Assessment Ideas

When students interact with simulations, they are engaged in a very different type of learning that when they are reading. The goal of the PSI Sim™ designers was to promote the development of deeper, more personal ways of thinking about science. To help address the differences between rote memorization and interactive, inquiry-based methods for assessment purposes, we believe it is necessary to go beyond typical questioning strategies used in most text books. That is, different types of learning require different types of assessment. Of course, assessment must relate directly to program goals and course objectives.

You may find it convenient to use the PSI Sims™ themselves as part of assessment. For example, the teacher might set up a scenario in the PSI Sim™ and print it out along with a "What-if" or "What will happen now" question. Be warned that non-traditional questioning strategies need to be introduced carefully so that students "learn" that you expect them to think differently about their responses. It is wise to try out new assessment strategies with self-assessments before using them for grading purposes.

Let's consider some basic examples of alternate assessment strategies. In a rote learning assessment, a student might be asked to state a definition of "electrolyte". Another method of assessment might be to "give an example of an electrolyte and an example of a non-electrolyte." Perhaps the students might "draw a diagram of an electrolyte being used in a practical way." Another example might be, "what problems might arise in an experimental situation if a non-electrolyte were replaced with the electrolyte by accident." PSI Sims™ sometimes include real-time graphing components. In these cases, students might be asked to make connections between reading a meter and reading a graph. When should one be used rather than the other? PSI Sims™ often allow the student to manipulate more than one variable. Questions can be asked to see how the student would anticipate the result of modifying the two variables in certain ways, noting the relationship between the variables. The advantage of the PSI Sim™ in this case is that it offers a concrete, interactive example of the model.

Below we present concrete examples of a few types of assessment that you may find useful when using PSI Sims™.

Case Assessment

SCUBA divers today are starting to use a new kind of dive suit called a dry suit, which works by keeping air between the diver and the water. Consider what you learned about Polar Bears to give an explanation of why these new suits are constructed this way.

Comprehensive Achievement Test

Standing at the top of a ski slope you feel warm, but as you start
to ski downhill you feel much colder. This is an example of heat loss
by __________.

a. radiation b. conduction c. evaporation d. convection

Discrepant Event Assessment

There is an old wives' tale that says, "If you have cold feet, cover your head." Does this old maxim make sense? Why or why not?

Discussion: The old saying makes sense, since about half of your body's radiant energy is lost through your head. So, wearing an insulating hat will help your body retain heat.

Socratic Assessment

What do polar bears have that keeps them warm? What is it about these things that helps them stay warm.

Resonses: Fur, Blubber

You have heard that layers of clothing keep you warm. What is about about layering your clothes that keeps you warm?

Project-Based Assessment

Here is a simple experiment that can help you determine which insulators are better than others.

Materials:

  • a one-gallon (approximately)container
  • several trays of ice cubes
  • 4 quart size Ziploc or other sealable plastic bags
  • 2 cups of shortening or lard
  • A few materials that you predict would keep you warm, such as fur, cotton, or wool

Procedure

  1. Put shortening into a sealable plastic bag
  2. Take another sealable plastic bag, cover your hand with it and stick it in the blubber. Squish blubber around until it covers your hand (between the two bags. DO NOT TOUCH THE BLUBBER)
  3. Seal the two sealable bags to each other, so the blubber can’t get out.
  4. Seal another source of insulation (wool, cotton, what ever you are trying) between the other 2 Ziplocs in the same way. Dump the ice into the gallon container, and fill the rest with cold water.
  5. Put both Ziploc bags on your hand like mittens and put in ice water

What to notice:

Which hand feels warmer? Try the different insulators you predicted would work to compare with blubber. Which one do you think is the best insulator?