Science Formative Assessment Probes Evaluation

The study examines the use of Page Keeley formative assessment probes in science lessons for Kindergarten through 5th grade students in a California public school district. Eight teachers across grades K–5 implemented 18 probes with 244 students before instruction to identify misconceptions and stimulate classroom discussions. Two teachers also used the probes as post-assessments, though they are not designed for this purpose.

The methodology involved pre- and post-assessment analysis using paired t-tests to measure changes in student knowledge. In one probe, ""Places Where Animals Live,"" correct responses increased from 21% to 85%, with results deemed extremely statistically significant (n = 32; t = 7.4833; p < 0.0001). In another probe, ""Places Plants Grow,"" correct responses rose from 50% to 78%, also statistically significant (n = 32; t = 2.7378; p = 0.0102). Teachers reported the probes were effective for identifying misconceptions, focusing instruction, and fostering deeper student conversations.

While the study demonstrated statistically significant positive effects, limitations include the small sample size, lack of a comparison group, and potential testing effects due to repeated use of the probes. Future research should use independent assessments to measure learning gains and provide teacher support materials.