Session 08

Bringing Assessment and Evaluation Up to Speed With Inquiry Based Classroom Approaches to Learning

Last year at the OAPT conference I spoke with teachers anxious to bring more inquiry into their classroom. Many were already trying little bits and some were doing lots, but the conversations did not ever seem to extend into assessment and evaluation. Many teachers, using a largely inquiry based approach, relied on the "same old" end-of-unit numerical test or exam. The intension of this session would be to highlight some of the updated evaluation techniques in-line with the new focus on "thinking" and concepts, not solely numerical problem solving. I have tried a number of ideas, such as having time during an evaluation to partner and discuss/justify approaches and ideas. Others are doing this as well, such as Chris Meyer. Other methods involve ranking or TIPERs type tasks or having students design, conduct and analyze experiments. I believe this updated approach has been embraced with the new AP Physics 1 exam which hardly requires a calculator and focuses on students' conceptual understanding and ability to communicate ideas. In this session I will share what I - and others - have tried and what research suggests. Teachers will try a few methods with mini-tests written with some of these strategies.

Biography

Andrew has been teaching Physics, Math and Design Technology at BSS (The Bishop Strachan School) in Toronto since 2007. He is particularly interested in teaching through an inquiry and project based approach and is always looking for great new activities, demonstrations, ideas and projects to incorporate into his classes.