Formative Assessment

Formative assessment allows feedback to be provided to both the student and the teacher to develop the teaching and learning of all involved (Venville & Dawson 2004).. There are five conditions, according to William (1998) in order for an assessment to be formative, including the following:

1.    A system to determine the current achievement of students

2.    The desired level of achievement to be achieved

3.    Comparison between the two levels in order to identify the gap

4.    The teacher informs students on how to close the gap through information, prompts and scaffolds.

5.    The gap is closed by students using the information.

Formative assessment is an effective strategy to improve learning in students and is significantly enhanced when the teacher provides quality feedback. The feedback supplied to students should be of comments that indicate what the student is doing well and needs improvement with some degree of how to improve their work (Venville & Dawson 2004).

http://weblink.scsd.us/~henninger/PDF/fas.pdf and http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html both provide a wide range of ideas and strategies to implement formative assessment into the classroom.

One method that could be used from these two sources is the Exit/Admit slip. This could be used both before and after the lesson to respond to questions asked by the teacher. This method allows for the identification of students who have the understanding and those needing extra support, or for the teacher to adjust their teaching method and strategies. Used prior to the lesson the previous days lesson can be reviewed. IN relation to Module 9.2 Maintaining a Balance and this method realistically any component can be analysed in this strategy form. From outlining the needs of oxygen in living cells to distinguishing between active and passive transport. Any piece of content, preferably one of a smaller building block, can be tested.

A second Method that would be beneficial is the inside out circle method. Here students, in pair, form a circle and face each other. They will have come up with questions based on that lessons topic/content and ask one another for the answers. Students move around the circle and this also acts as a form of peer assessment. Again this form of assessment can be used throughout the module of 9.2 and the biology course.

9.2.2 compare the structures of arteries, capillaries and veins in relation to their function could undergo formative assessment with getting students to draw and label the distinguishing features between them. Alternatively, a table to compare the three and features including:

Feature	Arteries	Veins	Capillaries
No. of layers in the wall
Middle layer thickness
Elasticity
Pressure of blood transport
Lumen size
Valves or no valves
Where is blood transported?

Misconceptions in Biology

Evolution is a common misconception that students enter a classroom with. These misconceptions do provide a useful source of prior knowledge that a teacher can build on, although they may be difficult to change and be detrimental to the learning process (Venville and Dawson, 2004). To shift such misconceptions teachers must implement strategies to determine the misconceptions and then implement the change. Hubber and Tytler (Venville and Dawson, 2004) suggest that a constructivist approach where “monitoring students’ conceptions…bringing them into the open for discussion and evaluating them using evidence”.

In determining the misconceptions, diagnostic assessment prior to the start of a new module allows for identification of prior knowledge being brought into the classroom and also the misconceptions that are in place. This may take the form of a quiz whether it is a class questioning session, paper print out or online, as demonstrated in class. Print out or online however can be repeated at the end of the module to see the learning and break down of misconceptions that have taken place.

http://evolution.berkeley.edu/evolibrary/misconceptions_faq.php#i1 and http://homepage.mac.com/vtalsma/misconcept.html#evolve both provide a range of misconceptions in relation to evolution and 8.5.2 Evolution of Australian Biota.

To break down the misconceptions a number of strategies can be used. Analogies to explain evolutionary patterns such as wings and limbs being similar, only with different function. Diagrams and images of the structures of wings and limbs allow for such a comparison to occur.  With the resources available on the internet, integration into the classroom can bring to life aspects of the Biology, or any science course. Other examples include ICT. Students performing investigations of their own, using the constructivists approach (Venville and Dawson, 2004), where the students own conception is challenged and they must investigate to solve the problem shifting their misconception.

Bring this into further discussion religion and evolutionary theories!!! But we will leave that for another day…

The value of the Stage 6 Support Document.

The BOS Stage 6 Document is of significant value to teachers as they need to undertake and develop the units of work to be taught. It acts as a “somewhat” guide in teaching the syllabus while being unspecific to the Biology Course. The Support Document rather is just that, a support document, to all Stage 6 courses. It helps build and plan out units of work in relation to the continuum of learning, assessment and open-ended investigations and linking the outcomes and skills. The Support Document provides a backbone to the syllabus in preparation for delivery of the content.

The Support Document focuses on the syllabus outcomes, evidence of learning and how the evidence of learning is gathered and determined. These components help in the development of the Scope and Sequence and Skills Mapping. Ensuring that the module/course duration is appropriate, assessments are scheduled and outcomes appropriately covered.  In the development of the scope and sequence in relation to 8.4 Life on Earth, 30 hours over 7 weeks and covering outcomes P 1, 3, 4, 5, 10, 11,12, 13, 14, 15. An assessment task, possibly a research task, would also be conducted.

The Stage 6 courses do not have specific Support Documents for each. The school and its teachers are able to develop and identify specific aspects of the programs that suit their school and their students. Meeting the needs and culture of the school in developing the program allows flexibility and individualisation. The teachers development of assessments in relation to their program to identify evidence of learning and the gathering of this is advised through the document. Students should be able to demonstrate their knowledge and skills and learning experiences developed to allow for this evidence to be observed. Teachers should also be able to evaluate how well the learning experiences worked and if they achieved the outcomes/aim. The document only provides advice and guidance to a teacher and the development of a program comes down to the individual school and the needs of its students.

NSW Board of Studies (2007).  Science Stage 6 Revised Support Document.  Sydney, Australia: NSW Board of Studies.

Teaching values in Biology

The Preliminary Biology Syllabus allows students to develop positive values and attitudes towards living and non-living environmental components and the ethical behaviours associated with science and its consequences (Board of Studies, 2002).

In 8.3 Patterns in Nature students study living and non-living from the microscopic to the organism itself, factors affecting the organism in the environment and the functions of the systems within them. Plants and animal systems are studied to increase the understanding of the processes to obtain essential nutrients from the environment. 

Incorporating values education into the topic seems to be a little difficult at first glance and I have developed this by taking a different approach by slightly going beyond the requirements of the syllabus in a way but still, what I believe, a worthwhile topic that will engage thought and consideration in the scientific future. 

So, in using the strategy known as PMI  (Plus Minus Interesting) (http://www.schools.nsw.edu.au/studentsupport/studentwellbeing/values/vitcr/strategies/index.php#s13) and focussing on 8.3.1 "discuss the significance of technological advances to developments in the cell theory", students will be asked to draw up a 3 columned table with the 3 headings and list, with the possibility of research being dependant on time constraints of course, ideas and their thoughts/research on the ideas of the costs associated in the development of scientific research. Directive questions could be asked such as why not spend money on worthy causes such as keeping the poor fed and sheltered. etc. This can be discussed as a class, where students share their thoughts and ideas on the topic. However this strategy could be used throughout the syllabus on various points of interest and as a general science discussion point. It is quite flexible.