Goals To understand assessment of student science learning. To learn about RIPTS Standard 9.

Rhode Island Professional Teaching Standards Standard 9. “Teachers use appropriate formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, to provide feedback, and to plan future instruction. RI Professional Teaching Standards (RIPTS)

Assessment is.. A process of making judgments about students’ learning in relation to the goals of learning. A process of making judgments about students’ learning in relation to the goals of learning. Judgments are reached by bringing together evidence which has been gathered. Judgments are reached by bringing together evidence which has been gathered.

Evaluation. Evaluation is the process of deciding on the worth of students’ work and results in a grade or mark on a report card.

Why Assess?. To help students current and future learning. To help students current and future learning. To find out in what areas students are making progress and what particular difficulties they are having. To find out in what areas students are making progress and what particular difficulties they are having. To provide encouraging feedback To provide encouraging feedback

6 5. Take Action –Improve Teaching & Learning 3. Gather Evidence 2. Develop Assessment Plan 1. Identify Unit SLOs 4. Interpret Results Process of Assessment

Assessment Plan

Major Purposes Diagnostic(Formal) Formative (Informal) Summative(Formal) Function/ How Used Placement, planning, and determining the presence or absence of skills and prior knowledge Feedback to student on learning and to teachers on instruction; assist teacher decision-making Grading of students’ achievements and behaviors and reporting of performance. When Used At the beginning of a unit/lesson, semester, or year, or during instruction when a student is having problems During instruction At the end of the unit, grading period How is Evidence Collected Standardized diagnostic tests; observations, teacher checklists, pre- assessments Different types of student work; scientists notebooks; homework; assignments; quizzes Portfolio, Performance, Final Exam Scoring Norm- and criterion referenced; rubric Criterion-referenced; criteria lists; rubrics Norm - or criterion- reference; rubrics Modification of Table Arends, p 226

What will you pre-assess? -Three Key Elements: Science Content Scientific Thinking Science Skills - Dispositions Towards Learning Science - Interests, Talents, Abilities

Develop a Rubric

Target Criteria Illustrations and Diagrams…p. 32 Data Tables …………………...p. 34 Written Observation………….p. 35 Box and T Chart…………….. p. 48 Written Comparison………… p. 48 Graph …………………………..p. 68 Conclusion ……………………p.72 Prediction ……………………..p. 74

1. Science Content – Academic Prompts (Concepts) – Selected Response (Facts) 2. Scientific Thinking – Performance 3. Science Skills – Performance. Selecting Types of Assessments

Design a Pre-Assessment Relate to “Unit Student Learning Objectives” Relate to “Unit Student Learning Objectives” Include different ways learners can communicate during pre-assessment- write, draw, show, speak. Include different ways learners can communicate during pre-assessment- write, draw, show, speak. Consider using visuals to prompt thinking (e.g., photo, drawing). Consider using visuals to prompt thinking (e.g., photo, drawing). Use the phrase “do you think” in questions. Use the phrase “do you think” in questions.

Suggestions for Conducting Pre-Assessments Establish trust. “This is not a test.” Establish trust. “This is not a test.” Explain the purpose.”I want to know more about what and how you think.” Explain the purpose.”I want to know more about what and how you think.” Use effective questioning/responding. Use effective questioning/responding. Have students communicate in different ways: write, draw, show, and speak. Have students communicate in different ways: write, draw, show, and speak. Avoid explaining the topic. After the assessment is over, tell the students that they will learn more about the topic by learning new skills, investigating, engaging in presentations. Avoid explaining the topic. After the assessment is over, tell the students that they will learn more about the topic by learning new skills, investigating, engaging in presentations.

Tell me about some of your FAVORITES During recess, I like to play these games ….. During recess, I like to play these games ….. My favorite food is….. My favorite food is….. My favorite television show is…. My favorite television show is…. My favorite sports team is…. My favorite sports team is…. My favorite book is …. My favorite book is ….

Brief Constructed Response 1. WRITE: I like to learn science by... I like to learn science by... I’d like to learn more about this topic in science... I’d like to learn more about this topic in science DRAW a picture of how you like to learn science.

Selected Response Dispositions Towards Learning 1. How do you feel when the teacher says it's time for science? 2. How do you feel when are able to write and draw your thinking in your scientist notebook? 3. How do you feel when you are able to conduct an experiment in science? 4. How do you feel when you are able to read about science? 5. How do you feel when you are able to watch a science video?

Selected Response – True/False What do you KNOW about Living Things? True or False? 1. A rock is a living thing. Explain your answer. 2. A plant is a living thing. Explain your answer. 3. An animal is a living thing. Explain your answer. 4. A seed is a living thing. Explain your answer. 5. An bird egg is a living thing. Explain your answer.

Brief Constructed Response What do you KNOW about Living Things ? DRAW a living thing. WRITE: It is living because ….

Selected Response – Multiple Choice Which is the larva stage of this insect? Word Bank Adult Larva Egg Pupa D B C A

All About (TOPIC) KWAL What do I think I know? What do I wonder about? What actions can we take What have I learned?

K NOW What do you think you know about LIVING THINGS? Prompts to Guide Students’ Thinking: 1. What are names of living things you know? 2. What do you think makes something alive? 2. What do biologists do? How do they investigate? K - W - A - L

K NOW What do you think you know about living things? ---- K - W - A - L

W ONDER What do you wonder about living things? Prompts to Guide Students Thinking: Scientists are curious. They desire knowledge. They ask questions to investigate. 1. What do you want to know more about? 2. What are you curious about? K - W - A - L

W ONDER What do you wonder about living things? ---- K - W - A - L

A CTION What actions can you take to learn about living things? Prompts to Guide Students Thinking: Scientists use different learning strategies when they study. 1. What actions can we take to learn about living things? 2. How can we learn more about living things? 3. Where could we go to find information or answers to our questions about living things? K - W - A - L

A CTION What do you wonder about living things? ---- K - W - A - L

Using a KWAL Chart Complete K-W-A for a pre-assessment. Complete K-W-A for a pre-assessment. Complete the L as you learn new knowledge. Complete the L as you learn new knowledge. As you learn knowledge and take action, put a check next to the ideas in the K-W-A columns--to confirm that they have been addressed or used. As you learn knowledge and take action, put a check next to the ideas in the K-W-A columns--to confirm that they have been addressed or used. Add ideas to the columns as they arise during the unit. Add ideas to the columns as they arise during the unit. Post the chart in the classroom. Post the chart in the classroom. Consider the idea of students keeping individual KWAL charts. Consider the idea of students keeping individual KWAL charts.

Type of Assessment: Concept Map Concept Map Structures of Life WORD BANK Animals Plants Organism Seeds Crayfish Living Things

Type of Assessment: Concept Map – Living Things WORD BANK Animals Cows Dogs Grasses Living Things Plants Animals Cows Grasses Living Things Dogs

Type of Assessment: Concept Map – Living Things Plants CowsGrasses Animals Living Things Dogs are eat

Spice it up with Foldables

Two Tab Foldable

Type of Assessment Concept Cartoon What Do you Think? A. If we plant the flower, it will grow into a new plant. B.If we plant the seeds, they will grow into a new plant. C. If we chop the root into pieces each piece will grow into a new plant. D. If we chop the stem into pieces each piece will grow into a new plant. A.A. B C D

I think the seeds will get heavier as they grow. I think the seeds will get lighter as they grow.. I think the seeds will stay the same weight. A B C What do you think?