Toni+M.+Fields+Assessment+Journal+1


 * Assessment Journal 1**


 * Context and Structure:** After studying living resources in their environmental science text book sixth grade students took the Chapter 3 Test provided by the publisher.  Before this point students read through each section of the chapter and answered the chapter questions.  Study guides were distributed at the beginning of the chapter and as students read they were to complete this guide with the correct information.  Students were informed that they would be able to use this study guide on the chapter test.  This test is summative as it is given at the end of the chapter and measures what the students have learned.  The structure of the test meets many of the students needs because it includes multiple choice, matching, true or false, short answer, and essay questions.  If a student is not a strong writer other sections of the test can be used to balance out the essay portion.  Questions concerning hard facts are included as well as questions that require application of skills that were used in this chapter.  These skills include reading line graphs, interpreting diagrams, and using various formulas.


 * Implementation and Results:** All students were given this test during their allotted science period. The students were asked to take out their study guides and put everything else away.  The test was handed out along with a blank piece of white lined paper for the essay portion of the test.  Students worked silently as they completed the exam.  Some students did not bring their study guides to class and therefore were not able to use it on their test.  Half of the class was not able to finish the test and they were asked to come back during their study hall to finish up.  I am not aware of the results as it has not been corrected at this point.


 * Reflection:** Many aspects of this assessment were effective.  Students were well aware of the concepts and information that was going to be on the test.  Students were given the weekend to study and new the test date at the beginning of the chapter.  The study guide helped students organize what they were learning and gave them clues on what was considered important throughout the chapter.  The use of the study guide on the test gave students an incentive to complete the guide and follow the chapter.  Students who would not normally complete the study guide did so and this ensured that students were introduced to the material that would be tested.  It is important to make students aware of expectations and the material that will be tested.  The study guide was an important tool for students.  This guide tracked information that was learned throughout the chapter and being able to use it on the test lessened anxiety.  The structure of the test was also effective because it included many types of assessment.  Various learning styles were met with this exam because it included multiple choice, short answer, and essay sections.  A downfall of this assessment was the length of the test.  The test was very long and half of the class did not finish in the class period.  Some students rushed to complete the exam, not knowing that they would be given extra time to finish until the very end of the period.  Next time I would make the test shorter by giving the essay portion of the test on a different day.  The application portion of the test could also be assessed differently.  A lab could be created that is designed to measure students applications of science skills included in this chapter.  This would informally test the students’ abilities to use line graphs, diagrams, and formulas.  Before sending students off for the weekend I would give them advice on how to prepare for the exam.  I would tell students the exact format of the test and how to study.  I would explain that although students can use their study guide not all of the answers on the test is directly written in their study guide.  They should look over the chapter questions and the diagrams before coming to class on Monday.  Along with this general testing information I would give students tips on how to use their study guide on test day.  Rather than looking for every single answer in their guide they should go through the test and answer questions that they know off the top of their head.  Afterwards going back and using their study guide to answer questions they are unsure of.  This would help students manage their time while taking the test.  With these few changes and additions this assessment would work well in informing me what the students have learned about living resources and what we need to go over again.

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