1. Invention Convention Seth Krivohlavek Angie Deck

2. Nebraska State Standards 4.1.1— By the end of fourth grade, students will develop an understanding of form and function. 4.1.1— By the end of fourth grade, students will develop an understanding of form and function. 4.6.1— By the end of fourth grade, students will develop an understanding of technological design. 4.6.1— By the end of fourth grade, students will develop an understanding of technological design. 4.6.2— By the end of fourth grade, students will develop an understanding of science and technology. 4.6.2— By the end of fourth grade, students will develop an understanding of science and technology.

3. Assessment Description Performance and Personal Communication Assessment The students will generate a problem and create a model or diagram of an invention that will solve the problem.

4. Quality Criteria One The assessments reflect the state or local standards. Two fourth grade teachers and the elementary science chair (FOSS Committee) created the assessment based on the curriculum that has been aligned to the state standards. Two fourth grade teachers and the elementary science chair (FOSS Committee) created the assessment based on the curriculum that has been aligned to the state standards. The assessment is performance based designed to check student mastery of standards 4.1.4, 4.6.1, 4.6.2. The assessment is performance based designed to check student mastery of standards 4.1.4, 4.6.1, 4.6.2.

5. Quality Criterion Two Students have the opportunity to learn the content. The following guidelines have been provided for teachers from the FOSS Committee in order to ensure students have the opportunity to learn. The following guidelines have been provided for teachers from the FOSS Committee in order to ensure students have the opportunity to learn. Instructional strategies prior to the assessment: Instructional strategies prior to the assessment: Teach Ideas and Inventions FOSS Kit Teach Ideas and Inventions FOSS Kit Be sure to include the independent investigations and question asking activities. Be sure to include the independent investigations and question asking activities. Complete the Inventors Report Assessment Complete the Inventors Report Assessment Note the design of the inventions and the problems Note the design of the inventions and the problems they solved. they solved.

6. Quality Criterion Two Students have the opportunity to learn the content. Student prerequisite knowledge or skills: Student prerequisite knowledge or skills: Problem solving skills Problem solving skills Knowledge of previous inventions and how they solved problems. Knowledge of previous inventions and how they solved problems.

7. Quality Criterion Two Students have the opportunity to learn the content. Possible Accommodations for Special Populations of students: Possible Accommodations for Special Populations of students: Dictation of writing portions Dictation of writing portions Additional individual or small group brainstorming Additional individual or small group brainstorming Teacher guidance in presentation preparation Teacher guidance in presentation preparation Other accommodations as stated in the IEP Other accommodations as stated in the IEP

8. Quality Criterion Two Students have the opportunity to learn the content. Teachers will include the science state standards in their weekly lesson plans. Teachers will include the science state standards in their weekly lesson plans. Lesson plans will be checked by the building principal for accountability purposes. Lesson plans will be checked by the building principal for accountability purposes.

9. Quality Criterion Three The assessments are free from bias. The FOSS Committee participated in the consortium for state assessment writing, which includes bias training. The FOSS Committee participated in the consortium for state assessment writing, which includes bias training. Students are free to choose a problem that they are familiar with. Students are free to choose a problem that they are familiar with.

10. Quality Criterion Four The level is appropriate for the students. The FOSS Committee created and examined the assessment for grade level appropriateness. The FOSS Committee created and examined the assessment for grade level appropriateness. The district fourth grade team will review the assessment to ensure grade level appropriateness. The district fourth grade team will review the assessment to ensure grade level appropriateness. Accommodations will be made for special education students based on their IEP. Accommodations will be made for special education students based on their IEP.

11. Quality Criterion Five There is consistency in scoring. After the pilot year teachers will randomly select a group of 50 projects and check for inter-rater reliability. After the pilot year teachers will randomly select a group of 50 projects and check for inter-rater reliability. Using the scoring rubric, teachers will “blindly” rate each “Evaluation Sheet” produced by students. Using the scoring rubric, teachers will “blindly” rate each “Evaluation Sheet” produced by students. After rating the assessment, teachers will look at and choose “marker” papers to become the standard of expectations for the following years. After rating the assessment, teachers will look at and choose “marker” papers to become the standard of expectations for the following years. Presentations will be recorded and later reviewed for inter-rater reliability. Presentations will be recorded and later reviewed for inter-rater reliability. Changes in the scoring rubric will be made, if needed, based upon the findings. Changes in the scoring rubric will be made, if needed, based upon the findings.

12. Quality Criterion Six Mastery levels are appropriate. The FOSS Committee created the assessment rubric The FOSS Committee created the assessment rubric First the proficient (mastery) level was developed First the proficient (mastery) level was developed Other levels were then formed from this starting point Other levels were then formed from this starting point Changes will be made if necessary after the pilot year Changes will be made if necessary after the pilot year

13. Conclusions and Plans for the Future Weaknesses Weaknesses Inter-rater reliability??? Inter-rater reliability??? Rubric Rubric Teacher expectations Teacher expectations Time consuming Time consuming

14. Conclusions and Plans for the Future Strengths Strengths Performance Assessment Performance Assessment Students are given choices Students are given choices Guidelines are clear Guidelines are clear Meaningful Assessment Meaningful Assessment