parallel assessments and standards based grading ellen mihm former 7 th /8 th grade science teacher...
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Parallel Assessmentsand
Standards Based Grading
Ellen Mihm Former 7th/8th Grade Science Teacher at Bloomer Middle School Current Curriculum and Assessment Consultant at CESA 10
My History with Standards-based Assessment
Students advancing to the next grade without having mastered important science objectives
Students passing with a “D”: What did they really know?
Students not able to be successful in the next unit because they hadn’t mastered the material of the previous unit
Students letting learning happen to them - not taking ownership of their academic life
As a teacher, I became frustrated with:
My History with Standards-based Assessment Options
So in the mid to late 1990s, I began experimenting with: Retesting opportunities No “D’s Assessment by Objective, Alternative Options (Jim
Schmitt: Eau Claire School District) New Principal
Provided additional Support Pilot work: PEAK Learning System Consultant Additional training for teams
Traditional AssessmentsSample Test
Section 1: T/F 10 pts
Section 2: Multiple Choice
30 pts
Section 3: Essay 10 pts
Total 50 pts
An Enlightening Analogy:
Traditional AssessmentsSample Student Scores
Points Possible
Points Earned
Points Earned
Section 1: T/F 10 pts 7 pts 7 pts
Section 2: Multiple Choice
30 pts 20 pts 25 pts
Section 3: Essay 10 pts 3 pts 3 pts
Total 50 pts 60% 70%Which part of the assessment tested the most important information?
What if students missed the most important multiple choice questions?
Traditional AssessmentsChange to Driving Test
Points Possible
Points Earned
Points Earned
Section 1: Steering 10 pts 7 pts 7 pts
Section 2: Braking 30 pts 20 pts 25 pts
Section 3: Merging onto an uncontrolled intersection
10 pts 3 pts 3 pts
Total 50 pts 60% 70%Now is it OK to earn 20/30 (67%) of braking points?
Is it OK to earn 3/10 points in section three (uncontrolled intersection)?
New Approach to Learning and Assessment Assess and require mastery of the most important
concepts Hold students accountable to a high standard of
learning Allow students multiple opportunities to
demonstrate their learning
Return to driving example: Steering, Braking, & Merging
A on steeringB on brakingNot Yet on Merging
License only after earning a “B” on merging
Interesting to Note
The assessment system that we all grew up with was developed 100 years ago for 7% of the population. Now we are required to educate 100% of the population and make sure that we leave no child behind.
Grading for 8th Grade Science
90% Assessments7% Homework3% Lab Maintenance
Parallel Assessment Elements
Same Objectives Same Alignment Same Difficulty Level Same Basic Components and Structure Different Questions (unless addressing factual
recall) Objectives assessed individually
1994-2004 Peak Learning Systems
Sample Science Assessment
Practice Test Test 1Name: Hour:
Practice Test: Density Objective 1: Density Vocabulary Directions: Write the name of the correct system for the function stated. Word Bank: chemical property matter compound physical property density scientific property immiscible volume mass weight 1. ___________________________ The amount of space occupied by something. 2. ___________________________ How one kind of matter behaves when it is brought into
contact with another kind of matter. 3. ___________________________ The mass of a known volume of a substance. 4. ___________________________ A measure of the force of gravity. It is measured in
newtons. 5. ___________________________ A measure of the amount of matter in something. 6. ___________________________ Everything in the universe is made of this. 7. ___________________________ This can be measured without changing the type of
matter. 8. ___________________________ Describes liquids that are unable to mix together (be
dissolved in one another).
Objective Performance 1 A A- B NY 2 A A- B NY 3 A A- B NY 4 A A- B NY
A: 8/8 B: 7/8 NY
Name: Hour:
Test 1: Density Objective 1: Density Vocabulary Directions: Write the name of the correct system for the function stated. Word Bank: chemical property matter compound physical property density scientific property immiscible volume mass weight 1. ___________________________ How one kind of matter behaves when it is brought into
contact with another kind of matter. 2. ___________________________ The amount of space occupied by something. 3. ___________________________ A measure of the force of gravity. It is measured in
newtons. 4. ___________________________ A measure of the amount of matter in something. 5. ___________________________ This can be measured without changing the type of
matter. 6. ___________________________ Describes liquids that are unable to mix together (be
dissolved in one another). 7. ___________________________ Everything in the universe is made of this. 8. ___________________________ The mass of a known volume of a substance.
