GoalsGoals

To understand assessment of student To understand assessment of student learning as an integral part of learning as an integral part of instruction.instruction.

To learn about RIPTS Standard 9.To learn about RIPTS Standard 9.

Rhode Island Professional Rhode Island Professional Teaching StandardsTeaching Standards

Standard 9. Standard 9. “Teachers use appropriate formal and “Teachers use appropriate formal and informal assessment strategies with individuals and informal assessment strategies with individuals and groups of students to determine the impact of groups of students to determine the impact of instruction on learning, to provide feedback, and to instruction on learning, to provide feedback, and to plan future instruction.plan future instruction.

RI Professional Teaching Standards (RIPTS)

Teachers and AssessmentTeachers and Assessment.

Researchers found that teachers spend about 10% Researchers found that teachers spend about 10% of time on assessment activities.of time on assessment activities.

Richard Stiggins (2004) recommended that teachers Richard Stiggins (2004) recommended that teachers should spend as much as 1/3 of their time on should spend as much as 1/3 of their time on assessment. assessment.

Beginning teachers should build a repertoire of Beginning teachers should build a repertoire of effective strategies for assessing students.effective strategies for assessing students.

Source: Arends (2007)

Process of AssessmentProcess of Assessment

I. I. Plan systematically for a variety of assessmentsPlan systematically for a variety of assessments-Identify two unit learning outcomes in two -Identify two unit learning outcomes in two domains.domains.-Develop and sequence assessments, teacher -Develop and sequence assessments, teacher checklists, rubrics.checklists, rubrics.

II. II. Gather evidenceGather evidence

III. III. Judge evidence against expectationsJudge evidence against expectations

IV. IV. Interpret the judgmentsInterpret the judgmentsV. V. Take ActionTake Action

Assessment

AssessmentTeachingTeaching LearningLearning

Assessment is . . Assessment is . .

A process of making judgments 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 Judgments are reached by bringing bringing together evidence together evidence

which has been gathered.which has been gathered.

EvaluationEvaluation.

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

Major PurposesMajor Purposes

DiagnosticDiagnostic Formative Formative (Continuous)(Continuous)

Summative Summative (Evaluation/Reporting)(Evaluation/Reporting)

Function/Function/

How UsedHow Used

Placement, planning, and Placement, planning, and determining the presence determining the presence or absence of skills and or absence of skills and prior knowledgeprior knowledge

Feedback to student on Feedback to student on learning and to teachers learning and to teachers on instruction; assist on instruction; assist teacher decision-makingteacher decision-making

Grading of students’ Grading of students’ achievements and achievements and behaviors and reporting behaviors and reporting of performance.of performance.

When UsedWhen Used At the beginning of a At the beginning of a unit/lesson, semester, or unit/lesson, semester, or year, or during instruction year, or during instruction when a student is having when a student is having problemsproblems

During instructionDuring instruction At the end of the unit, At the end of the unit, grading periodgrading period

How is How is Evidence Evidence CollectedCollected

Standardized diagnostic Standardized diagnostic tests; observations, tests; observations, teacher checklists, pre-teacher checklists, pre-assessmentsassessments

Different types of student Different types of student work; scientists work; scientists notebooks; homework; notebooks; homework; assignments; quizzesassignments; quizzes

Portfolio, Performance, Portfolio, Performance, Final ExamFinal Exam

ScoringScoring Norm- and criterion Norm- and criterion referenced; rubricreferenced; rubric

Criterion-referenced; Criterion-referenced; criteria lists; rubricscriteria lists; rubrics

Norm - or criterion-Norm - or criterion-reference; rubricsreference; rubrics

Assessment Assessment forfor Student LearningStudent Learning

Assessment Assessment ofof Student LearningStudent Learning

Modification of Table 6.5 - Arends, p 226

.

-To help students current and future learning -To help students current and future learning

-To find out in what areas students are making -To find out in what areas students are making progress and what particular difficulties they progress and what particular difficulties they are havingare having

-To provide encouraging feedback-To provide encouraging feedback

Assessment Assessment for for learning learning (diagnostic, formative (diagnostic, formative

assessment) assessment)

Assessment Assessment ofof learning learning (summative assessment) (summative assessment)

.-To summarize achievement at certain times, -To summarize achievement at certain times, concerned with judgments about the past concerned with judgments about the past

-For keeping records and reporting to parents, -For keeping records and reporting to parents, other teachers and studentsother teachers and students

Pre-AssessmentPre-Assessment

Major Concepts:Major Concepts: -Learner pre-assessment as part of -Learner pre-assessment as part of instruction instruction

-Purposes/methods of pre-assessment-Purposes/methods of pre-assessment

-Matching pre and post assessment-Matching pre and post assessment

-External and internal sources of -External and internal sources of assessment informationassessment information

Purposes of Pre-Assessment Purposes of Pre-Assessment

1.1. To improve teaching (understand students’ To improve teaching (understand students’ misconceptions by knowing prior knowledge)misconceptions by knowing prior knowledge)

2.2. To improve learning (help learner confront their To improve learning (help learner confront their prior knowledge and self-assess)prior knowledge and self-assess)

3.3. To learn more about the students’ knowledge To learn more about the students’ knowledge and dispositionsand dispositions

4.4. To develop a baseline for judging progress in To develop a baseline for judging progress in students’ achievement and behaviors.students’ achievement and behaviors.

