Learning Science and Mathematics (LSM) Journal Vol.1, Issue 17, pp 1-19
Alternative Assessment in an Inquiry Based Classroom using 5E Model
Ruzanna Zainal Abidin1, Sharfuddin Abdul Shukor2, Nelson Cyril
Received first draft 24 August 2021. Received reports from first and second reviewers (2 September 2021 and 9 January 2022).
Received revised draft 13 December 2022.
Accepted to publish 19 December 2022.
Abstract
Purpose and Research Question - The study describes the use of alternative assessment in a science classroom using the 5E model. The use of alternative assessment is seen as an alternative approach against traditional assessment harnessing on rote learning capabilities of students. This use of alternative assessment is believed to correctly measure students’ comprehension of science concepts using inquiry based science learning (IBSL).
Methodology – This study Year 6 students from Brunei Darussalam. The samples comprised of 20 students. A 5E lesson plan was introduced for a Physics topic of electricity. The lesson plan contained detailed activities for students learning.
Findings – The analyses showed that generally students had positive learning using the 5E model. Students were observed to be able to identify the basic components and symbols of a simple electric circuit, they were able to build their own simple electric circuit and sketch a complete simple electric circuit with the correct components and symbols. The lesson followed a consistent sequence where the teacher introduces a topic where the goal is to briefly generate interest, activate prior knowledge, or link to the day’s activities to what has come before (engage). Next, in their own small groups, the students did a hands-on exploration where collaboration with peers is encouraged (explore). Finally, the students were given opportunities to reflect and discuss with the teacher on what they have observed, share ideas and data, and reflect on the day’s activities.
Significance and Contribution in Line with Philosophy of LSM Journal - This article illustrates lesson exemplar piloted with findings that could be used as a tool to adopt a 5E instruction model in a science classroom utilizing alternative assessment rubrics. The research findings could also be used as springboard for further research exploring deeper alternative assessment and a number of rubrics in measuring students’ grasping of science concepts. Furthermore, the assessment rubric could be used to provide intervention in teachers’ training curriculum that would increase the interest of students in learning and exploring science.
Keywords: Alternative assessment; 5E model; Inquiry based science learning; ICT; Electric circuit
© 2022 SEAMEO RECSAM LSM Journal
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