Project-based Learning and Authentic Assessment
within an Advanced Placement Biology Curriculum
Mark Stefanski
Note: this teacher’s work recently won a national award from the National Science Teachers of America. His work was based on his reading and work in Understanding by Design
Among the National Standards for assessment in science education is the provision that assessment tasks are authentic. Over the past 3 years, I’ve challenged myself to implement project-based learning and authentic assessments within the framework of the comprehensive AP Biology curriculum stipulated by the College Board (Advanced Placement Program Course Description, Biology, May 2000, May 2001). I have achieved significant success in this regard by relying on the major themes developed by the AP Biology Development Committee, using them as unifying constructs to assist students in organizing the vast amount of content in the curriculum. Also, I have taken the presenters at sanctioned AP Biology workshops at their word: “You don’t need to cover it all.” Rather, students can be well-prepared for the AP exam even if, at certain points of the year, some content areas are studied in greater depth.
I have developed an AP curriculum that includes a variety of innovations in support of project-based learning and authentic assessment. Some of these are modifications of the ideas initiated by colleagues, others are ideas of my own design. Throughout my course, I strive to nurture collaboration among students as they work in small groups; guide students in self assessment and use student data to reflect on and improve my teaching practice; structure the time available so that students are able to engage in extended investigations; enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community. Here I describe three specific projects that I have developed and implemented in my AP curriculum that help to attain the goals of project-based learning and authentic assessment.
Project 1: The Kansas School Board Letter Project
Soon after I first read about the August, 1999, decision on the part of the Kansas State Board of Education to virtually eliminate the scientific concept of evolution from its curriculum, I used the decision as an opportunity to help my AP students to learn more deeply about the scientific bases of the fact and theory of evolution by addressing the controversy head-on. For the past two years, to help establish evolution as the central unifying theme in biology in the initial weeks of the curriculum, I have guided students in completing what I call the Kansas School Board Letter Project. The goal of the project is this: at the end of a series of selected readings, lectures, interviews, independent research, discussions, and analyses, each student writes a letter to the Kansas State Board of Education advising them of the scientific basis for the inclusion of evolution in high school curricula, and, at the discretion of the student, he or she suggests that the board reevaluate its decision to delete mention of evolution in the Kansas statewide curriculum. The unit commences with students reading an August 12, 1999, New York Times news report describing the Kansas board’s decision. Students then begin to frame their letters by following a rubric for evaluating the letters’ content and quality. Every individual is provided with the same “core material” related to the important questions and issues. These resources include the class text, articles and video clips that explain the concept of evolution from the perspectives of scientists like Stephen J. Gould and Richard Dawkins, a search of relevant internet sites, and a phone conversation with paleontologist Kevin Padian from the University of California Museum of Paleontology.
At the same time, each class is divided into 4 groups, and each group is assigned the task of inquiring deeper into one of the following four areas: the nature of science; evidence for evolution; the theory of evolution; and the nature of the controversy. The results of each group’s research is placed on file at the school library’s reference desk so that it is available for use by all students. Students have a draft of their letter edited by other members of their group before a second draft is given to me. Students have an additional opportunity to modify the letter based upon my comments before it is mailed.
The letters not only prove to be useful and enlightening in assessing my students’ scientific understanding of evolution, but they reveal the wide diversity of student thoughts and beliefs on the topic. The processes of research and letter writing promote constructive discussions in and out of the classroom among those who tend to accept a scientific world view on the subject, and a variety of those who are creationists (the fact that there exists a diversity of creationist views is, in itself, an illuminating discovery for students). Over the past two years, as a result of this project, I have noted an increased understanding and tolerance for differing points of view on the topic.
This year we addressed our 36 letters to Harold Voth, chairperson of the Kansas State Board of Education, and Mr. Voth mailed to me a written response. The most significant piece of the response contained an invitation to continue our dialogue.
Project 2: An Animal Behavior Project
For the past 3 years, as a modification of projects other biology teachers have developed, I have required my AP students to choose a local animal, and periodically over a two month period, to closely watch what it does and how it interacts with its natural environment. While doing so, students are required to carefully record at least 4 hours of observations in a field notebook. To provide a biological context for their observations, I guide students in consulting the scientific literature in order to find out what other researchers have observed in their animal, and then challenge students to understand how these researchers have interpreted the results of their observations. In addition, I guide students in reading the chapter on animal behavior in their text. One essential task for the students is to explain the similarities and differences between their observations and those of others. A second essential task is, following their collection of observations, to write a report that includes a question that they have formulated about their animal’s behavior, to develop a hypothesis related to this question, and to design an experiment that tests their hypothesis. Although the students are not required to actually carry out the experiment, they are required to write a 4 to 5 page paper summarizing their findings, and to orally present this summary, including a description of their experiment, to a group of their peers. To aid students in locating and interpreting original research pertaining to their animal, we have taken field trips to the Natural Resource Library located at the California Academy of Sciences in San Francisco, and consulted with our own school librarian on skills in using electronic search engines.
I find this project particularly effective because it encourages students to experience the richness and excitement of understanding a local part of the natural world, it challenges them to accept and share responsibility for their own learning, and it helps familiarize them with science as a process.
Project 3: A Conference on Genetically Engineered Food
Last year I guided my AP students in presenting a Conference on Genetically Engineered Food to the Marin Academy community and the public at large. The purpose of the conference was to educate the community about the issues involved in this topic of current public interest and one that has broad ranging biological, economic, and social ramifications. Each of eight groups within the two my AP sections was responsible for presenting a particular facet of of the issue. The method of presentation was two-fold. The first piece for which each group was responsible was a poster that summarized their facet of the issue. The posters were initially displayed at the conference, and then displayed on the walls of our school’s lunch room during the days immediately following the conference. The second piece for which each group was responsible was a five minute oral presentation to the community on the actual conference date, held in our school’s Lecture Hall during one of our hour long lunch periods, complete with a variety of visual aids.
To prepare for the conference, students read a number of pertinent news articles in addition to the relevant chapters in their text ; performed laboratory exercises involving DNA extraction, gel electrophoresis, and bacterial transformation; critically analyzed a video claiming adverse effects of genetic technology on our food supply; visited relevant internet sites; and discussed a variety of topics pertaining to DNA and genetic engineering in general, and the genetic engineering of food in particular. Following these discussions, students formulated a list of questions that we e-mailed to Dr. Peggy Lemaux (UC Berkeley Researcher), the Monsanto Corporation, the Center for Ethics and Toxics, and the FDA. The responses from these parties were then incorporated into the student presentations.
The conference, attended by over 100 people, was an enormous success, and it drew critical acclaim from students, faculty, and the public. The students were proud of their presentations, and it was invaluable in reinforcing the AP themes of Continuity and Change, and Science, Society, and Technology.
I was gratified to learn that, following completion of my course, all 30 of my students earned a 3 or higher on the AP Exam in May, 2000. Eight of the 30 students earned a 4, and 14 of the 30 earned a 5. All of my project -based innovations can be implemented in other schools with minimum expense.