Using Formative Assessment and Feedback to Improve Science
Teacher Practice
Paul Hickman, Science
Education Consultant,
Drew Isola, Allegan High
School, Allegan, MI
and
former PhysTEC TIR, Western Michigan University,
Marc Reif, former PhysTEC
TIR, University of Arkansas
[excerpt]
If
we could only see what is happening behind the closed doors of our very private
profession and had a useful tool to make sense of what we saw, we might be able
to move current teachers and start new ones on a path to using more
active-learning and formative assessment strategies, that have come to be
called reformed teaching, in their classrooms.
Why
Study Teaching Using Reformed Teaching Observation Protocol (RTOP)?
In
order for instructors at all levels to adopt reformed teaching strategies, they
must be both convinced of the effectiveness of active learning and formative
assessment (see it modeled in a number of content specific settings) and
experienced these techniques (as learners themselves) in the university courses
or other professional settings.
One
impediment to this adoption is that standard evaluation instruments are not
applicable in a reformed classroom, because the structure, content, and
delivery style for many reform classes differ dramatically from the traditional
lecture and demonstration approach. For example, in a reform curriculum there
is little emphasis on lecture, so the instructor may not have an opportunity to
exhibit their level of content knowledge or class preparation that is measured
on traditional evaluations.
New
assessment instruments were needed to evaluate reformed instruction, and one
such instrument is the Reformed Teaching Observation Protocol (RTOP.)
The
RTOP was developed at Arizona State University as an observation instrument to
provide a standardized means for measuring the quality of K-20 STEM classroom
instruction. The instrument has high inter-rater reliability; and high scores
measured by RTOP have been shown in multiple studies to correlate with
increased student understanding (Lawson, 2001). The use of this protocol was
highlighted through a commissioned paper for and presentation at the 2002 NRC
Improving Undergraduate Instruction in Science, Technology, Engineering, and
Mathematics Workshop.
Just
as a science teacher might use an operational definition to initially get
across a difficult concept like temperature: “Temperature is a measure of
the hotness or coldness of an object. It is what we measure with a
thermometer.”
“RTOP
operationally defines and assesses reformed teaching in the classroom - we
henceforth explicitly reserve and define the term reformed teaching to mean
those classroom practices that result in a high RTOP score.” (MacIsaac & Falconer,
2002)
RTOP
classroom observations are made in five categories: Lesson Design and
Implementation, Content (Propositional Knowledge), Content (Procedural
Knowledge), Communicative Interactions, and Student/Teacher Relationships, each
with five items for a total of 25 items. The meaning of each of the twenty-five
RTOP items is described carefully in the RTOP Training Guide included in the
appendix to this article.
Several
of these items probe specifically for evidence of inquiry teaching and the teacher's level of pedagogical
content knowledge. Others are linked more strongly to the formative assessment
of student learning, including:
1.
The instructional strategies and activities respected students' prior knowledge
and the preconceptions inherent therein.
14.
Students were reflective about their learning.
16.
Students were involved in the communication of their ideas to others using a
variety of means and media.
19.
Student questions and comments often determined the focus and direction of
classroom discourse.
22.
Students were encouraged to generate conjectures, alternative solution
strategies, and/or different ways of interpreting evidence.
24.
The teacher acted as a resource person, working to support and enhance student
investigations.
Each
item is scored on a Likert-scale from 0 (not observed) to 4 (very descriptive)
of the classroom lesson. The RTOP protocol provides an interesting
alternative to the traditional classroom evaluation and better reflects the
values of reform teaching as called for in current literature. Use of the protocol requires
skilled observers with deep discipline-specific content knowledge who have
completed training and co-observed classrooms or video to develop consistent
use of the tool.
Using
an observation tool or rubric like the RTOP has the potential to:
o
Build a common language and experience that reflects reformed teaching
o
Offer models for providing students with meaningful feedback
o Be
helpful for teacher self-evaluation of their classroom instruction
o Be
a useful tool for mentors working with novice teachers
o
Confront beliefs about teaching and learning
o
Provide a focus for experienced teachers as they change to a more
student-centered classroom
o
Prepare for the Presidential Award for Excellence in Mathematics and Science
Teaching or State and National Board Certification
This is an early
draft; the article is now Chapter 21 in:
Assessing Science Learning: Perspectives From Research and
Practice
ISBN : 78-1-93353-140-3
http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781933531403
Chapter 21: Using Formative Assessment and Feedback to Improve
Science Teacher Practice
Paul Hickman, science education consultant, Drew
Isola, Allegan, Michigan, Public Schools, and Marc
Reif, Ruamrudee International School, Bangkok
Free! Download the RTOP, RTOP Self-Assessment,
and RTOP training resources at http://modeling.asu.edu/R&E/Research.html
Oct. 2010