OpenSciEd Assessment System
The OpenSciEd instructional model is focused on figuring out phenomena, students building ideas over time, taking risks, revising their thinking, and working collaboratively. The assessments are designed to be aligned with that model. The system of assessments in OpenSciEd includes assessments with many different purposes that each support learning and sensemaking. OpenSciEd Opportunities for Assessment Purpose Pre Assessment
Description ● WHAT: Uncover the diverse sets of ideas that students bring with them to the instruction. ● WHEN: Typically found early in lesson sets.
Self Assessment
Peer Assessment
● Questions on DQB ● Entrance ticket ● Engaging in Classroom Discussions Self Assessment
● WHEN: Embedded in key places, usually after important discussions or assignments. Can be added anywhere throughout the unit.
● Self Assessment and Peer Feedback on Explanations
● WHAT: Students giving and receiving actionable feedback from each other. And then revising work based on that feedback.
● Peer Feedback Guide
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WHAT: Conducted during the course of instruction to adjust and monitor teaching and learning.
● WHEN: Built into every lesson of the unit.
Summative Assessment
● Initial Models
● WHAT: Students reflect on their learning, behaviors, and growth.
● WHEN: As part of assignments that elicit complex and diverse ideas where not all student work is the same. Formative Assessment
Examples
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WHAT: Evaluate what students have learned at a point in time as a result of instruction.
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WHEN: Often at the end of each lesson set and end of the unit.
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● Teamwork Self Assessment
● Investigation Plan Peer Feedback ● Sticky note peer review ● Peer review with unit rubrics
● Individual or small group model ● Exit ticket ● Whole group discussion ● Progress Tracker ● Transfer Task ● Individual model ● Written explanation
May 2025
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