4
looking closely at the evidence from class work
setting special tasks or assignmentsLet's look briefly at each method.
Observing Students at Work
Much can be learned about students' skills by observing them at work, particularly if
the teacher has a list of things to look for, either as a mental or written checklist. This
is one example of a simple checklist a teacher might use to assess understanding in
younger children who are working on a particular topic or project.
- Was at least one relevant observation made (indicated by something said or put
on paper)?
- Was something drawn or described clearly enough for it to be identified by
someone else?
- Were differences between things or from one time to another noticed?
- Were questions asked about what they observed?
- Were ideas suggested, perhaps in answer to their own questions?
- Was some interpretation made of findings by associating one factor with another?
- Were perseverance and patience shown?
- Were tasks shared cooperatively?
Based on Harlen and Elstgeest, 1992.
A more elaborate checklist, which embodies a description of development within
each aspect of inquiry, helps to identify where students are and what their next step
might be. Each successive question indicates a further step in development. This
example concerns ability in planning and conducting investigations.
- Do the students start with a useful general approach, even if details are lacking or
need further thought?
- Do they have some idea of the variable that has to be changed, or what different
things are to be compared?
- Do they keep the same the things that should not change for a fair test?
- Do they have some idea beforehand of what to look for to obtain a result?