ASSESSMENT FOR THE PACIFIC STUDENT

    To assess the scientific and mathematical literacy of all Pacific students, today's assessments need to examine not only the basics of the past, but also each student's ability to think critically, analyze, investigate, and make inferences. These complex skills are at the heart of the Pacific Standards. As expectations for students' achievement in mathematics and science expand, additional forms of assessment are required.

    Quality assessment furthers the achievement of scientific and mathematical literacy. Quality assessment:

    • is an ongoing process linking student growth in learning, classroom instructional practices, and information gathered for decision making,
    • communicates to students the mathematics and science (knowledge, capabilities, and values) principles that are important,
    • supports the continued mathematics and science learning of each student,
    • is nonjudgmental and provides feed forward,
    • enables teachers to have better understanding of their students,
    • enables parents to have a clearer understanding of their children's learning,
    • enables parents to play a greater role in the schooling of their children as they participate in the assessment process.

    Quality assessment provides opportunities for students to:

    • reflect and evaluate their own progress and learning,
    • take responsibility for their own learning,
    • engage in critical and creative thinking,
    • develop high self-esteem,
    • understand the key characteristics of quality work,
    • compare the current level of their work with standards of excellence.

    Quality assessment of student learning leads to changes in many components of education systems, including:

    • teacher preparation,
    • resource allocations,
    • program characteristics,
    • policies.

    Assessment in Action

    The following classroom story from Hawai`i illustrates assessment as a part of instruction. In the story, students work in collaborative groups, use a variety of mathematical skills and multiple intelligences, and communicate ideas in ways that demonstrate evidence of their learning.

    Keoni dropped the M&Ms on his desk looking for two pieces of data: the number of M&Ms in his package of candy, and the number of red M&Ms. The three other students in his group watched intently, then began to follow the same procedure with their packages. Keoni proudly announced he had 10 red candies out of 32. Karen answered with 8 out of 36. Miss Terri asked the question: "If the M&Ms from each person's package were mixed up and put back in the package and then only one M&M was drawn, which person in your group would have the best chance of drawing a red candy and why?"

    The search was on! Methods were discussed, charts and diagrams were made. Explanations were written. Miss Terri circulated among the groups listening for students' comments, asking questions when necessary to probe and extend students' thinking. Encouraging participation by all group members, she observed students' behavior and kept notes relating to student contributions to their group. She was aware of the productive ways students chose to reach their goal. Presentations to the class followed with the groups showing several ways to answer the questions. From the discussion and presentations, additional questions were raised about comparison of fractions and probabilities. Miss Terri planned to use these questions to begin class the next day. After school, Keoni beamed as Miss Terri discussed with his mother the contributions he made to his group and the class.

    -contributed by Jeanne Nelson, Kamehameha Schools, Honolulu, Hawai`i