Objective Performance 1 A A- B NY 2 A A- B NY 3 A A- B NY 4 A A- B NY
A: 8/8 B: 7/8 NY
Science Assessment Continued
Test 2 Test 3Name: Hour:
Test 3: Density Objective 1: Density Vocabulary Directions: Write the name of the correct system for the function stated. Word Bank: chemical property matter compound physical property density scientific property immiscible volume mass weight 1. ___________________________ How one kind of matter behaves when it is brought into
contact with another kind of matter. 2. ___________________________ The mass of a known volume of a substance. 3. ___________________________ The amount of space occupied by something. 4. ___________________________ A measure of the amount of matter in something. 5. ___________________________ Everything in the universe is made of this. 6. ___________________________ A measure of the force of gravity. It is measured in
newtons. 7. ___________________________ Describes liquids that are unable to mix together (be
dissolved in one another). 8. ___________________________ This can be measured without changing the type of
matter.
A: 8/8 B: 7/8 NY
Name: Hour:
Test 2: Density Objective 1: Density Vocabulary Directions: Write the name of the correct system for the function stated. Word Bank: chemical property matter compound physical property density scientific property immiscible volume mass weight 1. ___________________________ This can be measured without changing the type of
matter. 2. ___________________________ The mass of a known volume of a substance. 3. ___________________________ A measure of the force of gravity. It is measured in
newtons. 4. ___________________________ How one kind of matter behaves when it is brought into
contact with another kind of matter. 5. ___________________________ Everything in the universe is made of this. 6. ___________________________ A measure of the amount of matter in something. 7. ___________________________ The amount of space occupied by something. 8. ___________________________ Describes liquids that are unable to mix together (be
dissolved in one another).
A: 8/8 B: 7/8 NY
Corrective Loop: Test TicketName: Period: Density Assessment Test Ticket
Obj. #
Objectives Test 1 Test 2 Test 3 Practice
Test Corrected
Work Completed
New Assignment OK
1 Density
Vocabulary A A- B NY A A- B NY A A- B NY
Density Review Worksheet
Flash Cards Peer Practice Peer Initials
2 Density
Calculations A A- B NY A A- B NY A A- B NY
Density of Solids 2, Density of Liquids, Density of Gases
Worksheets
Density Calculation Test Practice Worksheet
3 Density
Procedure A A- B NY A A- B NY A A- B NY
Student Sheet 2.1, Student Sheet 2.3, Student Sheet 4.1 Density of Liquids
WS
Test Ticket Practice Page Objective 3
4 Density/ Floating
A A- B NY A A- B NY A A- B NY Student Sheet 3.1, Homework
Sheet 3
Summary Paragraph for practice test page
4
Test 1 Date: ______________________ Parent signature after Test 1:_______________________________________ Test 2 Date: ______________________ Test 3 Date: ______________________ Alternate assignments for test 3: __________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________
Rubric Based AssessmentScience Research Project: Connecting the Properties of Materials in an Object to Its Function
Name: ________________________ Science Class: _________________ English Class: _________________
Rubric for Properties Anchor Activity Outline A ___ Function of the object is detailed and specific ___History of the object is specific and tells the “story” of the object ___History of the object includes place of origin, time period or date, and inventor (if known) ___All object parts are included and correct (minimum of 4) ___Function of each part is detailed and correct ___Material/s for each part is specific and correct ___At least 3 correct properties are listed for the material of each part ___Properties relate directly to the function of object material ___The most important properties for each material have been identified ___At least 5 different materials are identified overall ___At least 10 different properties are identified overall ___No incorrect properties are listed for a material ___Outline is formatted correctly with no more than 2 minor problems B ___ Function of the object is detailed and specific ___History of the object is specific ___History of the object includes place of origin, time period or date, and inventor (if known) ___All object parts are included and correct (minimum of 3) ___Function of each part is detailed and correct ___Material/s for each part is specific and correct ___At least 3 correct properties are listed for each part ___Properties relate directly to the function of object part ___Most of the important properties for each material have been identified ___At least 4 different materials are identified overall ___At least 8 different properties are identified overall ___No incorrect properties are listed for a part ___Outline is formatted correctly with no more than 4 minor problems C ___ Function of the object is detailed and specific. ___History of the object includes place of origin, time period or date, and inventor (if known) ___Major object parts are included and correct (minimum of 2) ___One function of a part may be incorrect ___One material may be incorrect ___At least 2 correct properties are listed for each part ___Properties relate directly to the function of object part ___At least 3 different materials are identified overall ___At least 6 different properties are identified overall ___Outline is formatted correctly with no more than 5 minor problems or 1 more serious formatting
error
NY
Unit Design
Determine target objectives: limit to essential and important (Aligned with district and state standards/benchmarks)
Determine how students will show that they have mastered these objectives
Develop Distributed Practice Plan Review objectives from previous units Develop current unit incrementally Determine objectives to be carried into
the next unit Develop parallel assessments Develop closure activity Develop instructional unit activities
Backwards Design
Density Unit
Standard:D.8.1 Observe, describe, and measure physical and chemical properties of elements and other substances to identify and group them according to properties such as density, melting points, conductivity, magnetic attraction, solubility, and reactions to common physical and chemical tests.
