Assessment within DRiVe: A Case Study

Launching the unit,  R.J. Johnston crafted an engaging lesson around the classic "candle in a jar" experiment. With their classroom filled with youthful anticipation, they lit the candle and watched students lean in, wide-eyed and curious. "Observe closely,” they encouraged, guiding them through each step as the jar was carefully placed over the flame. The flickering light and the resulting extinguishment ignited questions in the students’ minds, as they captured observations on sticky notes for the "Observe and Infer" organizers.

In the Replicate phase, smiles erupted around the room as students grouped together, eager to recreate the experiment.  R.J. moved thoughtfully among them, helping here, observing there. With each group, they noted the intricacies of techniques—the moments of teamwork, the stumbles in measurement, and the bursts of insight. Students who struggled to measure water levels became clear focal points for future lessons, while those who excelled displayed a confidence that filled R.J. with pride.

With the foundation laid, the class transitioned to the Investigate phase.  R.J. Johnston's heart raced at what lay ahead. "Let’s think critically," they urged, encouraging students to brainstorm questions about the experiment. Armed with “Wonder DRiVe” organizers, students categorized their queries, excitement practically radiating from the young faces as they explored air pressure and gas properties.

As students dove into research, R.J. embraced the role of facilitator, supporting those who needed extra structure while championing those ready to explore independently. Every glance at students’ notes revealed burgeoning scientific minds grasping for connections between concepts. The depth of the inquiry sparked joy—these kids were beginning to understand that science was not just a set of rules, but a vast landscape to explore.

Eager to guide students further,  R.J. Johnston introduced the PEOE (Predict, Explain, Observe, Explain) method, hoping to inspire them to think critically about their findings. They were challenged to vary the time the jar remained above the candle and to predict how that would affect the water level in the jar.

Using the PEOE organizers, predictions were documented and explanations were crafted, drawing from prior knowledge and research to support ideas. Watching them engage passionately in this process filled R.J. with a sense of accomplishment. R.J. observed as students who previously struggled with concepts of energy and particles began relating their predictions to real-world scenarios, while others needed further encouragement—a challenge this teacher accepted with open arms.

For the final evaluation,  R.J. Johnston decided to break free from the typical tests and quizzes that had dominated their own schooling. Instead, R.J. offered students choices. Students conducted another PEvOE with a new set of variables. R.J. used the graphic organizers as physical evidence of understanding process and content. RJ also observed what students were doing and saying throughout the process. This empowered approach aligned perfectly with this teacher’s commitment to honoring each student’s unique strengths.

With a rubric in hand, R.J. evaluated not just accuracy but the entire inquiry process; as it was happening in front of him—how students formulated questions, designed experiments, analyzed data, and articulated their findings. For students who had previously struggled but showed significant growth during the unit, this was their moment to shine.

Recognition for effort, improvement, and deep understanding became the new currency in the classroom, transforming grades from mere numbers into reflections of personal journeys.