…but not fattening the cow
Keith S. Taber
A well-known Palestinian proverb reminds us that we do not fatten the cow simply by repeatedly weighing it. But, sadly, teachers and others working in education commonly get so fixated on assessment that it seems to become an end in itself.
A research study using P-O-E
I was reading a report of a study that adopted the predict-observe-explain, P-O-E, technique as a means to elicit "high school students' conceptions about acids and bases" (Kala, Yaman & Ayas, 2013, p.555). As the name suggests, P-O-E asks learners to make a prediction before observing some phenomenon, and then to explain their observations (something that can be specially valuable when the predictions are based on strongly held intuitions which are contrary to what actually happens).
Read about Predict-Observe-Explain
Kala and colleagues begin the introduction to their paper by stating that
"In any teaching or learning approach enlightened by constructivism, it is important to infer the students' ideas of what is already known"
Kala, Yaman & Ayas, 2013, p.555
Constructivism?
Constructivism is a perspective on learning that is informed by research into how people learn and a great many studies into student thinking and learning in science. A key point is how a learner's current knowledge and understanding influences how they make sense of teaching and what they go on to learn. Research shows it is very common for students to have 'alternative conceptions' of science topics, and often these conceptions either survive teaching or distort how it is understood.
The key point is that teachers who teach the science without regard to student thinking will often find that students retain their alternative ways of thinking, so constructivist teaching is teaching that takes into account and responds to the ideas about science topics that students bring to class.
Read about constructivist pedagogy
Assessment: summative, formative and diagnostic
If teachers are to take into account, engage with, and try to reshape, learners ideas about science topics, then they need to know what those ideas are. Now there is a vast literature reporting alternative conceptions in a wide range of science topics, spread across thousands or research reports – but no teacher could possibly find time to study them all. There are books which discuss many examples and highlight some of the most common alternative conceptions (including one of my own, Taber, 2014)
A book that describes and discusses a good many alternative conceptions – but by no means all!
However, in any class studying some particular topic there will nearly always be a spread of different alternative conceptions across the students – including some so idiosyncratic that they have never been reported in any literature. So, although reading about common misconceptions is certainly useful to prime teachers for what to look out for, teachers need to undertake diagnostic assessment to find out about the thinking of their own particular students.
There are many resources available to support teachers in diagnostic assessment, and some activities (such as using concept cartoons) that are especially useful at revealing student thinking.
Read about diagnostic assessment
Diagnostic assessment, assessment to inform teaching, is carried out at the start of a topic, before the teaching, to allow teachers to judge the learners' starting points and any alternative conceptions ('misconceptions') they may have. It can therefore be considered aligned to formative assessment ('assessment for learning') which is carried out as part of the learning process, rather than summative assessment (assessment of leaning) which is used after studying to check, score, grade and certify learning.
P-O-E as a learning activity…
P-O-E can best support learning in topics where it is known learners tend to have strongly held, but unhelpful, intuitions. The predict stage elicits students' expectations – which, when contrary to the scientific account, can be confounded by the observe step. The 'cognitive conflict' generated by seeing something unexpected (made more salient by having been asked to make a formal prediction) is thought to help students concentrate on that actual phenomena, and to provide 'epistemic relevance' (Taber, 2015).
Epistemic relevance refers to the idea that students are learning about things they are actually curious about, whereas for many students following a conventional science course must be experienced as being presented with the answers to a seemingly never-ending series questions that had never occurred to them in the first place.
Read about the Predict-Observe-Explain technique
Students are asked to provide an explanation for what they have observed which requires deeper engagement than just recording an observation. Developing explanations is a core scientific practice (and one which is needed before another core scientific practice – testing explanations – is possible).
Read about teaching about scientific explanations
To be most effective, P-O-E is carried out in small groups, as this encourages the sharing, challenging and justifying of ideas: the kind of dialogic activity thought to be powerful in supporting learners in developing their thinking, as well as practicing their skills in scientific argumentation. As part of dialogic teaching such an open-forum for learners' ideas is not an end in itself, but a preparatory stage for the teacher to marshal the different contributions and develop a convincing argument for how the best account of the phenomenon is the scientific account reflected in the curriculum.
Constructivist teaching is informed by learners' ideas, and therefore relies on their elicitation, but that elicitation is never the end in itself but is a precursor to a customised presentation of the canonical account.