Name:
Hour:
Learning Targets for Density Unit
Learning Targets
Targets I’ve Mastered Date: Date: Date:
1. I can match the following words to the correct definitions: a. Chemical property b. Density c. Immiscible d. Mass e. Matter f. Physical Property g. Volume h. Weight
2. I can calculate density to the correct decimal place (based on significant figures) for :
a. a rectangular prism b. an irregularly shaped solid c. a liquid d. a gas
3. I can describe how to find the density of the following in the lab: a. a rectangular prism b. an irregularly shaped solid c. a liquid d. a gas
4. Given the densities of several liquids and a solid object, I can correctly: a. show how liquids with different densities would layer in a
graduated cylinder.
b. show in which layers the solid would sink and where it would float
c. show how much of the solid would be above and below the surface of the liquid in which it floats
Learning Targets
Ideal Unit Calendar
Practice tests
distributed
Closure
Practice tests
distributed
Closure
T1Practice
tests distributed
T2
T3
Key: Unit A Unit B Unit C
28 Practices over 3 weeks
Reality: My Unit Calendar
Assign Practice Test
Check Practice Test T1
T2
T3
Assign Practice Test
Key: Unit A Unit B Unit C
Grade Book and Final Grading•Standards-based grading software not available to me•Entered each learning target as an assessment
•Grade (A, B, NY) was entered, but was not active until after Test 2•Grades: A=100, B=85, NY=0
•Final grade was calculated based on:•Assessments: 90%•Daily Work: 7%•Lab Maintenance: 3%
•Students could work on improving any grade until end or grading period, sometimes gave incomplete to allow a student more time
Difficulties Workload
Working with a teaching partner helps
Start small Professional development time
Parent Concerns Communication Important Administrative Support Student success alleviates
Upper Level Concerns Transition to Traditional System Communication and Education Compromise
Benefits of the Extra Effort Students
Mastery of objectives Increased motivation Positive environment Ownership of learning
Teacher Facilitator of Student
Learning Student Appreciation Fulfillment
Some Helpful Resources Books: Amazon Links
http://www.amazon.com/Classroom-Assessment-Student-Learning-Institute/dp/0132685884/ref=sr_1_1?s=books&ie=UTF8&qid=1398112659&sr=1-1&keywords=classroom+assessment+for+student+learning
http://www.amazon.com/How-Grade-Learning-K-12-OConnor/dp/1412953820/ref=sr_1_1?s=books&ie=UTF8&qid=1398113668&sr=1-1&keywords=how+to+grade+for+learning
om-Grading-Robert-Marzano/dp/0871203839/ref=sr_1_1?s=books&ie=UTF8&qid=1398112862&sr=1-1&keywords=transforming+classroom+grading
http://www.amazon.com/Classroom-Assessment-Student-Learning-Institute/dp/0132685884/ref=sr_1_1?s=books&ie=UTF8&qid=1398113745&sr=1-1&keywords=classroom+assessment+for+student+learning
http://www.amazon.com/gp/product/1412940877/ref=ox_sc_act_title_5?ie=UTF8&psc=1&smid=ATVPDKIKX0DER
Training Opportunities PEAK: Performance Excellence for All: http://www.teachingforexcellence.com/ CESA 10 Instructional Services Consultants
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