1. Unit 3: Looking at Student Work Learning Objectives Become aware of key components of quality classroom assessment aligned with on CCSS-ELA Literacy in Science. 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. 3 CAESL Framework

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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. 1st Grade Expected Student Work Student work will indicate student understanding of the science learning goal: liquids have properties by which they can be described. Student work will be expressed through the ELA learning goal: Informational writing describing the property (ies) of a liquid using evidence from discussion, the science experiment, writing 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. 1st Grade Example Writing: Text type #2; 8 recall information with guidance and support from adults Reading: 1, 2, 3 informational text Language: 1.j sentences in response to prompts; 6 use words acquired through conversation, reading and being read to 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 TemplateLesson Sequence Template 15

16. CAESL 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 ERSs ComponentHighMediumLow Science Understanding Liquids can be described by shared properties (flow and take the shape of the container). Individual liquids have different properties (e.g., transparent, translucent, viscous, etc.) Liquids can be described by more than one property. Liquids are described. Text Type Criteria (W1.2) Introduces topic; provides details from experiment and reading; provides a conclusion about topic Introduces topic, use 1-2 details about the topic; weak conclusion or no conclusion Series of information, no introduction, no conclusion 21

22. Scoring Guide ERSs Continued ComponentHighMediumLow Use of Academic Language (L1.j, L1.6) Takes shape of a container. Uses academic vocabulary appropriately (e.g. viscous, transparent, translucent, has color) Mixes common language with academic language (e.g., slow for viscous) Uses mostly common language Communicating Information Selects at least one property that all liquids share Describes individual properties Random properties 22

23. Modified Scoring Guide ComponentHighMediumLow Science Understanding Liquids can be described by shared properties (flow and take the shape of the container). Individual liquids have different properties (e.g., transparent, translucent, viscous, etc.) Liquids can be described by more than one property. Description not linked to specific liquid Liquids are described. Color, bubbly Text Type Criteria (W1.2) Introduces topic; provides details from experiment and reading; provides a conclusion about topic Introduces topic, use 1-2 details about the topic; weak conclusion or no conclusion Description not linked to specific liquid Series of information, no introduction, no conclusion 23

24. Modified Scoring Guide Continued ComponentHighMediumLow Use of Academic Language (L1.j, L1.6) Takes shape of a container. Uses academic vocabulary appropriately (e.g. viscous, transparent, translucent, has color) Mixes common language with academic language (e.g., slow for viscous) Uses mostly common language Communicating Information Selects at least one property that all liquids share Mostly liquids flow or move Describes individual properties Random properties 24

25. 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. 25

26. LSW Protocol Review Identify quality learning goals and assessment tools Score student work Identify trends Specify instructional needs based on trend in data 26

27. 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 27