By J. Myron Atkin, Janet E. Coffey
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Extra resources for Everyday Assessment in the Science Classroom (Science Educators' Essay Collection)
So, when the students encountered these functions in school, they would understand how the tables of trigonometric functions were derived and would soon master the subject. That was when I learned that lessons never go as planned. The students were able to construct triangles and take the ratios of the sides, but their answers for several similar triangles were wildly different! I could see the problem when I walked around the room and looked carefully at what they had done. They were all using 27 CHAPTER 3 their protractors in different ways.
Peers, teachers, parents), the students receive feedback and recognition from themselves and from others. When learners talk about their learning to people whose opinion they value, they learn more and are more likely to become resilient learners. Students can use their collections of evidence of learning and portfolios to communicate in a variety of settings, including • student-teacher conferences, in which students meet with teachers to present evidence of their learning and the conversation is between teacher and student in relation to the course goals; • student-parent conferences that involve students and parents who meet at school or at home to review collections of evidence of learning that show growth or learning over time; • student-parent-teacher conferences that complement written reports; and • formal conference settings or exhibitions where students present evidence of learning and answer questions from a panel of community members, parents, and peers.
If the rubric you are considering using describes ways students can completely miss the learning destination, consider modifying it so it supports learning. 18 National Science Teachers Association CHAPTER 2 Providing Specific, Descriptive Feedback “When you’re finished talking with your partner, please hand in your science notebooks, open to some of the evidence you’ve collected, and attach your selfassessment. ” Specific, descriptive feedback is essential for learning (Hattie in press; Sadler 1989; Senge 1990; Shepard 2000; Stiggins 1996; Sylwester 1995).