Workshop #1 Writing Quality Formative and Performance Based Assessments for MS Science

Do you see assessment here?  Video excerpt Video excerpt  Video excerpt Video excerpt

FORMATIVE ASSESSMENT DEFINITION: Examining student thinking to make “sound” pedagogical decisions that will allow students to get closer to their learning goals Providing a formal structure for making judgments as to how well students are doing

FORMATIVE ASSESSMENT WHAT? Science content Process skills Scientific attitudes

FORMATIVE ASSESSMENT WHY? Gather evidence of student learning Use evidence gathered to decide next steps Provide feedback to students on how to move forward Help students understand the goals of their work Help students asses their own progress

FORMATIVE ASSESSMENT HOW? observe students as they work question students as they work ask students to communicate their thinking through drawings, words, actions, etc determine the context in which students are using the “vocabulary”

FORMATIVE ASSESSMENT WHEN? before the lesson during the lesson after the lesson requires careful thought and planning prior to the lesson should be “deliberate”, not an “add-on”

FORMATIVE ASSESSMENT STUDENT FEEDBACK STUDENT FEEDBACK helps students know how to improve their work helps students know “where” they are in terms of accomplishing their learning goals must be the “right” type should be about what is being learned students should be provided with opportunities to self- assess

Point of Most Significance What is the most significant point made so far?

FORMATIVE ASSESSMENT We need to be more deliberate in our collection of “evidence” for formative assessment. We need to be more deliberate in our collection of “evidence” for formative assessment.

Science Process Skills Observing Hypothesizing Predicting Planning and conducting investigations Interpreting Communicating Observing Hypothesizing Predicting Planning and conducting investigations Interpreting Communicating

Why? B. Apply process knowledge to make and interpret observations.  Measure materials using a variety of scales.  Describe relationships by making inferences and predictions.  Communicate, use space / time relationships, define operationally, raise questions, formulate hypotheses, test and experiment,  Design controlled experiments, recognize variables, and manipulate variables.  Interpret data, formulate models, design models, and produce solutions B. Apply process knowledge to make and interpret observations.  Measure materials using a variety of scales.  Describe relationships by making inferences and predictions.  Communicate, use space / time relationships, define operationally, raise questions, formulate hypotheses, test and experiment,  Design controlled experiments, recognize variables, and manipulate variables.  Interpret data, formulate models, design models, and produce solutions B Apply process knowledge and organize scientific and technological phenomena in varied ways. –Describe materials using precise quantitative and qualitative skills based on observations. –Develop appropriate scientific experiments: raising questions, formulating hypotheses, testing, controlled experiments, recognizing variables, manipulating variables, interpreting data, and producing solutions. –Use process skills to make inferences and predictions using collected information and to communicate, using space / time relationships, defining operationally B Apply process knowledge and organize scientific and technological phenomena in varied ways. –Describe materials using precise quantitative and qualitative skills based on observations. –Develop appropriate scientific experiments: raising questions, formulating hypotheses, testing, controlled experiments, recognizing variables, manipulating variables, interpreting data, and producing solutions. –Use process skills to make inferences and predictions using collected information and to communicate, using space / time relationships, defining operationally.

Observing: Using the senses and appropriate tools to gather information/collect evidence about an object, event or phenomenon –includes comparing and contrasting, classifying, measuring, and estimating. Observing: Using the senses and appropriate tools to gather information/collect evidence about an object, event or phenomenon –includes comparing and contrasting, classifying, measuring, and estimating. Hypothesizing: Giving a possible explanation, based on experience, of a phenomenon, event, or the nature of an object. A hypothesis is testable. A hypothesis is not the same things as a prediction. Hypothesizing: Giving a possible explanation, based on experience, of a phenomenon, event, or the nature of an object. A hypothesis is testable. A hypothesis is not the same things as a prediction.

Predicting: Forecasting the outcome of a specific future event based on a pattern of evidence or a hypothesis. A prediction based on a hypothesis can be used in planning a test of that hypothesis. (It is not a wild guess.) Predicting: Forecasting the outcome of a specific future event based on a pattern of evidence or a hypothesis. A prediction based on a hypothesis can be used in planning a test of that hypothesis. (It is not a wild guess.) Planning and Conducting Investigations: Designing an investigation that includes procedures to collect reliable data. Planning includes devising a way to test a hypothesis. includes identifying and controlling variables, and using measuring instruments. Planning and Conducting Investigations: Designing an investigation that includes procedures to collect reliable data. Planning includes devising a way to test a hypothesis. includes identifying and controlling variables, and using measuring instruments.

Interpreting: To infer and draw conclusions based on evidence Interpreting: To infer and draw conclusions based on evidence Communicating: To impart knowledge to others of observations, predictions, inferences, data, conclusions, etc – includes talking with a more knowledgeable person, using secondary sources, presenting reports, constructing data tables, and creating charts and graphs. Communicating: To impart knowledge to others of observations, predictions, inferences, data, conclusions, etc – includes talking with a more knowledgeable person, using secondary sources, presenting reports, constructing data tables, and creating charts and graphs. An experiment is only as good as the lab report that describes it. Sandra Mu/Getty Images

Look Back Activity  What I Learned ?  How I Learned It?