Center for Gifted Education, The College of William and Mary, 2009 Clarion Module VI Assessment Center for Gifted Education, The College of William and Mary, 2009

Assessment FOR Learning All those activities undertaken by teachers and students [that] provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Black & Wiliam,“Inside the Black Box”, PDK, October, 1998 Center for Gifted Education, The College of William and Mary, 2009

Project Clarion Assessments Pre-assessments Used initially to plan instruction Science Logs, Projects, and Assessment “Look Fors” Used throughout lessons to inform instruction Post assessments Compared with pre-assessment scores to measure progress Center for Gifted Education, The College of William and Mary, 2009

Clarion Science Performance Assessments Pre- and Post-Assessments: Macro-concept Scientific investigative process Science concepts Center for Gifted Education, The College of William and Mary, 2009

The Role of Preassessment in Teaching and Learning To determine knowledge and skills in an area (functional level) To determine range of differences among learners (differentiation) To determine appropriate interventions for whole and subgroups To revise/refine instructional plans To rethink classroom management strategies Center for Gifted Education, The College of William and Mary, 2009

Pre-Post Assessment Activity for Change Draw a picture of something in your life that changes and show how it changes. Center for Gifted Education, The College of William and Mary, 2009

Pre-Post Assessment Activity for Change What is change? Create a web of what you understand about change by depicting ideas and how they relate in the circles provided. Center for Gifted Education, The College of William and Mary, 2009

Pre-Assessment of Systems Macro-Concept Give five examples of things that are “systems”. Draw one example of a system that you know. 3. Label at least five features of your system 4. What are three things you can say about all systems? All systems _________________________________________.  2009 Javits Project Clarion, Center for Gifted Education, College of William and Mary

Pre-Assessment of Scientific Investigative Process How would you study this question: Are plants attracted to sun? I predict that:__________________ Materials:_____________________ What steps would you take and in what order: What data do you want to collect and how should it be recorded? How do the data help you decide if your prediction is correct?  2009 Javits Project Clarion, Center for Gifted Education, College of William and Mary

Center for Gifted Education, The College of William and Mary, 2009 Activity for Lesson #5: Observe a plant and depict it as a system. Share with your lab partner or team. Boundaries Elements Inputs Outputs Interactions Center for Gifted Education, The College of William and Mary, 2009

Center for Gifted Education, The College of William and Mary, 2009 Follow-up question: How would adding the input of fertilizer affect the plant system? Center for Gifted Education, The College of William and Mary, 2009

Center for Gifted Education, The College of William and Mary, 2009

Who Stole the Principal’s Water? Dear Students, I went to the ocean this summer and brought back some ocean water as a souvenir. I walked in to my office this morning and the air conditioning was broken. In addition, all of my water was gone! My water dish was still in my office and this white powdery substance was in the bottom. I need your help to determine what happened. I know you’ve been thinking like scientists and studying matter. Did someone steal my water or is there a scientific explanation? Please let me know what you find out soon. Center for Gifted Education, The College of William and Mary, 2009

Center for Gifted Education, The College of William and Mary, 2009 Concluding Project Well, scientists, the time has come. I’m afraid we can’t wait any longer to begin planning Preservation Park. Queen Anne’s Island desperately needs a plan to protect and renew its natural resources. The Preservation Park planning committee will be meeting soon. You need to be ready to present your ideas to them. They are most interested in hearing about your plans for the soil, the preservation of natural resources, and the most environmentally friendly use of energy. Can’t wait to hear your ideas!! Center for Gifted Education, The College of William and Mary, 2009

Center for Gifted Education, The College of William and Mary, 2009 Pre-Assessment How would you do a fair test of this question? Are earthworms attracted to light? Tell how you would test this question. Be as scientific as you can as you write about your test. Write down the steps you would take to find out if earthworms like light. Center for Gifted Education, The College of William and Mary, 2009

Pre-Assessment Response First, I would put some earthworms in a container. There would be lights and some dirt. I would put several different earthworms in it. If more earthworms like the light than that would be right. If more didn’t like the light than that would be right. I would try this with about seven groups and decide if they like the light. Center for Gifted Education, The College of William and Mary, 2009

Post-Assessment Response How would you do a fair test of this question? Are bees attracted to diet cola? Tell how you would test this question. Be as scientific as you can as you write about your test. Write down the steps you would take to find out if bees like diet cola. Center for Gifted Education, The College of William and Mary, 2009

Center for Gifted Education, The College of William and Mary, 2009 Post-Test Response Materials: Diet Cola, 3 large containers, 3 small containers, 6 bees. Hypothesis: If you give bees diet cola then they will be attracted to it. Gather 6 bees, diet cola, 3 large containers, 3 small containers. Put 2 bees in each large container. Pour 5 ml of diet cola in each small container. Set the small container of diet cola in each large container that has bees in it. Watch and observe to see if the bees are attached to the diet cola. You should record if the bees like diet cola on a chart like below. Bees If they are attracted to Diet Cola 1. 2. 3. 4. 5. 6. Center for Gifted Education, The College of William and Mary, 2009 CFGE, 3rd Grade

Center for Gifted Education, The College of William and Mary, 2009

Center for Gifted Education, The College of William and Mary, 2009

Concept Map Pre-Assessment Center for Gifted Education, The College of William and Mary, 2009

Concept Map Post-Assessment Center for Gifted Education, The College of William and Mary, 2009

Sample Pre/Post Concept Maps Center for Gifted Education, The College of William and Mary, 2009

Center for Gifted Education, The College of William and Mary, 2009 It’s Your Turn… Center for Gifted Education, The College of William and Mary, 2009

Assessment conclusions: Assessments must be used primarily to provide students and teachers with feedback on classroom progress; they may be graded or ungraded. Pre-assessment allows teachers to gauge students’ prior knowledge, promoting differentiation. The pre- and post-assessment model allows all students to demonstrate growth, including those below grade level and above grade level. Rubrics are an excellent way to assess open-ended responses, such as experimental design. Center for Gifted Education College of William and Mary