Unit 3: Looking at Student Work Learning Objectives Become aware of key components of quality classroom assessment aligned with on CCSS-ELA Literacy in Science. Learn to backward-design your instruction for quality student work. Learn a protocol for looking at student work. Use the analysis of student work to guide instruction and monitor student learning. 1

Prompt Think about your classroom assessments. What do you believe are elements of quality classroom assessment? 2

CAESL Assessment Knowledge Framework 3

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CAESL Assessment-Instruction Cycle 7

5.b Backward-Design 8

Backward-Design for Quality Student Work 1.What will students learn? –Determine learning goals: science and English-language arts 2.What will students do to demonstrate their learning? –Determine student work 3.How will I facilitate their learning? –Determine sequence of learning experiences 9

1 - Determine Learning Goals Science content learning goal Literacy strategy goal – Reading – Writing – Speaking and listening – Language 10

2 - Determine Student Work What will the learning look/sound like for science? What will the learning look/sound like for ELA? –What type of written text will reveal student thinking? –What type of reading text will add/challenge student thinking? –Are speaking and listening part of the student work? 11

8th Grade Expected Student Work Student work will indicate student understanding of the science learning goal: there are differences between physical and chemical changes in matter. Student work will be expressed through the ELA learning goal: Informational writing describing the differences between physical an chemical changes using evidence from the science experiment, reading, writing and discussion. 12

Student Work Example Continued Find appropriate literacy standards for the student work: Writing, Speaking/ Listening, Reading Informational Text, Language. Use the grade level example for writing text type. Work with a partner to determine what other ELA standards might be appropriate for this student work. Ask participants to share some of their ideas. Compare with the teacher’s ideas. 13

8 th Grade Example Writing: Text type #2 a-f; #4 clear and coherent; #8 relevant information from a variety of media; #9 draw evidence from text Reading: #1, #2, # 4, #9 informational text Language: #6 Academic language Speaking /listening: None for this student work 14

3 - Determine the Learning Sequence Design the types and order of the learning experiences to move students’ science understanding from their prior knowledge to the concept of the lesson. Use Lesson Sequence TemplateLesson Sequence Template 15

CAESL Assessment Knowledge Framework 16

CAESL Assessment-Instruction Cycle 17

Scoring Guide, not Grading Rubric Provides formative feedback for teacher to monitor and adjust instructions Based on Expected Student Responses (ESRs) enriched by descriptors/characteristics in student work 18

Developing a Scoring Guide for Formative Assessment 1.Develop Expected Student Responses (ESRs) for high, medium and low level responses in each component being assessed 2.Read student work 3.Sort into H, M, L piles 4.Determine descriptors/characteristics of the piles (are there MH, ML?) 5.Revise ESRs based on the descriptors/characteristics 6.Re-score student work using the scoring guide 19

Scoring Guide Components ComponentHighMediumLow Science Understanding Text Type Criteria Use of Academic Language Communicating Information 20

Scoring Guide ERSs ComponentHighMediumLow Science UnderstandingMakes clear that physical change results in the same mater while a chemic change results indifferent matter because atoms and molecules are re-arranged. List evidence for chemical changes (color, temperature, formation of precipitate, gas productions States that in a physical change matter stays the same; in a chemical change the matter changes Lists some evidence of chemical change Provides examples of physical and chemical change without explaining the change May or may not list evidence of chemical change Text Type (WHST6-8.2) 3-5 paragraph essay that includes:  introduction of chemical and physical change  comparison of the two changes citing evidence from text and experiments WITH multiple examples  appropriate and varied transitions  concluding paragraph that follows from the evidence provided 3-5 paragraph essay that includes:  introduction of chemical and physical change  comparison of the two changes citing evidence from text OR experiments WITH some examples  appropriate transitions  concluding paragraph that provides a summary Less than 3-5 paragraph essay with limited or no introduction of chemical and physical change  Weak if any comparison between the two types of changes  Weak transitions  Limited or no conclusions that is not supported by the evidence 21

Scoring Guide ERSs Continued ComponentHighMediumLow Use of Academic Language (L8.6) Uses the following academic appropriately: Properties; precipitate; phase change; reactants; products; atoms and molecules Mixes use of academic and common vocabulary such as: Precipitate and solid Product and new substance Uses very little or no appropriate academic vocabulary Communicating Information Links evidence to examples of chemical change and explains the production of new/different matter links evidence to examples of physical change in state, form or and explains why it is the same matter Lists evidence but doesn’t link it to a clear comparison between chemical and physical change. Comparison is not stated; very little or no evidence linked to comparison. 22

Modified Scoring Guide ComponentHighMediumLow Science Understanding PS 5a, c, d; 3b Makes clear that physical change results in the same mater while a chemic change results indifferent matter because atoms and molecules are re-arranged. List evidence for chemical changes (color, temperature, formation of precipitate, gas productions States that in a physical change matter stays the same; in a chemical change the matter changes Lists some evidence of chemical change Precipitation least mentioned Provides examples of physical and chemical change without explaining the change May or may not list evidence of chemical change Contains extraneous information about types of chemical reactions Text Type (WHST6-8.2) 3-5 paragraph essay that includes:  introduction of chemical and physical change  comparison of the two changes citing evidence from text and experiments WITH multiple examples  appropriate and varied transitions  concluding paragraph that follows from the evidence provided 3-5 paragraph essay that includes:  introduction of chemical and physical change  comparison of the two changes citing evidence from text OR experiments WITH some examples  appropriate transitions  concluding paragraph that provides a summary Less than 3-5 paragraph essay with limited or no introduction of chemical and physical change  Weak if any comparison between the two types of changes  Weak transitions  Limited or no conclusions that is not supported by the evidence First paragraph describes chemical but not physical change 23

Modified Scoring Guide Continued ComponentHighMediumLow Use of Academic Language (L8.6) Uses the following academic appropriately: Properties; precipitate; phase change; reactants; products; atoms and molecules Mixes use of academic and common vocabulary such as: Precipitate and solid Product and new substance Uses very little or no appropriate academic vocabulary Includes endothermic and exothermic without explanation Communicating Information Links evidence to examples of chemical change and explains the production of new/different matter links evidence to examples of physical change in state, form or and explains why it is the same matter Lists evidence but doesn’t link it to a clear comparison between chemical and physical change. Comparison is not stated; very little or no evidence linked to comparison. Not focused on chemical and physical change; includes many things studied 24

Guide for Instruction Focus on the trends that describe low level responses. What is the specific instruction needed to move students up to the medium level? Consider both science content and literacy content. Focus on the trends that describe medium level responses. What is the specific instruction needed to move students up to the high level? Consider both science content and literacy content. Focus on the trends that describe high level responses. What is the specific instruction needed to extend student understanding. Consider both science content and literacy content. 25

LSW Protocol Review Identify quality learning goals and assessment tools Score student work Identify trends Specify instructional needs based on trend in data 26

On Your Own Think about a lesson or series of lessons you will be teaching soon. What is your science learning goal? ELA learning goal? Determine student work. How will it be expressed? Review the Literacy in Science Standards to select appropriate standards. Determine the ESRs for the science and literacy components of the scoring guide. Plan learning sequence 27