Read about dialogic teaching and learning
…and as a diagnostic activity
Group work also has another function – if the activity is intended to support diagnostic assessment, then the teacher can move around the room listening in to the various discussions and so collecting valuable information on what students think and understand. When assessment is intended to inform teaching it does not need to be about students completing tests and teachers marking them – a key principle of formative assessment is that it occurs as a natural part of the teaching process. It can be based on productive learning activities, and does not need marks or grades – indeed as the point is to help students move on in their thinking, any kind of formal grading whilst learning is in progress would be inappropriate as well as a misuse of teacher time.
Probing students' understandings about acid-base chemistry
The constructivist model of learning applies to us all: students, teachers, professors, researchers. Given what I have written above about P-O-E, about diagnostic assessment, and dialogic approaches to learning, I approached Kala and colleagues' paper with expectations about how they would have carried out their project.
These authors do report that they were able to diagnose aspects of student thinking about acids and bases, and found some learning difficulties and alternative conceptions,
"it was observed that eight of the 27 students had the idea that the "pH of strong acids is the lowest every time," while two of the 27 students had the idea that "strong acids have a high pH." Furthermore, four of the 27 students wrote the idea that the "substance is strong to the extent to which it is burning," while one of the 27 students mentioned the idea that "different acids which have equal concentration have equal pH."
Kala, Yaman & Ayas, 2013, pp.562-3
The key feature seems to be that, as reported in previous research, students conflate acid concentration and acid strength (when it is possible to have a high concentration solution of a weak acid or a very dilute solution of a strong acid).
Yet some aspects of this study seemed out of alignment with the use of P-O-E.
The best research style?
One feature was the adoption of a positivistic approach to the analysis,
Although there has been no reported analyzing procedure for the POE, in this study, a different [sic] analyzing approach was offered taking into account students' level of understanding… Data gathered from the written responses to the POE tasks were analyzed and divided into six groups. In this context, while students' prediction were divided into two categories as being correct or wrong, reasons for predictions were divided into three categories as being correct, partially correct, or wrong.
Kala, Yaman & Ayas, 2013, pp.560
| Group | Prediction | Reasons |
| ❀ | correct | correct |
| ❁ | correct | partially correct |
| ✯ | correct | wrong |
| ✿ | wrong | correct |
| ❂ | wrong | partially correct |
| ✤ | wrong | wrong |
There is nothing inherently wrong with doing this, but it aligns the research with an approach that seems at odds with the thinking behind constructivist studies that are intended to interpret a learner's thinking in its own terms, rather than simply compare it with some standard. (I have explored this issue in some detail in a comparison of two research studies into students' conceptions of forces – see Taber, 2013, pp.58-66.)
In terms of research methodology we might say it seem to be conceptualised within the 'wrong' paradigm for this kind of work. It seems positivist (assuming data can be unambiguously fitted into clear categories), nomothetic (tied to 'norms' and canonical answers) and confirmatory (testing thinking as matching model responses or not), rather than interpretivist (seeking to understand student thinking in its own terms rather than just classifying it as right or wrong), idiographic (acknowledging that every learner's thinking is to some extent unique to them) and discovery (exploring nuances and sophistication, rather than simply deciding if something is acceptable or not).
Read about paradigms in educational research
The approach used seemed more suitable for investigating something in the science laboratory, than the complex, interactive, contextualised, and ongoing life of classroom teaching. Kala and colleagues describe their methodology as case study,
"The present study used a case study because it enables the giving of permission to make a searching investigation of an event, a fact, a situation, and an individual or a group…"
Kala, Yaman & Ayas, 2013, pp.558
A case study?
Case study is a naturalistc methodology (rather than involving an intervention, such as an experiment), and is idiographic, reflecting the value of studying the individual case. The case is one from among many instances of its kind (one lesson, one school, one examination paper, etc.), and is considered as a somewhat self contained entity yet one that is embedded in a context in which it is to some extent entangled (for example, what happens in a particular lesson is inevitably somewhat influenced by
- the earlier sequence of lessons that teacher taught that class {the history of that teacher with that class},
- the lessons the teacher and student came from immediately before this focal lesson,
- the school in which it takes place,
- the curriculum set out to be followed…)
Although a lesson can be understood as a bounded case (taking place in a particular room over a particular period of time involving a specified group of people) it cannot be isolated from the embedding context.
