The middle of the school year marks an important time for teachers and students alike to reflect on students’ academic progress. Mid-year reporting is a great way to identify areas of strength and weakness, assisting in the construction of semester 2 lesson planning. Reporting on students’ science capabilities can be difficult to measure at times, given the conceptual nature of science. IntoScience offers powerful reporting mechanisms which enable teachers to quickly and easily assess student understanding through both formal and informal assessment components.
Reporting on conceptual understanding
FEATURE || Mid and End Challenges
IntoScience’s Mid and End Challenges (one each in every topic area) help teachers to assess student understanding, signalling whether or not students have grasped the core concepts of each topic. At any time, teachers can summon students to the challenges which contain curriculum based questions from each topic. The questions are randomised from a question bank, ensuring students get different questions and therefore can’t copy from each other! These active-learning methods provide teachers and students with instant feedback, allowing students to reflect on what they have learnt, and allowing teachers to identify individual and collective areas of strength and weakness. Student results can be accessed from the settings menu, under ‘View class results’, allowing teachers to use the individualised data to provide targeted feedback in students’ mid-year reports.
Reporting on critical thinking and higher-order reasoning
NEW Teacher Console || Teacher viewing of student answers
In the busy time leading up to mid-year reporting, assessing critical thinking and higher-order reasoning can be challenging. IntoScience offers many free text entry areas where true, deep thinking can be demonstrated and assessed. With the ability to immediately review each student’s response, teachers can easily gain an insight into the critical thinking capabilities of students, clarifying their ability to demonstrate higher-order reasoning. This is a powerful science assessment tool, allowing teachers to assess student capabilities with ease – making mid-year reporting that little bit easier!
Example: In the ‘Taxonomic ranks’ activity from the Classification of Organisms topic, towards the end of the activity it asks students to choose one of the four models which they think best represents the classification hierarchy model. It then goes further and asks the students to explain the strengths and weaknesses of this model in their own words. You as a teacher can go into those text fields and view all of your students’ answers and therefore discuss, either with the class or individually, the different answers and gain an understanding of how well your students grasped the concepts.