As teachers, it is important that we assess children’s learning to ascertain that they are gaining knowledge and constructing meaning. However, this assessment does not have to be done only through traditional testing. “Traditional testing usually assesses knowledge in a fragmented way rather than in the context of learning” (Koch, p. 311). Just as we design instruction in an authentic manner, so we must design assessment as well. The following are only a few of the ways we can authentically asses what children are thinking and learning.

Children can be encouraged to maintain science journals. Since a science journal reflects the individual student’s experience, teachers are given an in-depth look at the understanding and knowledge that may have been gained through a particular assignment. Even young children can keep a journal through the use of drawings while the older student can be encouraged to integrate their personal voice in their entries.

Another method to learn about children’s thinking is to conduct a science conversation with the student. If a trusting and caring relationship has been developed between student and teacher, a science conversation is an excellent way to communicate what has been learned. In addition, the student who struggles with written assessment may have an easier time communicating orally to his teacher. This allows us to determine what a child has actually learned, not how well he responds to a particular written assignment.

Station assessment is another hands-on method to gain information about children’s learning. Because students are interacting in a situation that matches the instructional activities of the classroom, the teacher can easily see how clearly a concept has been grasped and evaluate the students’ responses to the experience.

Student portfolios are also an invaluable tool to evaluate a student’s thinking. Because a portfolio contains not only the child’s work, but also his reason for selecting the work, teachers can gain insight into what the student found interesting or important about science.

There are many other authentic methods to assess our students learning. The National Science Education Standards state that assessment tasks are authentic when they ask students to apply their science knowledge and reasoning to “situations similar to those they will encounter in the world outside the classroom, as well as to situations that approximate how scientists do their work (National Research Council, 1996, p. 78). Whatever method of assessment we select, it is important to assess in the same way we teach - using meaningful experiences in real-world contexts.

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