developing theory of practice
I used multiple methods to assess student learning during this carbon footprint activity, for as the National Research Council (2001) notes, "assessment is an ongoing activity, one that relies on multiple strategies and sources for collecting information" in the science classroom (p. ). I walked around the classroom to observe students as they worked collaboratively. I listened to student conversations and asked clarifying questions of the students. I also collected the worksheets at the end of the class period and read through student responses to the analysis questions. A sampling of completed analysis questions can be found at the carbon footprints artifacts page. Some students very clearly and completely demonstrated mastery of the lesson objectives: explaining the connection between photosynthesis, carbon footprints, and global warming (see answers to "Why do we care so much about carbon emissions?" on page 1 for student pairs #4 and #6.) Interestingly, although these two student pairs showed the most complete understanding of the topic, they represented the two groups who got the least far on the worksheet. Work from other student pairs showed partially correct though incomplete answers (see student pairs #1, #2, and #3). In fact, student pair #3 simply regurgitated nearly the exact same wording as found in the introduction paragraph, without any further thought or explanation. Three of the four groups (student pairs #1, #2, #3) who reached the last part of the activity had correct and nearly complete answers for the first question of that section (photosynthesis is a carbon sink, helping to reduce CO2 in the atmosphere).
I had trouble assessing the understanding of student pair #5, as it appears that they did not pay close attention to the activity directions. They incorrectly responded to the first pledges portion of Part III of the worksheet. Their response to the question "why do we care so much about CO2 emissions?" did not show a logical, clear understanding and explanation of the role that CO2 plays in the greenhouse effect and global warming. They stated generally that too much CO2 can be hazardous, but did not explain why. They identified some causes of increased CO2 (combustion of fossil fuels, cutting down trees); however, this was not what the question was asking. Their response to the first analysis question of Part IV (Carbon Offsets) also did not answer the question posed. In fact, their answer did not . It is difficult to discern whether these students answered incorrectly out of haste to complete the worksheet or true misunderstandings or lack of knowledge about the topic of the assessment. However, on the subsequent unit exam, one student of the pair received a score of 94% while the other received a 77%. I wonder if the incorrect answers could be a result of both haste on the part of one student and misunderstanding on the part of the other. This observation makes me even more aware of the necessity of pairing students who can work efficiently and effectively together to both complete the work and learn from the collaboration.
I also made a general summative assessment of overall student understanding of the connection between photosynthesis and everyday life via their responses to a free response question on the unit exam. In this question, students were asked to explain why our world could not exist without photosynthesis, using three different examples in their answer. While students had four free response questions from which to choose, approximately half of the students chose to answer this particular question. Nearly every student who responded to this question referenced the role photosynthesis plays as a carbon sink for excess atmospheric CO2 (one of the key learning objectives of the collaborative carbon footprint activity); one student in particular even used the term "carbon footprint" in her answer. However, as noted in the discussion of the collaborative carbon footprint activity, students provided partially correct, though incomplete explanations in their answers. This data suggests that students may need to work on 'claim-evidence-reasoning' writing strategies. Overall, students performed very well on this unit exam.
I had trouble assessing the understanding of student pair #5, as it appears that they did not pay close attention to the activity directions. They incorrectly responded to the first pledges portion of Part III of the worksheet. Their response to the question "why do we care so much about CO2 emissions?" did not show a logical, clear understanding and explanation of the role that CO2 plays in the greenhouse effect and global warming. They stated generally that too much CO2 can be hazardous, but did not explain why. They identified some causes of increased CO2 (combustion of fossil fuels, cutting down trees); however, this was not what the question was asking. Their response to the first analysis question of Part IV (Carbon Offsets) also did not answer the question posed. In fact, their answer did not . It is difficult to discern whether these students answered incorrectly out of haste to complete the worksheet or true misunderstandings or lack of knowledge about the topic of the assessment. However, on the subsequent unit exam, one student of the pair received a score of 94% while the other received a 77%. I wonder if the incorrect answers could be a result of both haste on the part of one student and misunderstanding on the part of the other. This observation makes me even more aware of the necessity of pairing students who can work efficiently and effectively together to both complete the work and learn from the collaboration.
I also made a general summative assessment of overall student understanding of the connection between photosynthesis and everyday life via their responses to a free response question on the unit exam. In this question, students were asked to explain why our world could not exist without photosynthesis, using three different examples in their answer. While students had four free response questions from which to choose, approximately half of the students chose to answer this particular question. Nearly every student who responded to this question referenced the role photosynthesis plays as a carbon sink for excess atmospheric CO2 (one of the key learning objectives of the collaborative carbon footprint activity); one student in particular even used the term "carbon footprint" in her answer. However, as noted in the discussion of the collaborative carbon footprint activity, students provided partially correct, though incomplete explanations in their answers. This data suggests that students may need to work on 'claim-evidence-reasoning' writing strategies. Overall, students performed very well on this unit exam.
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