1. Goals To understand assessment of student learning as an integral part of instruction. To learn about RIPTS Standard 9.

2. Rhode Island Professional Teaching Standards Standard 9. “Teachers use appropriate formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, to provide feedback, and to plan future instruction. RI Professional Teaching Standards (RIPTS)

3. Teachers and Assessment. Researchers found that teachers spend about 10% of time on assessment activities. Richard Stiggins (2004) recommended that teachers should spend as much as 1/3 of their time on assessment. Beginning teachers should build a repertoire of effective strategies for assessing students. Source: Arends (2007)

4. Process of Assessment I. Plan systematically for a variety of assessments -Identify two unit learning outcomes in two domains. domains. -Develop and sequence assessments, teacher checklists, rubrics. II. Gather evidence III. Judge evidence against expectations IV. Interpret the judgments V. Take Action

5. Assessment Teaching Learning

6. Assessment is.. A process of making judgments about students’ learning about students’ learning in relation to the goals of learning. in relation to the goals of learning. Judgments are reached by bringing together evidence which has been gathered.

7. Evaluation. Evaluation is the process of deciding on the worth of a a student’s work and results in a grade or mark on a report card.

8. Major Purposes Diagnostic Formative (Continuous) Summative (Evaluation/Reporting) Function/ How Used Placement, planning, and determining the presence or absence of skills and prior knowledge Feedback to student on learning and to teachers on instruction; assist teacher decision-making Grading of students’ achievements and behaviors and reporting of performance. When Used At the beginning of a unit/lesson, semester, or year, or during instruction when a student is having problems During instruction At the end of the unit, grading period How is Evidence Collected Standardized diagnostic tests; observations, teacher checklists, pre- assessments Different types of student work; scientists notebooks; homework; assignments; quizzes Portfolio, Performance, Final Exam Scoring Norm- and criterion referenced; rubric Criterion-referenced; criteria lists; rubrics Norm - or criterion- reference; rubrics Assessment for Student Learning Assessment of Student Learning Modification of Table 6.5 - Arends, p 226

9. . -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 Assessment for learning (diagnostic, formative assessment)

10. Assessment of learning (summative assessment). -To summarize achievement at certain times, concerned with judgments about the past -For keeping records and reporting to parents, other teachers and students

11. 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

12. Purposes of Pre-Assessment 1. To improve teaching (understand students’ misconceptions by knowing prior knowledge) 2. To improve learning (help learner confront their prior knowledge and self-assess) 3. To learn more about the students’ knowledge and dispositions 4. To develop a baseline for judging progress in students’ achievement and behaviors.

13. Sources of Pre-Assessment Information Internal Sources: Inside the Classroom -Teacher Observation - KWAL Charting - 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

14. Pre-Assessment RIDE InfoWorks RIDE InfoWorks -Demographics -Student Performance -Learning Environment RIDE InfoWorks

15. What can you pre-assess? -Domains of Science: Content Knowledge Process Skills Scientific Attitudes - Dispositions Towards Learning Science - Interests, Talents, Abilities

16. Pre-assessing Student Learning in Science - Use different types of assessments such as selected response and academic prompts (brief constructed response). - Have students write, draw and speak.

17. Tell me about some of your FAVORITES: During recess, I like to play these games ….. During recess, I like to play these games ….. My favorite food is….. My favorite food is….. My favorite television show is…. My favorite television show is…. My favorite sports team is…. My favorite sports team is…. My favorite book is …. My favorite book is ….

18. DISPOSITIONS TOWARDS LEARNING ACADEMIC PROMPTS: 1. WRITE: I like to learn science by... I like to learn science by... I’d like to learn more about this topic in science... I’d like to learn more about this topic in science... 2. DRAW a picture of how you like to learn science.

19. DISPOSITIONS TOWARDS LEARNING 1. How do you feel when the teacher says it's time for science? 2. How do you feel when are able to write and draw your thinking in your scientist notebook? 3. How do you feel when you are able to conduct an experiment in science? 4. How do you feel when you are able to read about science? 5. How do you feel when you are able to watch a science video?

20. What do you KNOW about Living Things? SELECTED RESPONSE: True or False? 1. A rock is a living thing. Explain your answer. 2. A plant is a living thing. Explain your answer. 3. An animal is a living thing. Explain your answer. 4. A seed is a living thing. Explain your answer. 5. An bird egg is a living thing. Explain your answer.

21. What do you KNOW about Living Things? ACADEMIC PROMPTS (Brief constructed response) DRAW a living thing. WRITE: It is living because ….

