Assessment for Learning in K-12 Science Departments: A Case Study

Abstract

This paper discusses the efforts of science departments in two secondary schools to implement data-driven decision making at the department level. It covers the first year of the process and identifies the successes and barriers to success experienced by the two departments. The catalyst for the change at each school was the department chair studying data analysis and applying the newly learned techniques to stimulate their science departments to study assessment data. The departments were surprised by some of their findings. For example, the faculty at one school found that their students performed poorly on one strand covered in the state’s science assessment. However, their data analysis showed that their students scored about equally well on each strand. The findings led both schools to consider and implement various changes. Both departments saw the need to use shorter and timelier formative assessments to drive instruction throughout the year. The departments encountered several barriers to using data-driven decision making to guide instruction. They found it easier to identify issues that needed to be addressed than implementing solutions.

Keywords

• evidence
• data interpretation
• formative education
• educational improvement
• communities of practice
• program effectiveness