title: Formative assessment in science classrooms

authors: Cowie, Bronwen

abstract: This study investigated how formative assessment was perceived, experienced and accomplished by teachers and students in ten Year 7 to 10 science classrooms. The study was undertaken within and built on the findings of the Learning in Science Project (Assessment). An interpretive methodology using interviews and participant observation was employed. The study consisted of two phases. During the first phase, the teachers and at least three students of each teacher were interviewed and three classroom observations undertaken to ascertain views of formative assessment. In phase 2, case studies were developed of the formative assessment in the different classrooms. In addition, the teachers participated in eleven teacher development days, which were audio-taped and analysed. 

While the literature provided a definition and discussion of formative assessment relatively little research had explored student perceptions and experiences of formative assessment as an aspect of their everyday classroom life. The links between formative assessment and views of learning had received very little attention. The study provides empirical evidence that formative assessment is accomplished through situated teacher and student actions and interactions that involve the exchange, interpretation and action on information about student learning. It seems teachers and students are active and intentional participants in the process of formative assessment but not necessarily for the same purposes. Student perceptions that interactions could enhance their learning and harm their relationships with others and their view of themselves led them to consider both the possible benefit and the potential harm of disclosing their ideas to others (teachers and peers). Moreover, students indicated that whether they pursued learning or performance goals and how they perceived teacher assessment purposes influenced their purposes for and willingness to participate in assessment interactions. Cognition, affect, conation and relationships with others were experienced by the students as inextricably intertwined with their learning and the formative assessment of it. Thus, the findings indicate that formative assessment contributes to the meaning of being a student, learner, knower and peer and of being a teacher in the classroom.

The findings of the study support the view that formative assessment is a sociocultural activity that may be described and is accomplished along three interdependent planes of the classroom, interpersonal and personal activity and meaning (Rogoff, 1995). On the classroom plane, formative assessment is accomplished through a process of apprenticeship and influences what it means to be a student (and a teacher). On the interpersonal plane, formative assessment is accomplished through a process of guided participation and influences what is taken and counts as school science and hence what it means to be a student (of science) in a particular classroom. It shapes how students view themselves and each other in the social milieu of the classroom. On the personal plane it shapes the language students use and how they feel about themselves as learners and knowers of school science.

text: Formative assessment in science classrooms This study investigated how formative assessment was perceived, experienced and accomplished by teachers and students in ten Year 7 to 10 science classrooms. The study was undertaken within and built on the findings of the Learning in Science Project (Assessment). An interpretive methodology using interviews and participant observation was employed. The study consisted of two phases. During the first phase, the teachers and at least three students of each teacher were interviewed and three classroom observations undertaken to ascertain views of formative assessment. In phase 2, case studies were developed of the formative assessment in the different classrooms. In addition, the teachers participated in eleven teacher development days, which were audio-taped and analysed. 

While the literature provided a definition and discussion of formative assessment relatively little research had explored student perceptions and experiences of formative assessment as an aspect of their everyday classroom life. The links between formative assessment and views of learning had received very little attention. The study provides empirical evidence that formative assessment is accomplished through situated teacher and student actions and interactions that involve the exchange, interpretation and action on information about student learning. It seems teachers and students are active and intentional participants in the process of formative assessment but not necessarily for the same purposes. Student perceptions that interactions could enhance their learning and harm their relationships with others and their view of themselves led them to consider both the possible benefit and the potential harm of disclosing their ideas to others (teachers and peers). Moreover, students indicated that whether they pursued learning or performance goals and how they perceived teacher assessment purposes influenced their purposes for and willingness to participate in assessment interactions. Cognition, affect, conation and relationships with others were experienced by the students as inextricably intertwined with their learning and the formative assessment of it. Thus, the findings indicate that formative assessment contributes to the meaning of being a student, learner, knower and peer and of being a teacher in the classroom.

The findings of the study support the view that formative assessment is a sociocultural activity that may be described and is accomplished along three interdependent planes of the classroom, interpersonal and personal activity and meaning (Rogoff, 1995). On the classroom plane, formative assessment is accomplished through a process of apprenticeship and influences what it means to be a student (and a teacher). On the interpersonal plane, formative assessment is accomplished through a process of guided participation and influences what is taken and counts as school science and hence what it means to be a student (of science) in a particular classroom. It shapes how students view themselves and each other in the social milieu of the classroom. On the personal plane it shapes the language students use and how they feel about themselves as learners and knowers of school science.

year: 2000

title: Boat electrofishing survey of the lower Waikato River and its tributaries

authors: Hicks, Brendan J.

subjects: New Zealand

abstract: We conducted the first electrofishing boat survey of the lower Waikato River and its tributaries between 8 and 15 February 2005. We caught 2,915 fish comprising seven introduced and six native fish species in 5.63 km of fished length from a total of 27 sites. Assuming that the bow-mounted anodes caught fish within a 1 m radius, the width fished was 4 m, and the total area fished was 22,520 m² or 2.252 ha.
Common smelt were the most numerous species caught (mean density 9.3 fish 100 m⁻²), followed by koi carp (mean density 1.7 fish 100 m⁻²) and goldfish (mean density 1.4 fish 100 m⁻²). Relatively few longfin eels, trout, bullies, and torrentfish were caught. In addition, three koi carp-goldfish hybrids were caught.

