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piareround
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Right now, I am in student in graduate school MAT program, so I can be come a high school physics teacher. One of the things I am really struggling with is understanding and applying informal assessments.
I feel like if I had an example of an informal assessment in science or an example of how a science teacher documents their informal student observations, I would not struggle with this topic as much as I have so far this semester.
I am really interested in informal assessments. Eventually, I would like create an informal assessment to help grow my future students critical thinking skills. Can you guys help me better understand informal assessment in the contexts of physics education?
- Beyond simple student feedback, does anyone know of concrete examples of informal assessment in physics education? Is their a specific type of informal assessment you use an educator?
- During the informal assessment, do you use a checklist, rating scale, anedotal notes to record observations? Can you give an example or broad template of what a informal assessment checklist/rating scale/outline might look like for a science class or physics class?
- What are your thoughts on using informal assessments in the classroom? Do you see specific advantages or limitations?
I feel like if I had an example of an informal assessment in science or an example of how a science teacher documents their informal student observations, I would not struggle with this topic as much as I have so far this semester.
I am really interested in informal assessments. Eventually, I would like create an informal assessment to help grow my future students critical thinking skills. Can you guys help me better understand informal assessment in the contexts of physics education?
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