Literature Review

Literature Review
Bobbi Ross-Neier
National University
TED 690 Capstone
January 27, 2016

Author Note
Correspondence concerning this article should be addressed to Bobbi
Ross-Neier at 566 Dorena Drive, Newbury Park, CA 91320.
E-mail: bobbirossneier@gmail.com

Literature Review

Abstract

The following literature review discusses the use of science notebooks as

formative assessment. The article, Examining the Utility of Elementary Science
Notebooks for Formative Assessment Purposes, by Pamela Aschbacher and Alicia
Alonzo, from Educational Assessment (2006), explores the use of science notebooks,
for elementary science classes, to monitor their conceptual understanding. An
examination of methods of formative assessment and teacher professional development
related to formative assessment, along with professional experience from the author will
be presented.

Literature Review
Formative assessment is an ongoing process teachers use to continually monitor
student learning. According to the California Commission on Teacher Credentialing
(2013), [teachers] understand and use a variety of informal and formal, as well as
formative and summative assessments, at varying levels of cognitive demand to
determine students progress and plan instruction (pg. 12). The article, Examining the
Utility of Elementary Science Notebooks for Formative Assessment Purposes, by
Pamela Aschbacher and Alicia Alonzo, from Educational Assessment (2006), explores
the use of science notebooks, for elementary science classes, to monitor their
conceptual understanding. With evidence from this article, along with professional
experience, a review of this literature will be presented.
Over a period of three years and within four different school districts the authors
of the article examined the use of science notebooks as a means of formative
assessment. A collaborative team of science coordinators, teachers, scientists, and
researchers developed and studied several iterations of a model for notebook design
and implementation to accompany the fourth- and fifth-grade hands-on inquiry science
curricula used in these districts (Aschbacher & Alonzo, 2006, pg. 182). During this time
period, the participating teachers were provided professional development in the form of
workshops and study groups to better understand the science curriculum and discuss
notebook implementation. Its purpose is to determine what the student understands and
why, so that teaching and learning may be optimized (Aschbacher & Alonzo, 2006, pg.
180).

Literature Review
Aschbachers and Alonzos study of implementing the science notebooks noted
that there were varying degrees of instruction provided by the teachers including
minimal, low and moderate. Over arching was that the concept of time was a major
contributor as to the reason why notebooks were not used or as to why they were not
completed. However, according to Aschbacher and Alonzo (2006), [their] data indicate
that two additional factors represent fundamental challenges to teachers use of science
notebooks to monitor students development of conceptual understanding: (a) lack of
knowledge of the science content and learning goals of each lesson, and (b) the view
that their primary responsibility is covering the curriculum rather than teaching for
conceptual understanding (pg. 197). Upon considering this data, if a teacher is lacking
in the content knowledge and the specific learning goals for a lesson, the teacher will be
unable to structure the notebook content in such a way that is easily understood by the
students. The teacher might overlook certain ways to frame the writing for the notebook
or provide the detailed drawings and explanations of the lessons.
After reviewing this article, the conclusion I have come to, as an educator, is the
importance of understanding the content in such a way as to be able to explain the big
ideas and key learning goals. However, knowing the learning goals is different than
teaching the lesson in a manner as to ensure the students are understanding and can
apply those learning goals. The nature of guidance that teachers provide students for
their notebook entries is influenced by teachers own knowledge of science content and
unit learning goals, as well as whether they feel responsible for student attainment of
specific goals rather than for just covering the curriculum (Aschbacher & Alonzo, 2006,
pg. 201). In my own teaching experience it is clear that the better my own content

Literature Review
knowledge, the better I am able to structure and teach the learning goals in a
meaningful, engaging and concise fashion for my class. If my teaching is vague or
unclear the students formative assessments will demonstrate this vagueness. Thus, the
more professional development and instructional strategies provided to teachers, along
with the time to collaborate and reflect on those trainings and strategies, the
effectiveness of science notebooks, or any subject, as a means of formative
assessment will be more accurate and meaningful.

Literature Review
References
California Commission on Teacher Credentialing (CTC) (2013). California Teaching
Performance Expectations. Retrieved on January 20, 2016 from:
http://www.ctc.ca.gov/educator-prep/standards/adopted-TPEs-2013.pdf

Aschbacher, P. & Alonzo, A. (2006). Examining the Utility of Elementary Science

Notebooks for Formative Assessment Purposes. Educational Assessment. 11(3
& 4): 179-203