Talk Nerdy to Me: Using Discussion as Formative Assessment in Science Class
Let’s face it—science class can get a little noisy. Between erupting volcano models and that one student who must tell you about their cousin’s tarantula, quiet isn’t always an option. But what if I told you that noise—specifically the structured kind—could be your secret superpower for formative assessment?
Enter: Discussion.
We often think of assessments as tests, quizzes, and exit tickets (and, yes, those have their place), but science discussions? They’re gold mines for understanding what your students really think. And not just what they remember from the textbook five minutes ago—but how they reason, connect ideas, and navigate uncertainty.
When students talk, especially in a well-facilitated setting, they reveal their conceptions, misconceptions, and the brilliant half-formed ideas that show they're engaging with the content. It’s like looking at the blueprint instead of the finished building—you get to see how the ideas are coming together in real time.
So how do you turn chatty chaos into insightful assessment?
1. Structure the Talk: Use routines like "Turn and Talk," "Four Corners," or "Science Seminar" to give discussions a clear purpose and shape. Ask open-ended questions that prompt explanation, not just recall. Think: “Why do you think that happened?” or “What would happen if we changed this variable?”
2. Listen Like a Scientist: While students talk, jot down notes—not just on what’s right or wrong, but on the thinking patterns you hear. Who is connecting cause and effect? Who is using evidence? Who is confusing heat with temperature (again)?
3. Normalize Revision: Make it clear that changing your mind in science is not only okay—it’s sciencey. Encourage students to build on, disagree with, or revise each other’s ideas respectfully. These moments of productive struggle are where real learning happens.
4. Reflect & Act: After the discussion, bring the class back together and reflect on the big ideas that emerged. Use what you learned to plan next steps: reteach a concept, revisit a phenomenon, or celebrate a conceptual breakthrough.
The beauty of discussion as formative assessment is that it doesn't add something extra to your already packed day—it transforms something you’re already doing into a tool for deeper understanding. Plus, there’s nothing quite like hearing a five-year-old say, “I think the shadow moved because the Earth rotated.”
So go ahead. Get your students talking. And while they do, listen closely—not just for what they say, but for the thinking behind it. You might be surprised by what you discover.
3 Resources to Dig Deeper…
Clipboard Cruising Template (Einstein Project)
OpenSciEd Class Composite Lesson 1 + 2 Rubric and Class Composite: Initial Model (Einstein Project)
Discussion Planning Tool (OpenSciEd)
2 Questions to Ponder & Discuss
How do I currently track what students say during discussions—and is that system helping me notice learning trends?
How can I model active listening and respectful disagreement to elevate the quality of student conversations?
1 Action to Take
Create or adapt a simple discussion tracker to jot down student ideas, misconceptions, and reasoning patterns during class discussions.