Why these test items? The test items are formulated in a way where the actual physical hands-on work will be the foundation and the testing will be the proof. For example a student will do research, listen to lectures, and be tested on preparing a slide, using the parts of a microscope, learning the anatomy of a cell, identifying the parts of physical cell, to understanding aspects of a cell processes and then the student will then perform the experiment accordingly.
I will lecture on the basics of the scientific method and when it was used. I will also provide the students with directions on how to isolate and dye a cheek cell. The first test part a student will write a brief essay on the scientific method which will be a recap of what they have learned in years prior
I assembled the testing in accordance with the activity. With the activity and test arranged it is as if the activity is a second test. For example I will use a matching test for the microscope prior to its use. Once the test is complete the students will have to identify the parts of the microscope when perform the experiment.
The third test on the cell will be a matching test where the student will have to recall the anatomy of a cell. In the test I will provide a word bank and have them match the appropriate words with the correct images of the cell's part. They will learn about the cell from lecture and research. When they put their cheek cells under a microscope they will then have to identify its anatomy again further carrying out the learning experience.
The last part of the test is an advanced concept the requires the understanding of chemistry. Because students might not have a background in chemistry I will make the test true/false. This test will show that a student shows that they understand the process and not necessarily the chemical equations that occur during Kreb's Cycle.
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