1. Unit 3: Looking at Student Work Learning Objectives Become aware of key components of quality classroom assessment aligned with on CCSS for ELA/Literacy. 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

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

3. CAESL Assessment Knowledge Framework 3

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7. CAESL Assessment-Instruction Cycle 7

8. 5.b Backward Design 8

9. 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

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

11. 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

12. 5th Grade Expected Student Work Student work will indicate student understanding of the science learning goal: only metals that contain iron, cobalt and nickel are magnetic. Student work will be expressed through the ELA learning goal: Argumentation writing making a claim with evidence from discussion, the science experiment, and reading. 12

13. 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

14. 5th Grade Example Writing:Text type #1: argumentation writing (a-d); #4 multiple paragraphs; 8 recall information; 9—goes to reading Reading: 1, 3 informational text Language: 6 for domain specific academic language Speaking /listening: none for this student work 14

15. 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 Template 15

16. CAESL Assessment Knowledge Framework 16

17. CAESL Assessment-Instruction Cycle 17

18. 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

19. 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

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

21. Scoring Guide ESRs ComponentHighMediumLow Science Understanding Metals must have Fe, Co or Ni to be magnetic Metals must have iron Any metal will work Text Type CriteriaStated claim; used evidence from experiment and reading; had a conclusion Stated claim, use 1-2 pieces of evidence; no or weak conclusion Series of information, no claim, no conclusion Use of Academic Language AttractUse attract and stick stick Communicating Information Links evidence— metals with Fe, Co or Ni; therefore paper clip must be one of those List evidence but doesn’t link it Evidence not supported; claim is not stated 21

22. Modified Scoring Guide ComponentHighMediumLow Science Understanding Metals must have Fe, Co or Ni to be magnetic Metals must have iron Lists most items attracted Metals stick Lists only a few that were attracted Text Type CriteriaStated claim; used evidence from experiment and reading; had a conclusion Stated claim, use 1- 2 pieces of evidence; no or weak conclusion Conclusion only about attraction, not types of metals Series of information, no claim, no conclusion Incomplete Use of Academic Language AttractUse attract and stickstick Communicating Information Links evidence— metals with Fe, Co or NI; therefore paper clip must be one of those List evidence but doesn’t link it Summarizes either experiment and/or reading, but doesn’t link them Evidence not supported; claim is not stated 22

23. 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. 23

24. LSW Protocol Review Identify quality learning goals and assessment tools Score student work Identify trends Specify instructional needs based on trend in data 24

25. 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 25