Icbl Analysis

ICBL can be used as an instructional approach and assessment. Besides the three stages that align with scientific inquiry, the three-phase process of ICBL can be closely mapped to the features of authentic assessment as suggested by Wiggins (1998). In the problem posing phase, an unstructured problem in the form of a real-world case is given to the students for their analysis and problem creation. When they problem solve their proposed questions in the problem solving phase, teachers will guide students on applying knowledge and skills and exploration in the discipline. Finally, in peer persuasion, students will defend their findings and convince their peers. This emulates the challenges of communication practices in the scientific community,

Depending on the arrangement, real time feedback can be given to students to steer their direction. With clear criteria given at the beginning, coupled with teacher’s real time guidance, the students can self-assess and self-correct to deliver a quality piece of work (Wiggins, 1993).

Procedures

Target population and subject matter

The authentic assessment is designed for lower secondary science for the topic of Diffusion and Osmosis. This topic forms the foundational topic and encompasses the underlying principles behind many other advanced topics under the theme “Systems”. Therefore, it is critical to have a good grasp of the concepts in this topic in order to better understand the subsequent topics. With that in mind, the learning objectives of this authentic assessment include:

1) To understand the concepts of diffusion and osmosis and its application in real life

2) To carry out an investigation to illustrate how concepts of diffusion and osmosis can be used to solve a problem

3) To create a poster to communicate findings of investigation regarding diffusion and osmosis

Focus of the

In the first phase of ICBL, which is the problem posing phase, a case set in realistic context given to the students to kick start student-centered investigations. Each student reads it to identify potential issues. In this authentic assessment, the case narrative describes the interaction between a mother and a daughter in a familiar setting, on the different ways to keep vegetables fresh. The full case is provided in Appendix A for reference. The case provides the context and students need to question and identify problems. Teacher will guide students to use a case analysis worksheet, guiding them to consider their prior knowledge when documenting their opinion on this case. Students will also note things that are of personal interest, that they would like to know. An example of the case analysis sheet that incorporates the Know/Need to Know chart is shown in Appendix B. In this phrase, learners will construct new knowledge on top of prior experiences. In addition, the Know/Need to Know chart encourages students to share their prior knowledge and arouse their curiosity, thus creating some questions for further investigation. In groups, students will discuss and finalize the question(s) to investigate. The teacher will then guide them to do up a hypothesis based on their question. At the end of the lesson, the worksheet will be collected in order to monitor the students’ progress, and check