Assessment Technique	Function	Category
Questioning	After given some basic facts students should be able to apply deductive thinking skills to go one-step further. There are no wrong answers; the object is to get students to infer something that makes sense from what is given.	Placement
Walk around	Always used when students are working in groups at their desks and more often at the lab stations. This allows the students to ask me questions or me to give guidance. Usually I will make a few comments or suggestions and check back later to see where they take it.	Formative
Content related activities	Allow the students to practice on their own and reinforce class material. These are often math activities that verify the science.	Diagnostic
Quizzes	I give frequent quizzes in which I orally ask the questions and the students write the answers. These are only 10% of their grade and the main purpose is to get the students to keep up with the material.	Formative
Written Lab Reports	Reinforces scientific method and allows the student to express what they are learning in their own words. This assessment more than any other tells me which students are mastering science thinking skills.	Summative
Written tests	Mostly multiply choice tests but written at an application level. Being able to transfer the knowledge gained in class to a novel situation is stressed. Whenever math is applicable it is applied.	Summative
Lab practical tests	Performance assessment as students move from station to station. Given about 4 times a year and include things like measuring, correct lab usage and technique, making percent solutions. and identifying form and function for dissection tests.	Summative

I am currently reevaluating whether all of these assessments are appropriate and reliable for the task. I am designing a checklist to do this. Meanwhile I have considered the issue of revising assessments for diverse users. Since I follow the accommodations listed in each of my student’s IEP I have decided not to adjust my assessments at this time. I do not have any physically handicapped students or limited English proficiency students. I already allow all of my students to use an equation reference and a calculator. Although I am not actually adjusting my assessment instrument I am allowing special education students to have the test read and have extra time if it is so indicated on their IEP. However, I also allow other students who appear to be disadvantaged to ask me to read the question and I give them extra help if they come back during tutorial. They don’t have to have an IEP.