Written assessments include a broad range of tasks in
which students show their understanding with paper and pencil. The diversity
of written assessments in elementary instructional materials reflect the
range of knowledge and skills that they target. Some written assessments
for elementary students involve tests or quizzes. Others examples include
journal or science notebook entries, written reports, or class charts.
Written assessments are used throughout an entire unit of study. For example,
students might record their “pre-instruction” ideas on an
introductory questionnaire. They might also record what they think they
know about a topic in their science journals. In the midst of an exploration,
students might respond to open-ended questions in their journals to record
their emerging hypotheses. At the end of a unit, students might communicate
their understanding by writing a letter, creating an advertisement or
a cartoon, or developing a game (these types of written assessments are
often called products/projects). Finally, students might answer selected-response
or constructed-response questions on a post-unit test or a mid-unit quiz.
Putting pencil to paper in diverse ways provides teachers with rich evidence
of student learning, and enables a wide range of students, with myriad
talents and abilities, to demonstrate their understanding.
Learn more about the
types of written assessments used on standardized tests.
Class Charts
STC modules include class charts as a component of assessment. For example, in the grade-3 Chemical Tests module, students share their written response to a series of questions. Responses are then compiled onto chart paper. At the end of the unit, the same questions are asked and students compare their answers to help them recognize what they have learned. Questions include “What do you know about chemicals?” and “What are some uses of chemicals?” Tips for reviewing and comparing pre- and post-unit responses are provided for teachers. Teachers provide their own recording sheets or forms for keeping track of student developments.
Learn more about this example of the use of a class chart.
Individual Post-Unit Evaluations
Some FOSS modules include a written test that is given to students at the end of a unit. For instance, after completing the grade-1–2 Air and Weather module, students are asked to select answers to some questions (e.g., “Circle the word that describes a scientist who studies weather”) and to write open-ended responses to others (e.g., “Draw a picture that shows two things you have learned about air, and write a few words about your picture”). An answer sheet is provided for teachers as are suggestions for how to score the overall assessment. Teachers use their own methods of recording results for the class.
Learn more about this example of a post-unit evaluation.
Science-Notebook Entries
Insights modules include science-notebook entries as part of their assessment framework. For example, in the grade-6 Human Body Systems module, after students have investigated the breathing process, they are asked to write responses to the following questions in their science notebooks: “What might cause a person to have a faster breathing rate? A slower one?” “ What are some reasons a person might be able to breathe a larger amount of air?” Teachers are provided with a list of ideas to look for in students’ answers, but there is no specific scoring guide. Teachers can record their assessments on the Student Profile sheet, which is included.
Learn more about this example of a science-notebook entry.
