnostic
assessment would be relatively easy.
Most important for diagnostic assessment
is that teachers be clear about what they
expect to do in their science teaching and
know what qualities they hope to bring out
in their students.
 FORMATIVE

Assessment used to support day-to-day instruction,

called formative assessment, makes use of all the
normal activities of a classroom. What turns any
instructional activity into an assessment is the
explicit intention of a teacher to use it for that
purpose, the systematic recording of student
results, and the application of some criteria for
judging the quality of a child's performance.
 SUMMATIVE
Traditionally, summative assessment
consists of tests at the end of a period of
instruction. The term needs to be expanded
to include any judgment based on all
available evidence of what a student has
learned after working on a particular topic.
 COMPARATIVE
In order to compare students to each other,
standards need to be established about what
would serve as an appropriate measure of
achievement. What is an acceptable
experiment for a second grader? How detailed
should a fourth grader's plant drawing be?
How many variables can a sixth grader be
expected to consider in designing an inquiry?
ASSESSMENT OF ATTITUDE
 ASSESSMENT OF ATTITUDE
Attitudes are harder to define and less clear-cut than
knowledge or skills. Underlyingthe importance of attitudes is
the view that a person’s attitudes will be reflected inhis/her
behaviour; sometimes this does not appear to be the case and
it often seemsthat a person’s behaviour is more a function of
habit and the situation or context inwhich they are found.
Nevertheless, a reasonable case may be made for the factthat
beliefs, opinions, attitudes and interests may predispose
someone to act in aparticular fashion (if all other factors were
controlled).
CHALLENGES
But some forms of assessment are not feasible
due to limited resources and time. But if
inquiry skills, scientific thinking, and attitude
are becoming more valued in society, there
should eventually be a shift in assessment
emphasis to more performance assessment.
Students’ science attitudes refer to their positive or
negative feelings and predispositions to learn
science. Science educators use attitude measures, in
conjunction with learning measures, to inform the
conclusions they draw about the efficacy of their
instructional interventions. The measurement of
students’ attitudes poses similar but distinct
challenges as compared with measurement of
learning, such as determining validity and reliability
of instruments and selecting appropriate methods
for conducting statistical analyses.
 Interest – a preference for an activity or object, which
other things being equal – may also be reflected in the
amount of knowledge, involvement withand value for
the object;
Opinion –specific thoughts on a topic, issue or activity;
Belief – thoughts about an object, person, idea, fact or
event that are regarded astrue, real or credible;
Value – the personal importance or worth of an object
(i.e., a person, an idea, athing or a fact)
ASSESSMENT OF CONTENT
 ASSESSMENT OF CONTENT
The content and form of an assessment task must be
cogruent with what is supposed to be measured.This
is "validity." For instance, if an assessment claims to
measure students' ability to frame questions for
conducting scientific inquiry and to design an
inquiry to address the questions, a short-answer
format would not be an appropriate task. Requiring
students to pose questions and design inquiries to
address them would be an appropriate task.
Assessment tasks must be developmentally
appropriate, must be set in contexts that are
familiar to the students, must not require
reading skills or vocabulary that are
inappropriate to the students' grade level, and
must be as free from bias as possible.
STRATEGIES
Assessment strategies in science include
observation, self assessment,group or peer
assessment, interviews, performance
assessment, student demonstration, entries in
science journals or notebooks, the use of
rubrics or checklist, paper-and-pencil task or
test, visual displays, laboratory reports, poster
presentations and research report
presentations,and authentic assessments.
PITFALLS
• Pitfalls in the authentic assessment include:
(1) failing to differentiate why you are
assessing. (2) failing to use assessment to
inform your instruction, or (3) using
assessments that emphasize only lower-
order thinking skills.
EFFECTIVE ASSESSMENT
 EFFECTIVE ASSESSMENT
Effective characteristics of assessment are as follows:
(1) congruent and integrated with instruction; (2)
based on authentic tasks and meaningful real-life
contexts and science learning processes; (3)
multidimensional, using many tools and methods;
(4) based on what the students know, understand,
and are interested in; (5) involves a collaboration of
students; (6) focuses on what students learned and
can do; and (7) is continually going on (formative).
THANK YOU!