1. Assessment of and for Student Learning

2. What is Assessment? 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.

3. Assessment Teaching Learning

4. What are the Purposes of Assessment?. 1. Assessment for learning (formative assessment) -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 provide encouraging feedback

5. What is the Purpose of Assessment?. 2. Assessment of learning (summative assessment) (summative assessment) -To summarize achievement at certain times, concerned with judgments about the past -For keeping records, reporting to parents, other teachers and the children themselves.

6. National Science Education Teaching Standards TEACHING STANDARD C: Teachers of science engage in ongoing assessment of their teaching and of student learning. http://www.nap.edu/readingroom/books/nses/html/3.html#tsc

7. Rhode Island Beginning Teachers Standards Standard 9. Assessment of Student Learning Teachers use a variety of formal and informal assessment strategies to support the continuous development of the learner.

8. RIBTS Standard 9 Assessment of Student Learning Teachers: 9.1 Pre-Assessment …gather information about their student from colleagues and the students themselves 9.2 Variety of Assessments …use a variety of assessment strategies and instruments that are aligned with instructional content and methodology. 9.3 Learner Self-Assessment …encourage students to evaluate their own work and use the results of this self- assessment to establish individual goals. 9.4 Report and Recording …maintain records of student learning and communicate student progress to students, parents/guardians, and other colleagues. 9.5 Self-Reflection …use information from their assessment of students to reflect on their own teaching and modify their instruction.

9. Resources WebCT WebCT Homepage->Class Handouts & URLS ->Assessment Carin et. al. Chapter 6 Assessing Science Learning National Science Education Standards Chapter 5 Assessment of Student Learning Hein and Price. Active Assessment for Active Science

10. 9.1 Pre-Assessment Major Concepts: -Learner pre-assessment as part of instruction -Purposes/methods of pre-assessment -Matching pre and post assessment -External and internal sources of assessment information

11. 9.1 Pre-Assessment Internal Sources: Inside the Classroom -Teacher Observation - KWAL Charting - Predicting Using Scientist Notebooks - Interview - Individual, Small Group and Whole Class - Concept Maps - Concept Cartoons - Interest Surveys External Sources: Outside the Classroom -RIDE Information Works -Cumulative Folders (Grades, Standardized Test Scores) -Other Teachers 9.1 Pre-Assessment Internal Sources: Inside the Classroom -Teacher Observation - KWAL Charting - Predicting Using Scientist Notebooks - Interview - Individual, Small Group and Whole Class - Concept Maps - Concept Cartoons - Interest Surveys External Sources: Outside the Classroom -RIDE Information Works -Cumulative Folders (Grades, Standardized Test Scores) -Other Teachers

12. 9.1 Pre-Assessment RIDE InfoWorks RIDE InfoWorks INFORMATION -Demographics -Student Performance -Learning Environment RIDE InfoWorks EXTERNAL SOURCE

13. 9.1 Pre-Assessment Concept Map Structures of Life WORD BANK Animals Plants Organism Seeds Crayfish Living Things

14. 9.1 Pre-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

15. The bulb will light because there is a complete circuit. The bulb will NOT light because the circuit is incomplete. The bulb will NOT light because the threads of the bulb are touching the battery. The bulb will light because the wire is touching both the battery and bulb. A B C D Predict what will happen if you assemble the battery, bulb and wire this way.

16. 9.2 Variety of Assessment Strategies Major Concepts: -Variety of assessments -Purposes/types of assessments -Diagnostic, formative, and summative assessment -Systematic Planning

17. 9.2 Variety of Assessments A. Identify learning outcomes to assess B. Identify RI Grade Span Expectations C. Plan a variety of Assessments Diagnostic,Formative and Summative -Pre-assessments -Post-assessments -Learner self-assessments -Teacher observation -Scientist notebooks 9.2 Variety of Assessments A. Identify learning outcomes to assess B. Identify RI Grade Span Expectations C. Plan a variety of Assessments Diagnostic,Formative and Summative -Pre-assessments -Post-assessments -Learner self-assessments -Teacher observation -Scientist notebooks

