In  EDCI 54900 gaining Competency 4 was culminated in the Research into Practice Project. In applying the technique of thinking critically and reflectively I observed that my students' science, technology, engineering and mathematics (STEM) learning process was dual in nature. In considering this aspect, I have identified the relationship of the integrative discipline to the broader field of education.

 

 I recognized that some students are stronger in particular areas of  individual content and may struggle to understand integrated concepts. Also, the way in which students learn material influences the way they receive information, impacting academic achievement. Students attain knowledge in different ways such as reading/written, auditory, visual, kinesthetic and multimodal aspects. This strategy necessitates that educators proceed with this information in the forefront of curriculum, instruction and assessment design by critically evaluating theory and practice

(Brown, 2022). Taking a systematic approach I wanted to practice a variety of learning experiences to extrapolate knowledge, student understanding of the combined subjects is made “meaningful” as it relates to current events. Abell & Volkman (2006) agree assessments are best utilized as “a tool for helping both students and teachers learn” what concepts of the subject are understood and applicable to life situations (p. 2). Research confirms that it is “meaningful” to investigate how teachers: carry out testing, analyze data, utilize student feedback options and identify with current educational trends (McMillan, 2003, p.35).

 

I realized that to challenge students during the next learning stages of  having met Competency 4 was to implement the Can You Survive an Asteroid Impact? Integrated STEM activity. My plan of action was systematic and included a multi-faceted strategy to STEM instruction. I recalled an article by  Kippers et al., (2018) that claimed gathering varied data literacy contributes in formulating actions that are conclusive, measurable, and informative in educating students. To apply this research theory and further understand the impact of asteroid impact on the environment and human health, students began with reading passages with related questions to answer. They participated in class discussions to share their responses. I incorporated a visual aspect by assigning the slide presentation, my next learning improvement strategy was focused on reading, written and audible modes. Next, students engage in a hand-on -exercise during the Acid From the Skies lab experiment. The class will perform acid tests on various items such as food, clothing and metal to learn of the effects. Having learned that student comprehension thrives under different pedagogies, I can evaluate their skill building throughout the class participation as they exchange results.

 

In facilitating Competency 4 goals, the Unit Assessment Project Assessments & Rubric Outline required that teacher groups utilize backward planning, interpret the objective of an integrated STEM unit, and produce a set of assessments that could be used to monitor student achievement and to verify whether unit goals were met. The STEM Unit Lesson I chose to highlight is Waves and Wave Properties from Teach Engineering.. This unit demonstrates the correlation of science and/or math to engineering concepts of wave characteristics. The subject material covers the electromagnetic spectrum and challenges students in making connections from learning wave anatomy, properties, how the human eye works and wave use in everyday tools. The goal of this STEM Unit is for students to apply the knowledge and understanding acquired to functional uses of waves technology. I believe the most concrete form of assessment would have to exhibit progression in learning of the material over time. The framework I believe would be most successful in accomplishing this is the Performance-Based Assessment. It offers a comprehensive outline of methods for determining student learning, strengths and areas of  needed improvement. With use of the Classroom Assessment Planning Sheet (Figure 1) I could use reflective measures to revise instruction according to the needs of my students, align assessments and provide feedback  to students and parents concerning progress (McTighe & Ferrara, 1994). Students must begin to develop competency in the importance of wave components and its ability to be a driving force in the 21rst century. STEM aptitude is described as the “ability to combine knowledge, skills and abilities (KSAs)” across various disciplines to solve real issues (Douglas et al., 2020,  pg. 234).  He also argues for STEM reform to be effective educational leaders must take a synergetic approach that includes standards, curriculum, instructions and assessments (Douglas et al., 2020).

 

Development of inclusive practices in my classroom were carried out in an organized manner. The pedagogy demonstrated purposeful lesson planning, instruction and assessment in applying Competency 4 skills. To align resources and materials different forms of assessments used for this unit are: Note taking/ Outlines, Worksheets (Math),Trade-n-Test, Activities, Closing Discussions, Posers & Brochures and Group Presentations. An example of an engineering connection made in this unit is The Three Color Mystery This design teaches students the link between the biology of the human eye and the physical science of  light  by creating a device to aid color blindness. The challenge is continued via Developing & Presenting Design Solutions : Waves Go Public!. Students are tasked with putting on the mindset of engineers by learning and implementing the engineering design process to ensure product usability to potential consumers. While this is a great effort at the modeling process as a whole I would also incorporate a more hands on approach at understanding wave propagation which determines what type of wave it is and its technological application.