Read about case study methodology
Case study – study of one instance from among many
As case study is idiographic, and does not attempt to offer direct generalisation to other situations beyond that case, a case study should be reported with 'thick description' so a reader has a good mental image of the case (and can think about what makes it special – and so what makes it similar to, or different from, other instances the reader may be interested in). But that is lacking in Kala and colleagues' study, as they only tell readers,
"The sample in the present study consisted of 27 high school students who were enrolled in the science and mathematics track in an Anatolian high school in Trabzon, Turkey. The selected sample first studied the acid and base subject in the middle school (grades 6 – 8) in the eighth year. Later, the acid and base topic was studied in high school. The present study was implemented, based on the sample that completed the normal instruction on the acid and base topic."
Kala, Yaman & Ayas, 2013, pp.558-559
The reference to a sample can be understood as something of a 'reveal' of their natural sympathies – 'sample' is the language of positivist studies that assume a suitably chosen sample reflects a wider population of interest. In case study, a single case is selected and described rather than a population sampled. A reader is left to rather guess what population being sampled here, and indeed precisely what the 'case' is.
Clearly, Kala and colleagues elicited some useful information that could inform teaching, but I sensed that their approach would not have made optimal use of a learning activity (P-O-E) that can give insight into the richness, and, sometimes, subtlety of different students' ideas.
Individual work
Even more surprising was the researchers' choice to ask students to work individually without group discussion.
"The treatment was carried out individually with the sample by using worksheets."
Kala, Yaman & Ayas, 2013, p.559
This is a choice which would surely have compromised the potential of the teaching approach to allow learners to explore, and reveal, their thinking?
I wondered why the researchers had made this choice. As they were undertaking research, perhaps they thought it was a better way to collect data that they could readily analyse – but that seems to be choosing limited data that can be easily characterised over the richer data that engagement in dialogue would surely reveal?
Assessment habits
All became clear near the end of the study when, in the final paragraph, the reader is told,
"In the present study, the data collection instruments were used as an assessment method because the study was done at the end of the instruction/ [sic] on the acid and base topics."
Kala, Yaman & Ayas, 2013, p.571
So, it appears that the P-O-E activity, which is an effective way of generating the kind of rich but complex data that helps a teacher hone their teaching for a particular group, was being adopted, instead, as means of a summative assessment. This is presumably why the analysis focused on the degree of match to the canonical science, rather than engaging in interpreting the different ways of thinking in the class. Again presumably, this is why the highly valuable group aspect of the approach was dropped in favour of individual working – summative assessment needs to not only grade against norms, but do this on the basis of each individual's unaided work.
An activity which offers great potential for formative assessment (as it is a learning activity as well as a way of exploring student thinking); and that offers an authentic reflection of scientific practice (where ideas are presented, challenged, justified, and developed in response to criticism); and that is generally enjoyed by students because it is interactive and the predictions are 'low stakes' making for a fun learning session, was here re-purposed to be a means of assessing individual students once their study of a topic was completed.
Kala and colleagues certainly did identify some learning difficulties and alternative conceptions this way, and this allowed them to evaluate student learning. But I cannot help thinking an opportunity was lost here to explore how P-O-E can be used in a formative assessment mode to inform teaching:
- diagnostic assessment as formative assessment can inform more effective teaching
- diagnostic assessment as summative assessment only shows where teaching has failed
Yes, I agree that "in any teaching or learning approach enlightened by constructivism, it is important to infer the students' ideas of what is already known", but the point of that is to inform the teaching and so support student learning. What were Kala and colleagues going to do with their inferences about students ideas when they used the technique as "an assessment method … at the end of the instruction".
As the Palestinian adage goes, you do not fatten up the cow by weighing it, just as you do not facilitate learning simply by testing students. To mix my farmyard allusions, this seems to be a study of closing the barn door after the horse has already bolted.
Work cited
- Kala, N., Yaman, F., & Ayas, A. (2013). The effectiveness of predict-observe-explain technique in probing students' understanding about acid-base chemistry: a case for the concepts of pH, pOH, and strength. International Journal of Science and Mathematics Education, 11(3), 555-574. https://doi.org/10.1007/s10763-012-9354-z
- Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
- Taber, K. S. (2014). Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learners' Ideas. New York: Routledge.
- Taber, K. S. (2015). Epistemic relevance and learning chemistry in an academic context. In I. Eilks & A. Hofstein (Eds.), Relevant Chemistry Education: From Theory to Practice (pp. 79-100). Sense Publishers.
