February 2004

Formative AssessmentEvaluation and Testing—Critical Success FactorKey Ideas:Click to go!• Action steps astrategy for greatsuccess.• Patience andpersistence carrythe day.• Check sheets helpmanage assignments.• High-value formativeassessment.• Purge yourcourse of informationoverload.• Reading andpictures do gotogether.• Improve in 60seconds.• Connections rock.• Contest begins.TFS CriticalSuccess Factors ofGood Teaching:•Leadership•Management•Instructional Design•Communications•EvaluationTeaching For Success®February 20044The Extraordinary Valueof Formative AssessmentBrian R. Shmaefsky, Ph.D., TFS Partner EditorBiology & Environmental SciencesKingwood CollegeKingwood, TXbrian.shmaefsky@nhmccd.eduIt is all too common to hear science colleagueslamenting the low scores a class of students justachieved on a recent test. However, some of theplaintive mood is broken by the humorous repliesstudents provide on exams. Many of these inaccurate,but entertaining, answers make their way into booksand e-mails. Some may be fabricated. Yet, many areconfirmed true because instructors regularly comeacross similar responses to their test questions.Comical answers to test questions are a laughingmatter only under two conditions. The first conditionis if the student knows the answer and decides to writeit accurately but with humor. A purposely incorrectanswer with a witty twist is also acceptable. The studentknows they do not have the information, but chooseadd humor to the dismal situation. Below are samplehumorous answers assembled from science tests:❑ A liter is a nest of young puppies.❑ For head colds use an agonizer to spray thenose until the unit drops in your throat.❑ The tides are a fight between the Earthand the moon. All water tends towardsthe moon, because there is no water on themoon, and nature abhors a vacuum. I forgotwhere the sun joins in on this fight.❑ A fossil is an extinct animal. The older itis, the more extinct it is.“What? Me jokearound on a test?”❑ The pistol of a flower is its only protectionagainst insects.❑ A super saturated solution is one thatholds more than it can hold.❑ When you smell an odorless gas, it’sprobably carbon monoxide.These answers are not funny if the students trulybelieves that their responses are correct. Scienceinstructors must be alert to the consequences of theseanswers. Most obvious are the students who do notknow the concept well enough to provide accurateinformation for answering a simple question. Thelong-term consequence is that the testing does notteach the student the correct answer. It penalizes themfor getting it wrong. So, the student’s grasp of sciencebecomes further diluted as they accumulate moreconcepts built on that prior knowledge.Adding various types of formative evaluationinto the curriculum helps faculty catch studentmisinformation about critical science concepts.Remember, formative evaluation means testing solelyfor the purpose of monitoring student comprehensionof a related set of concepts. It should not be used as amajor factor in student grading. Formative evaluation isa learning tool for faculty and students. Faculty gage thereach of their students’ understanding; students learnwhat they do and do not know about the concepts.Successful formative evaluation requires that:❑ It’s given frequently, at the end of a complextopic or at least every other week.❑ It’s given unannounced or immediatelybefore the next class session.❑ The questions must be consistent with thelecture and any graded testing.❑ The questions measure higher-levelthinking as well as factual recall.❑ Various formats are used such as multiplechoicequestion, short answers andproblem-solving essays.❑ Correct answers are provided immediatelyafter the evaluation.❑ Students are encouraged to use theassessment as a study guide.❑ It’s not a factor in grading.So, what should a formative evaluation strategylook like? First, you provide a presentation about atopic that covers two or three major concepts. Forexample, a physics lecture covers the principles ofcircular and linear motion.Note: This topic requires rules and mathematicalequations that must be memorized and applied tosolve problems. Concepts such as force, friction, gravity,inertia, kinetic energy, potential energy and vectors areinvolved in understanding this topic.Next, assign the students any traditional studyaids or homework for reinforcing the concepts. Then,at a later session, present students with a short testor a brief hand-in assignment. Continue by askingyour students to go over the answers while providingconstructive feedback.Formative Assessment continued on page 5