22. Which is the larva stage of this insect? Word Bank Adult Larva Egg Pupa D B C A

23. All About (TOPIC) KWAL What do I think I know? What do I wonder about? What actions can we take What have I learned?

24. K NOW What do you think you know about LIVING THINGS? Prompts to Guide Students’ Thinking: 1. What are names of living things you know? 2. What do you think makes something alive? 2. What do biologists do? How do they investigate? K - W - A - L

25. K NOW What do you think you know about living things? ---- K - W - A - L

26. W ONDER What do you wonder about living things? Prompts to Guide Students Thinking: Scientists are curious. They desire knowledge. They ask questions to investigate. 1. What do you want to know more about? 2. What are you curious about? K - W - A - L

27. W ONDER What do you wonder about living things? ---- K - W - A - L

28. A CTION What actions can you take to learn about living things? Prompts to Guide Students Thinking: Scientists use different learning strategies when they study. 1. What actions can we take to learn about living things? 2. How can we learn more about living things? 3. Where could we go to find information or answers to our questions about living things? K - W - A - L

29. A CTION What do you wonder about living things? ---- K - W - A - L

30. Using a KWAL Chart Complete K-W-A for a pre-assessment. Complete K-W-A for a pre-assessment. Complete the L as you learn new knowledge. Complete the L as you learn new knowledge. As you learn knowledge and take action, put a check next to the ideas in the K-W-A columns--to confirm that they have been addressed or used. As you learn knowledge and take action, put a check next to the ideas in the K-W-A columns--to confirm that they have been addressed or used. Add ideas to the columns as they arise during the unit. Add ideas to the columns as they arise during the unit. Post the chart in the classroom. Post the chart in the classroom. Consider the idea of students keeping individual KWAL charts. Consider the idea of students keeping individual KWAL charts.

31. Guidelines for Conducting a Pre-Assessment Establish trust. “This is not a test.” Establish trust. “This is not a test.” Explain the purpose.”I want to know more about what and how you think.” Explain the purpose.”I want to know more about what and how you think.” Use effective questioning/responding. Use effective questioning/responding. Have students communicate in different ways: write, draw, show, and speak. Have students communicate in different ways: write, draw, show, and speak. Avoid explaining the topic. After the assessment is over, tell the students that they will learn more about the topic by learning new skills, investigating, engaging in presentations. Avoid explaining the topic. After the assessment is over, tell the students that they will learn more about the topic by learning new skills, investigating, engaging in presentations.

32. Type of Assessment: Concept Map Concept Map Structures of Life WORD BANK Animals Plants Organism Seeds Crayfish Living Things

33. Type of Assessment: Concept Map – Living Things WORD BANK Animals Cows Dogs Grasses Living Things Plants Animals Cows Grasses Living Things Dogs

34. Type of Assessment: Concept Map – Living Things Plants CowsGrasses Animals Living Things Dogs are eat

35. Type of 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

36. I think the seeds will get heavier as they grow. I think the seeds will get lighter as they grow.. I think the seeds will stay the same weight. A B C What do you think?

37. A B C D

38. Design a Pre-Assessment Relate to “Unit Learning Outcomes to Assess.” Relate to “Unit Learning Outcomes to Assess.” Include different ways learners can communicate during pre-assessment- write, draw, show, speak. Include different ways learners can communicate during pre-assessment- write, draw, show, speak. Consider using visuals to prompt thinking (e.g., photo, drawing). Consider using visuals to prompt thinking (e.g., photo, drawing). Use the phrase “do you think” in questions. Use the phrase “do you think” in questions.

39. Link Learning Outcomes with Types of Assessment Factual knowledge can be assessed using selected response. Conceptual knowledge – Academic Prompts Procedural Knowledge - Performance

40. Formative Assessment (Scientist Notebooks) Scientific Thinking Ideas, Skills, Attitudes To Assess Evidence (Part of Notebook) Scientific Knowledge - Factual Knowledge - Conceptual Knowledge Prediction and Conclusion Scientific Processes and Reasoning Predicting Observing Prediction Data/Observations Data Organizer Scientific Attitudes and Dispositions Desiring knowledge Next Steps/ New Questions

41. 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

42. Learner Self-Assessment -Metacognition -Purpose/types of learner self- assessments -Learner self-assessment as part of instruction

43. Type of Learner Self-Assessment 3 GLOWS 1 GROW I help others when I work in groups. I wish I draw what I observe. I conduct procedures step by step. I completed each part of the notebook. 3 GLOWS and a GROW Grade 4 Student

44. Type of Learner Self-Assessment Selected Response (Rating Scale)

45. Learner Self-Assessment

46. Recording and Reporting -Relationship between recording and reporting -Purpose/types of recording and reporting

47. Provide SMART Feedback Balance the feedback. - Note what’s working well (Warm Feedback) and what needs to improve (Cool Feedback). - Help students understand the importance of both kinds of feedback. S pecific M eaningful A ction-oriented R elevant T imely

48. SCIENCE REPORT CARD CRITERIA (Grade 4) (Washington Oak) Holistic Grading – one grade 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.

49. 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) Henry Barnard School Analytic Grading – Three grades

50. Recording – Use Checklists A running record in science See FOSS Assessment Charts

51. Using Rubrics

52. Recording

53. Analyzing and Charting Data