Is This on the Test? Assessment in STEM

Like all of our staffulty members, our STEM teachers are always looking for ways to innovate, deepen understanding, and ignite the interests of our students. This semester, several of our math and science teachers have been trying new assessment systems designed to evaluate students’ mastery of discrete ideas in a targeted way; others prefer to help students learn to maximize their results in a traditional points-based testing model. Experiencing a variety of different assessment systems helps our students to understand themselves as learners. 

The difference between a standards-based system and a traditional points-based system is that students are evaluated on very specific learning objectives, one at a time. For example, students might be graded on a set of problems specifically designed to test their ability to use the Pythagorean Theorem, rather than receiving a grade on a longer test of many concepts. 

Because many mathematical and scientific concepts build upon themselves as students progress through the curriculum, using a standards-based approach to assessment can help students stay on track and head off gaps in their understanding. 

Teachers using a standards-based approach report that articulating exactly what students are expected to learn and evaluating understanding of each concept in isolation helps students to clearly see what they need to focus on in order to improve their grades. Tackling each concept individually also gives students a big-picture view of the ways in which math and science skills connect and build upon one another. 

The teachers using a standards based approach—Dan Karbousky in Precalculus, Caitlin Duffy in Algebra II, Lisa Zavieh in Honors Precalculus, and Ramsey Mussallam in Biology and Chemistry—are finding it helps them to develop a stronger understanding of their students as learners, and it is also useful for providing context to parents. The granularity of the approach allows teachers to show students and parents exactly where an issue may lay if a student is struggling.

Classes that use this type of grading generally have a reassessment policy, so students can have another shot at tackling the concepts they missed (for a small grade penalty). This helps to foster a growth mindset—rather than framing struggle with a concept in definitive terms, students can see that with practice and work they can improve over time. In music, when a student attempts to master a piece of music, that student may focus on small elements of the piece, trying repeatedly until they are able to play each component masterfully. In some ways, this is what the reassessment approach allows.

Ramsey is using a slightly different tactic in his Biology and Chemistry courses; he is asking students to compile all of their work in a Metacognitive Portfolio. Rather than Ramsey recording grades in a class grade book, students are keeping track of their own progress in a Google spreadsheet. The sheet automatically highlights and color codes grades based on performance (9-10 in green, 8-7 in yellow, and 6-5 in red). Students see a matrix of colors that clearly communicates which standards they need to review for final assessments. In the same sheet, they are also compiling their classwork and written reflections about class reading assignments. With this system, students have a single place to go to gain awareness of their performance, build pride around their body of work, and develop appreciation for their readings, curated over the course of the year. You can read more about Ramsey’s approach on his blog.

Not all of our STEM teachers use a standards-based approach or offer reassessments. For example, Amber Greer does not use standards-based grading in her AP Statistics courses, because she feels that it’s important for students to be prepared for a college setting where they will not have the opportunity to retest. Standards-based assessment lends itself to some courses better than others, depending on the content. And in higher level STEM classes such as AP or AS courses, offering reassessment might make students more anxious; the accomplished STEM students who opt into these courses might be inclined to reassess based on every tiny mistake. 

If Amber notices that there is a concept or problem that the majority of the class seems to be missing, everyone in the class does get the chance to try again on that concept. In some cases, she has used a group discussion strategy to help students grapple with particularly thorny concepts. The students have a chance to explain and articulate their thinking, teaching one another and debating different ways to tackle difficult problems. 

As students experience different approaches to assessment, they learn different strategies that they can use to approach new content. This knowledge is applicable across disciplines, and it readies students for self-directed study in college and beyond. When students know how to prepare efficiently and effectively, how to break down complex ideas in ways that make sense to them, and how to advocate for themselves, they have the tools that they need for academic success.