1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

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

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

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

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

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

24. 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

25. 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