How formative assessments impact student outcomes within a science classroom

Abstract

Formative Assessments (FAs) help inform teachers of best practices, a student's level of understanding, and help provide predictions for a given standard throughout a unit. The use of Next Generation Science Standards (NGSS) aligned with FAs allows teachers to anticipate student outcomes concurrently while the unit is being taught. This study's purpose is to observe and test the use of incorporating NGSS aligned FAs to increase teacher clarity, responsiveness, and student outcomes within a genetics unit at Skyline High School. Students took a pre-assessment to identify their baseline understanding of genetics. Five FAs were provided to inform teacher strategies and practices to effect change in student understanding and defined outcomes over the course of delivery of the unit. Post-assessment results displayed an increase in student understanding and teacher self-reported responsiveness to address established concerns. A Teacher Journal posed five questions to allow reflection and track the teacher's classroom experience. The collected data was analyzed using a mixed methods approach to determine overall student and teacher growth. NGSS FAs were beneficial in addressing outcomes, responsiveness, and clarity by increasing awareness and adaptability. FAs promoted educator and student engagement, encouraged self-reflection through the educator's lens, and enhanced information accessibility, application, and retention of subject matter. Pedagogically FAs are useful and can help provide predictions of student understanding for all content curriculums.