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2014-12-08
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In this Corner: Hands on Science/In that Corner:
Standardized Tests
by Deborah Schecter
"My students aren't being tested on their thinking
skills," says teacher Linda Whren from Oil City,
Pennsylvania. And that's a shame, because thinking skills
are the core of Wrhen's hand-on science curriculum. Whren
focuses her third-grade science lessons on process: on
observing, classifying, prediction--the bread and butter of
hands-on science.
When spring arrives, Wrhen's students, like thousands of
others in more than 30 states, take a standard achievement
test in science. The test Wrhen's students take is the
Stanford--but which test doesn't much matter. Today's
standardized tests evaluate much the same thing: recall of
facts.
And that brings us to the conflict that many hands d-don
science teachers face: they offer youngsters thinking
science and doing science, only to have their students
tested on factual recall--memorizing science. And teachers
worry: How can they help their hands-on students make it
though a text-based test?
There's no one answer. We map out three options.
One: Don't Worry--Be Happy
To begin, some early research suggests that hands-on
students may not need extra help. In 1985, James Shymansky
at the University of Iowa reanalyzed results of over 50
research studies done in the early 1080s. These studies
evaluated 13,000 students using a variety of standardized
tests. They compared student gains in text-based and
hands-on programs. Results? Hands-on youngsters beat the
text taught students hands-down, outscoring them on
attitudes toward science by as much as 17 percentile
points; on process skills by 19 percentile points; and
even of science content, where hands-on students came in 6
percentile points above the text-taught students.
Alas, this isn't an open-and-shut case. Shymanksy's
results are much like those of Ted Bredderman at the State
University of New York at Albany, who examined many of the
same studies. Yet there are other, smaller studies which
did not get the same results. And some educators argue
that the Shymansky/Bredderman work is based on old
research: They ask for current studies reflecting the way
hands-on science is taught today.
But as teachers wait for new research, what to do?
TWO: THE C-WORD
Here we have to mention the c-word: cram. There are
hands-on teachers who stop in the spring, open the text,
and teach the test. As one teacher told SuperScience,
"When I compare what's in a text with the kinds of
questions asked on the test, the two seem made for each
other." In fact, they are. Most standardized tests used
in the U.S. evaluate the facts students learn in text-based
curriculum.
Linda Whren thinks cramming is a waste of children's
learning time. She has another solution.
Three: The Middle Ground
Whren, a 19-year classroom veteran, teaches hands-on
science. But when her students take the standardized test,
they not only perform well, they say the test is easy.
What is Wrhen's approach?
Whren thinks her students do well because she begins each
unit with an experimental base. Students are introduced to
a subject through a hands--on activity.
Whren says that the start-up hands-on activity almost
always gets her students excited. (Hands-on is a proven
motivator.) They want to find answers to questions that
come out of their hands-on work.
After hands-on, Whren broadens the experience by having
students read more about the topic (generally in library
reference books). She introduces vocabulary. She even
uses a textbook for background material and definitions of
terms. And to giver students more time, Whren integrates
the other subjects.
Result: Hands-on gives students a foundation on which to
build science facts and concepts.
IN GOOD COMPANY
Whren isn't alone in her approach. Dr. Mary Ellen Harmon
of the Center for Testing, Evaluation and Educational
Policy at Boston College believes that teachers like Whren
have good reason to feel confident that their students will
perform well on tests. She says that a hands-on foundation
is important, but it's only the foundation--the point of
interest that gives students the experience to grasp what
comes next. The activities themselves need to be connected
to parts of a coherent learning plan. Hands-on programs
need the support of supplementary resources. As most
schools using hands-on science will attest, library science
sections get heavy use.
Although Whren is pleased when her students perform well on
tests, she feels that the present testing instruments fall
short. "I think my kids would do even better if they took
a test which included a performance-based component," she
says.
In fact, some actual hands-on tests are in the works. In
the future, even standardized tests may slip in more
process-based questions. And test makers are working on
new tests: paper and pencil based, but also assessing
process skills.
Until tests change, teachers will act as referees between
hands-on science and standardized tests. When the ref is
an experienced hands-on teacher like Linda Whren, the two
"opponents" can work together smoothly. There's hardly a
fight. Everybody wins.
A BETTER TEST FOR HANDS-ON?
In response to a growing interest in evaluation process
learning, several states (such a Connecticut, California,
Massachusetts, and New York) are revising testing
practices. Last May, New York State tested fourth-grade
students with a new Elementary Science Program Evaluation
Test (ESPET). The test helped school districts assess and
improve their science programs. Classroom teachers played
a key role in ESPET's design.
What kind of test did the fourth graders take?
Multiple- choice questions were used to assess factual
knowledge and certain process skills. Hands-on tasks were
used to assess process skills: Students measured physical
properties of objects, for example. They predicted,
classified, and made generalizations. The test also
included an optional survey which asked students, teachers,
administrators, and parents for their perceptions of
science education.
ESPET did pose problems. New York State educators admit
that it was not easy to administer. Schools had to provide
their own materials for the hand-on section. Grading was
slow because performance on the hand-on tasks could not be
scored by machine. And although graders were given
guidelines, acceptable ranges among student answers posed
difficult problems.
But there were surprising results of another kind.
Throughout the state, ESPET sparked enthusiasm for hands-on
science. The hand-on tasks were so engaging that students
in other grades wanted to take the test, too. And teachers
who had been reluctant to try hands-on became converts when
they saw the thinking skills that the test evaluated.
If you would like further information on ways to change you
school's approach to science education and assessment,
write to:
The Network, Inc. The National Center For Improving Science
Education 290 South Main Street Andover, Massachusetts,
01810
by Deborah Schecter
\end