Koi carp comprised 285 kg, or 69% (range 0-97% per site) of the 410 kg of fish caught. The majority of koi carp were caught in Zones 2-4, where they occurred in all habitats except mid-channel sand bars. Koi carp biomasses up to 124 g m⁻² were associated with willow fringed and macrophyte beds. Biomass is more accurate reflection of the potential ecological impact of koi carp than their density. 

Adult trout were found only in the confluence habitats of Zone 1; all were brown trout except for one rainbow trout caught at LW007. Grey mullet comprised the greatest biomass of any native fish species, and shortfin eels, through widespread, did not comprise a high biomass. Only one torrentfish was found; this small juvenile (36 mm TL) was caught on a mid-channel bar at Mercer (site LW035).

Koi carp size increased with distance downstream, suggesting that the upper zones were more important for rearing than the lower river. The mean biomass for koi carp for all sites was 16 g m⁻², but previous results suggest that 21-73% of the total population estimate is caught on the first removal, depending on water visibility. As we fished over the area at each site only once, the estimates in this survey represent a minimum abundance, and true population sizes are likely to be 1.4-4.8 times greater. Of ecological concern for the Waikato region is the dominance of the fish biomass by introduced koi carp, which have a deleterious impace on aquatic habitats.

The fish data have been entered into NIWA’s New Zealand Freshwater Fish Database as card numbers 25,836 to 25,862.

text: Boat electrofishing survey of the lower Waikato River and its tributaries We conducted the first electrofishing boat survey of the lower Waikato River and its tributaries between 8 and 15 February 2005. We caught 2,915 fish comprising seven introduced and six native fish species in 5.63 km of fished length from a total of 27 sites. Assuming that the bow-mounted anodes caught fish within a 1 m radius, the width fished was 4 m, and the total area fished was 22,520 m² or 2.252 ha.
Common smelt were the most numerous species caught (mean density 9.3 fish 100 m⁻²), followed by koi carp (mean density 1.7 fish 100 m⁻²) and goldfish (mean density 1.4 fish 100 m⁻²). Relatively few longfin eels, trout, bullies, and torrentfish were caught. In addition, three koi carp-goldfish hybrids were caught.

Koi carp comprised 285 kg, or 69% (range 0-97% per site) of the 410 kg of fish caught. The majority of koi carp were caught in Zones 2-4, where they occurred in all habitats except mid-channel sand bars. Koi carp biomasses up to 124 g m⁻² were associated with willow fringed and macrophyte beds. Biomass is more accurate reflection of the potential ecological impact of koi carp than their density. 

Adult trout were found only in the confluence habitats of Zone 1; all were brown trout except for one rainbow trout caught at LW007. Grey mullet comprised the greatest biomass of any native fish species, and shortfin eels, through widespread, did not comprise a high biomass. Only one torrentfish was found; this small juvenile (36 mm TL) was caught on a mid-channel bar at Mercer (site LW035).

Koi carp size increased with distance downstream, suggesting that the upper zones were more important for rearing than the lower river. The mean biomass for koi carp for all sites was 16 g m⁻², but previous results suggest that 21-73% of the total population estimate is caught on the first removal, depending on water visibility. As we fished over the area at each site only once, the estimates in this survey represent a minimum abundance, and true population sizes are likely to be 1.4-4.8 times greater. Of ecological concern for the Waikato region is the dominance of the fish biomass by introduced koi carp, which have a deleterious impace on aquatic habitats.

The fish data have been entered into NIWA’s New Zealand Freshwater Fish Database as card numbers 25,836 to 25,862.

year: 2005

title: Monitoring first year Maori students enrolled in selected Faculty of Arts and Social Sciences courses: A report prepared for the Dean of the Faculty of Arts and Social Sciences

authors: Levy, Michelle Patricia

subjects: maori students

abstract: Monitoring first year Maori Students Enrolled in Selected Faculty of Arts andSocial Sciences Courses. The total number of Maori students targeted by this project was 182, representing 93% of the total number of Maori students enrolled in Semester B level one courses. The majority of students participating in this initiative were first year students, although a small number of students taking 100 level courses were second, third or graduate year students. 11 Student views on the monitoring and support initiative Students were provided with the opportunity to comment on the monitoring and support initiative. All students contacted (49) recommended that this intervention continue for future first year Maori students enrolled in FASS.

text: Monitoring first year Maori students enrolled in selected Faculty of Arts and Social Sciences courses: A report prepared for the Dean of the Faculty of Arts and Social Sciences Monitoring first year Maori Students Enrolled in Selected Faculty of Arts andSocial Sciences Courses. The total number of Maori students targeted by this project was 182, representing 93% of the total number of Maori students enrolled in Semester B level one courses. The majority of students participating in this initiative were first year students, although a small number of students taking 100 level courses were second, third or graduate year students. 11 Student views on the monitoring and support initiative Students were provided with the opportunity to comment on the monitoring and support initiative. All students contacted (49) recommended that this intervention continue for future first year Maori students enrolled in FASS.

year: 2003-03-01