 

What I would like to implement to elicit evidence to expound on students' level of understanding of wave systems is a more hands-on investigation in designing a traveling wave to visualize its anatomy at work. From past lab experience, this build can be completed and tested during three class periods. The first class period being used for concept, engineering instruction and student research. During the next step, students will create a large model wave from skewers and candy (ie. gummi bears) which are spaced evenly, attached to tape and hung from two points. Students can manipulate wavelength, amplitude, frequency, height and speed to study how energy travels, waves propagate, and other variables. Also math (physics) calculations can be used to determine the differences occurring with the wave  function changes. I  have included links below for the wave machine demonstration and Next Generation Science Standards (NGSS) website for related physics information.  I believe a visual demonstration of wave activity will help the students further understand waves components, their existence all around us in nature and the technology we use on a daily basis. If  the teaching of waves is made more relatable, its context is more meaningful to students and easier to comprehend.

 

In furthering Competency 4 targets, a Compare & Contrast Assessment Concept Map is designed and divided into tiers. The outline created displays how critical theory and practice can be evaluated to inform teaching and learning strategies. It also shows the connection of instruction, learning and testing methods that can be used with different content that inform teachers of best practices. The Concept Maps are representative of the two main types of assessment which occur at various stages during the learning process. They consist of Formative Assessments, Assessment for learning which gauges student learning throughout the unit of study. Students are observed as they gain knowledge and understanding of subject material. They may be given a pre-assessment in the form of a diagnostic test to determine pre-requisite knowledge and potential readiness of new concepts. Teachers also seek to learn of student interests to inspire achievement through including content that is more relatable. This promotes “meaningful learning” experiences. Different options of  Formative Assessments are listed which gives educators an indication of the learning that has occurred, areas of needed improvement and adjustment to instruction. Feedback given to students on their achievement helps students to learn strengths and weaknesses while focusing on improving learning outcomes. They also act as a guide for content modification and teaching techniques.

 

Summative Assessment, Assessment of learning shows proof of concept knowledge and mastery of skills. These types of testing occur at the close of a chapter or unit of study in the form of Unit or Chapter Review Test, They also include Midterm and Final Exams that evaluate student aptitude over the school year. However, they do offer insight into what has been learned at a particular point. Summative Assessments are also composed of tests that are considered data-driven, which influence policy initiatives impacting educational trends. Those examinations can consist of state, national and  “high stakes” assessments in which if performance measures are not met, the results may include: decreases in staffing, school programs, activities, and the threat of school closures. Studies also show excessive testing having a negative impact on student academic success, morale, and increased anxiety. Teachers have also reported issues of induced stress.

 

Upon reflection, both Formative and Summative Assessments are necessary for examining student achievement during learning. Purposeful use and alignment to instruction assist in developing a personal vision of inclusive educational practice. Research conducted indicates that teacher beliefs and values are paramount to assessment decision making (McMillan, 2003). Their professional decisions on improving student learning outcomes are guided by objectivity in grading to ensure fairness and equal opportunities for academic success. Students learn differently and careful thought into revision of assessments that are seamless within our instructional approach may prove beneficial for all.

I believe Assessments for learning at times can offer a clearer picture of how students are progressing as they advance toward learning outcomes. They also give teachers an opportunity to adjust teaching plans. Assessment of  learning offers a snapshot of where students are in their educational journey but is not a complete indicator of one's intelligence. It also is not capable of measuring skills, such as talents encompassed in the fine and performing arts, yet it does give a needed baseline to build upon for continued learning.

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References

 

Abell, S., & Volkman, M. (2006). Seamless Assessment in Science: A Guide for Elementary and 

Middle School Teachers. 

 

Brown, D. (2022). You learn one of these 5 ways (infographic) | inc.com. INC Newsletters. https://www.inc.com/damon-brown/you-learn-1-of-these-5-ways-guaranteed-infographic.html 

 

Douglas, K. A., Gane, B. D., Neumann, K., & Pellegrino, J. W. (2020). Contemporary methods of assessing integrated STEM competencies. In C. C. Johnson, M. J. Mohr-Schroeder, T. J. 

Reading & Resources: 

 

Kippers, W. B., Poortman, C. L., Schildkamp, K., & Visscher, A. J. (2018). Data literacy: What do educators learn and struggle with during a data use intervention? Studies in Educational Evaluation, 56, 21-31. https://doi.org/10.1016/j.stueduc.2017.11.001 

 

Moore, & L. D. English, Handbook of research on STEM education (pp. 234-254). 2020 Douglas et al Contemporary methods of assessing integrated stem competencies.pdf

 

McMillan, J. H. (2003). Understanding and improving teachers' classroom assessment decision making: Implications for theory and practice. Educational Measurement: Issues and Practice, 22(4), 34-43. DOI: 10.1111/j.1745-3992.2003.tb00142.x

 

McTighe, J., & Ferrara, S. (1994). Performance-based assessment in the classroom. Pennsylvania Educational Leadership, 4-16.