18. 9.2 Variety of Assessments Formative Assessment (Scientist Notebooks) 9.2 Variety of Assessments Formative Assessment (Scientist Notebooks) Scientific Thinking Ideas, Skills, Attitudes To Assess Evidence (Part of Notebook) Scientific Knowledge -Big Idea Electric circuits require a complete circle through which an electric current passes. Electricity in circuits produce light, heat, and other forms of energy. -Sub-concepts A complete circuit is required to light a bulb Prediction and Conclusion Scientific Processes and Reasoning Predicting Observing Prediction Data/Observations Data Organizer Scientific Attitudes and Dispositions Desiring knowledge Next Steps/ New Questions

19. 9.3 Learner Self-Assessment Major Concepts: -Learner self-assessment -Metacognition -Purpose/types of learner self- assessments -Learner self-assessment as part of instruction

20. 9.3 Learner Self-Assessment - Rating Scale - Open-ended questions questions

21. 9.3 Learner Self-Assessment

23. 9.4 Recording and Reporting Major Concepts: -Relationship between recording and reporting -Purpose/types of recording and reporting

24. 9.4 Recording Use “Checklists” as a running record in science. --FOSS Assessment Charts --STC Teacher Checklist

25. 9.4 Reporting SCIENCE REPORT CARD CRITERIA (Grade 4) Demonstrates effort/participation Demonstrates effort/participation Makes predictions and observations Makes predictions and observations Demonstrates understanding of ideas and terms Demonstrates understanding of ideas and terms Represents concepts in multiple ways e.g. words, diagrams, graphs Represents concepts in multiple ways e.g. words, diagrams, graphs and charts.

26. 9.4 Reporting Scientific Process: demonstrates an understanding of the scientific process: experimenting, observing, reporting, discussing, and analyzing the results. Scientific Process: demonstrates an understanding of the scientific process: experimenting, observing, reporting, discussing, and analyzing the results. Scientific Knowledge: demonstrates knowledge of the topics and concepts presented Scientific Knowledge: demonstrates knowledge of the topics and concepts presented Responsibilities of Scientists: demonstrates responsible involvement in the classroom experiments by carefully and safely using the equipment Responsibilities of Scientists: demonstrates responsible involvement in the classroom experiments by carefully and safely using the equipment SCIENCE REPORT CARD CRITERIA (Grade 3)

27. 9.5 Self-Reflection Major Concepts: -Teacher self reflection as an aspect of the planning, action, and reflection process -Using assessment to improve teaching and learning

28. RIBTS 9.5 Self-Reflection Making Meaning of Assessments Include a sample of student performance on the post- summative assessment Write a self-reflection. 1-Analyze results of students’ performance on your post- summative assessments. Did your students develop deeper understanding of the big ideas? 2- Relate to your pre-assessment. Was there any progress in the student’s thinking? 3-Propose next steps for improving learning and teaching? What needs to change?

29. What is the Process of Assessment ? I. Plan systematically for a variety of assessments (RIBTS 9.2) -Identify Learning Outcomes -Identify the types of Assessment - Sequence the variety of assessments II. Gather evidence (RIBTS 9.1, 9.2, 9.3, 9.4) III. Judge evidence against expectations (RIBTS 9.5) IV. Interpret the judgments (RIBTS 9.5)

30. V. Take action (RIBTS 9.4, 9.5) -Self-reflect (9.5) -Adjust teaching and assessments. -Adjust teaching and assessments. -Provide feedback to students (9.4) -Report to parents and other teachers (9.4) What is the Process of Assessment ?

31. Plan Systematically A. Identify Learning Outcomes to Assess. Standard: List relevant RI Grade Span Expectations in Science. Big Ideas: List the following that will be assessed during the science kit lessons: -big ideas from “storyline” -key terms -process and procedural skills -dispositions

32. Statement of Enduring Knowledge: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed. PS2: Given a specific example or illustration (e.g., simple closed circuit), predict the observable effects of energy (e.g., light bulb lights). A test tem might ask, “what will happen when…?”) B. Identify RI Grade Span Expectations. Relate to LO. End of Grade 4 - Physical Science

33. BIG IDEA FROM STORYLINE

34. Knowledge, Process Skills, and Attitudes Knowledge: energy source, energy receiver, energy conductor, critical contact points Process Skills: asking questions, predicting, observing, comparing, organizing, concluding Attitudes: curiosity, uses evidence to explain

35. Plan Systematically C. Plan a variety of assessments. 1. Select the type of assessment. 2. Indicate the purpose of the assessment. 3. Indicate what will be assessed. 4. Indicate how evidence will be collected. 5. Schedule the assessments.

