Short Hands-On Tasks

Overview

Type of objectives

Conceptual understanding, discrete problem-solving skills

Number of students

Large group

Teacher prep time

Depends on the number and quality of the prompts required, usually more than one hour. Set-up time depends on the number of materials, but rarely less than two hours for an experienced person.

Class time

Generally one class period

Scoring time

Long or short

Scoring method

Checklist, analytic holistic, focused holistic

Possible problems

Equipment failures; test security; difficult to prepare prompts; difficult to collect appropriate materials; does not provide information on the ability of the student to apply known skills appropriately; equating tasks

Possible values

Exciting format for most students; demonstrates specific skill weaknesses

Frequently Asked Questions

What are short hands-on tasks?

Assessing the skills developed in science classes can be accomplished by using short hands-on tasks. Most science teachers will recognize this assessment delivery method as the lab practical. Short hands-on tasks, however, usually yield more information about student attainment of skills than the older lab practical which often focused on pure recall. This form of assessment can indicate that a student is proficient at a skill such as massing objects. However this assessment may not show that the student knows when to use a skill. This is a shortcoming of this form of assessment. Some short hands-on tasks center around a central problem or theme, but the tasks generally remain independent of each other. If the tasks must be done in sequence to reach some final conclusion then administration problems are compounded. These types of tasks can be integrated in with more traditional forms of testing. For example, a few students at a time can be allowed to move through 4 or 5 stations then return to their desks to complete a more traditional form of testing. Since the students are involved in a hands-on task they generally find this type of test more enjoyable than paper-and-pencil activities.

In order to develop this type of instrument, objectives must be carefully matched to appropriate tasks. Scoring rubrics must be developed that match the objectives. All of the tasks must require about the same amount of time. Security measures must be devised, materials collected, and instructions carefully written. Plans must be made so that the replacement of materials used at each station does not interfere with testing. Be prepared. Whatever can go wrong, will.

What is an example of a Short Hands-On Task and how can students be guided to its development?

The following is a booklet that would be provided to students completing this type of assessment.

Short Hands-on Tasks: Student Booklet

(Teacher notes appear in italics and would not appear in actual student booklet.)

In this test you will move to different stations where you will learn something about some aliens from a distant galaxy. You will have 5 minutes at each station to complete your work. Raise your hand if you need help at any time. Do NOT move until told to do so.

(You may want to follow the path the students will move so they get the idea of how to move. While preparing the stations you will need to provide multiple copies of the entire series of stations so that all students can take the test at the same time.)

Not everyone will start at station number one. Look at the station number. Turn your booklet to the station number that matches the station you are at now. You may begin.

Station 1

(Objective: To mass objects to the nearest gram. Scoring is based on accuracy of measurement. This station will have a penny, a dime, a balance, a ruler, and a beaker. The extra materials are there so the student can choose the appropriate equipment. There will be a sheet of paper (a place mat), titled Station 1, with the outline of each piece of equipment with a label inside of the outline. The outline allows you to locate missing pieces quickly. Each piece of the equipment should be placed on the paper in its proper place. Mark an arrow on the paper or another paper showing the direction the student will move.)

Be sure you are at station #1.

The aliens have only two different masses. Someone has reported that their masses are the same as the mass of a penny and a dime. Determine the mass of the penny and the dime. Record your answers below.

  • Mass of a penny:
  • Mass of a dime:

When you are finished, replace each set of materials in its correct position. You will be following the arrows to go to the next station but WAIT UNTIL YOUR TEACHER SAYS MOVE BEFORE GOING TO STATION 2.

Station 2

(Objective: To measure object length to the nearest millimeter. Scoring is based on the accuracy of the measurement. This station will have a centimeter ruler, a meter stick, an unsharpened pencil, some string, and a spring scale. Provide the same type of materials place mat and arrow as you did for station 1.)

Be sure you are at station #2.

The aliens come in two different heights. The short ones are the height of a new pencil. The tall ones are the height of the desk. Find the height of the aliens. Record your answers below.

  • Short alien:
  • Tall alien:

When you are finished, replace each set of materials in its correct position. You will be following the arrows to go to the next station but WAIT UNTIL YOUR TEACHER SAYS MOVE BEFORE GOING TO STATION 3.

Station 3

(Objective: To group objects and define the criteria for grouping. Scoring is based on the logic of the grouping. This station will have a small, medium, and large paper clip. A small, medium and large paper clip straightened. A small, medium and large clip with the center bent upward. A small, medium and large washer. Provide the same type of materials place mat and arrow as you did for station 1.)

Be sure you are at station #3.

In the bag are some food items the aliens brought with them. There are two different kinds of food. Separate the food into two groups. Fill in the chart below to how the two food groups are alike and how they are different.

Alike

Different

Put the alien food back in the bag.

When you are finished, replace each set of materials in its correct position. You will be following the arrows to go to the next station but WAIT UNTIL YOUR TEACHER SAYS MOVE BEFORE GOING TO STATION 4.

Station 4

(Objective: To draw conclusions and give supporting data. Scoring is based on the logic of the conclusion and supporting data. This station will have 3 different sized squares cut out of black felt with a small hole in the middle, 3 similar squares cut from cardboard with a small hole in the middle of each, and similar squares cut from an egg carton lid with a hole in the middle of each. The hole should be the same size in all of the squares. Provide the same type of materials place mat and arrow as you did for station 1.)

Be sure you are at station #4.

Look in the bag. The aliens have dropped some of their coins. Carefully study the shape of the coins. These coins are the only thing that can be picked up by the aliens. What do you think their hands must look like? Draw the shape of the alien hands. Then explain why you think this is the shape of the hand.

Put the alien coins back in the bag.

When you are finished, replace each set of materials in its correct position. You will be following the arrows to go to the next station but WAIT UNTIL YOUR TEACHER SAYS MOVE BEFORE GOING TO STATION 1.

(After all students have completed each of the stations have them answer the following question.)

RECOGNIZING ALIENS

After you have collected all of the information on the aliens draw a picture of the aliens. Use the information you have gathered to help you think about the aliens. Place your drawing below.

(Leave space for a drawing.)

After you have drawn your alien describe the evidence you have that your alien is drawn correctly. Describe other structures your alien has and tell how they might be useful on earth.

(Scoring for this section is based on the general holistic rubric.)

How does the teacher prepare for an assessment using Short Hands-On Tasks?

To prepare a series of short hands-on tasks, include the following:

  • stations that test at least 3 different skill objectives.

    (optional) Develop a scenario of interest to students to tie the stations together. No station can depend on the results of a previous station, unless students will all be starting on station one. This can occur if some students are at stations while others are working at their desks. Include a final activity linking all stations to the scenario. The final activity should not hinge on having the "right" answer on all of the stations.

  • stations that require about the same amount of time to complete.
  • a map of the room showing how students will move through the stations. Each set of stations must have the last station adjacent to the first station.
  • a list of materials and preparation instructions for each station
  • a student answer document
  • a plan for replacement of materials
  • a security plan
  • an estimated setup time

Outline the scoring criteria