36. Linking Learning Outcomes with Types of Assessment -Knowledge Types - Selected Response or Academic Prompt Types - Selected Response or Academic Prompt-Reasoning Types - Academic Prompt or Performance Types - Academic Prompt or Performance -Process Skills Types - Performance or Personal Communication Types - Performance or Personal Communication -Procedural Skills Types - Performance or Personal Communication Types - Performance or Personal Communication -Attituds and Dispositions Types - Selected Response or Personal Communication Types - Selected Response or Personal Communication

37. Linking Learning Outcomes with Types of Assessment

38. Plan a Variety of Assessments A. Select Types of Assessment. Selected response (multiple choice, fill in the blank, etc.) Selected response (multiple choice, fill in the blank, etc.) Academic prompt (written or oral) Academic prompt (written or oral) Performance Performance Teacher observation or personal communication Teacher observation or personal communication

39. Plan a Variety of Assessments B. Identify Purpose of Assessment Diagnostic Diagnostic -e.g., Pre-Assessment (Personal Communication- Structured Interview) Formative Formative -e.g., Academic Prompt (Teacher Observation-Scientists’ Notebook Entry) Notebook Entry) Summative Summative -e.g., Post-Assessment (Academic Prompt-Short Answer)

40. Plan a Variety of Assessments C. Indicate What Will Be Assessed. Knowledge (lower level and higher evel) Knowledge (lower level and higher evel) Reasoning Reasoning Process and Procedural Skills Process and Procedural Skills Dispositions Dispositions

41. Plan a Variety of Assessments D. Indicate How Evidence Will Be Collected. Quiz Quiz Assignment Assignment Teacher Notes Teacher Notes Checklist (Observation Chart) Checklist (Observation Chart)

42. PLANNING SYSTEMATICALLY Example for Electric Circuits: PLANNING SYSTEMATICALLY Example for Electric Circuits:

43. Statement of Enduring Knowledge: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed. PS2: Given a specific example or illustration (e.g., simple closed circuit), predict the observable effects of energy (e.g., light bulb lights). A test tem might ask, “what will happen when…?”) Link to Rhode Island Grade Span Expectations End of Grade 4 - Physical Science

44. Knowledge, Process Skills, and Attitudes Big Idea: A complete circuit is required to light a bulb. Key Terms: energy source, energy receiver, energy conductor, critical contact points Process Skills: asking questions, predicting, observing, comparing, organizing, concluding Dispositions: uses evidence to explain

45. “Academic Prompt” Predict what will happen to the light bulb if you assemble the battery, bulb and wire this way. Write and draw your thinking. I think (this will happen)….because…

46. Type of Assessment: Academic Prompt-brief constructed response Purpose: Summative (to develop insight into the ideas children possess a complete circuit) What was Assessed? Knowledge How was Evidence Collected? Exam

47. CRITERIA RUBRIC CRITERIASTRE NGTH (4) COMPE- TENT (3) DEVELOP -ING (2) NOT DEVE- LOPING (1) NO RESPONSE 1. Level of Completion 2. Understand- ing of Big Ideas 3. Written Communication

48. SCORING GUIDE CRITERIASTRE NGT H (4) COMPE- TENT (3) DEVEL OPING (2) NOT DEVE- LOPING (1) NO RESPO NSE (0) B.Understand- ing of Big Ideas* * BIG IDEAS: 1.A complete circuit is required to light a bulb

49. A. Level of Completion = B. Understanding = C. Written Communication = OVERALL GRADE = A. Level of Completion = B. Understanding = C. Written Communication = OVERALL GRADE = REPORTING THE SCORE 4 = Strength 3 = Competence 2 = Developing 1 = Not Developing 0 = No Response

50. Plan a Variety of Assessments Sequence assessments. Make a chart. 1. Pre-assessment 2. Learner self-assessments 3. Other Assessments (Scientist Notebooks) 4. Post-assessment Plan a Variety of Assessments Sequence assessments. Make a chart. 1. Pre-assessment 2. Learner self-assessments 3. Other Assessments (Scientist Notebooks) 4. Post-assessment