Sources of Pre-Assessment Sources of Pre-Assessment InformationInformation

Internal Sources:Internal Sources: Inside the Classroom Inside the Classroom-Teacher Observation-Teacher Observation- KWAL Charting- KWAL Charting- Interview - Individual, Small Group and Whole Class- Interview - Individual, Small Group and Whole Class- Concept Maps- Concept Maps- Concept Cartoons- Concept Cartoons- Interest Surveys- Interest Surveys

External Sources:External Sources: Outside the ClassroomOutside the Classroom-RIDE Information Works-RIDE Information Works-Cumulative Folders (Grades, Standardized Test Scores)-Cumulative Folders (Grades, Standardized Test Scores)-Other Teachers-Other Teachers

Pre-AssessmentPre-Assessment

RIDE InfoWorks

-Demographics -Demographics -Student Performance -Student Performance -Learning Environment -Learning Environment

What can you pre-assess?What can you pre-assess?

-Domains of Science: -Domains of Science: Content KnowledgeContent KnowledgeProcess Skills Process Skills Scientific AttitudesScientific Attitudes

- Dispositions Towards Learning Science- Dispositions Towards Learning Science- Interests, Talents, Abilities- Interests, Talents, Abilities

Pre-assessing Student Pre-assessing Student Learning in ScienceLearning in Science

- Use different types of assessments such as Use different types of assessments such as selected response and academic prompts selected response and academic prompts (brief constructed response).(brief constructed response).

- Have students write, draw and speak. Have students write, draw and speak.

Tell me about some of your Tell me about some of your FAVORITES:FAVORITES:

• During recess, I like to play these During recess, I like to play these games ….. 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 ….

DISPOSITIONS TOWARDS DISPOSITIONS TOWARDS LEARNINGLEARNING

ACADEMIC PROMPTS:ACADEMIC PROMPTS:1.1. WRITE: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 . . .

2.2. DRAW a picture of how you like to learn DRAW a picture of how you like to learn science.science.

DISPOSITIONS TOWARDS LEARNINGDISPOSITIONS TOWARDS LEARNING

1.1. How do you feel when the teacher says it's How do you feel when the teacher says it's time for science?time for science?

2.2. How do you feel when are able to write and How do you feel when are able to write and draw your thinking in your scientist draw your thinking in your scientist notebook?notebook?

3.3. How do you feel when you are able to conduct How do you feel when you are able to conduct an experiment in science?an experiment in science?

4.4. How do you feel when you are able to read How do you feel when you are able to read about science?about science?

5.5. How do you feel when you are able to watch a How do you feel when you are able to watch a science video?science video?

What do you KNOW What do you KNOW about Living Things?about Living Things?

SELECTED RESPONSE: SELECTED RESPONSE: True or FalseTrue or False??1.1. A rock is a living thing. Explain your answer.A rock is a living thing. Explain your answer.2.2. A plant is a living thing. Explain your answer.A plant is a living thing. Explain your answer.3.3. An animal is a living thing. Explain your answer.An animal is a living thing. Explain your answer.4.4. A seed is a living thing. Explain your answer.A seed is a living thing. Explain your answer.5.5. An bird egg is a living thing. Explain your answer.An bird egg is a living thing. Explain your answer.

What do you KNOW about What do you KNOW about Living Things?Living Things?

ACADEMIC PROMPTS (Brief constructed response)ACADEMIC PROMPTS (Brief constructed response)

DRAW a living thing.DRAW a living thing.

WRITE: It is living because ….WRITE: It is living because ….

Which is the Which is the larvalarva stage of this stage of this insect?insect?

Word Bank

Adult

Larva

Egg

Pupa

D

B

CA

All About (TOPIC)All About (TOPIC)

KK WW AA LLWhat do I think

I know?What do I

wonder about?What actions can we take

What have I learned?

KKNOWNOW What What do you thinkdo you think you know about LIVING you know about LIVING THINGS?THINGS?

Prompts to Guide Students’ Thinking:Prompts to Guide Students’ Thinking:1. What are names of living things you know?1. What are names of living things you know?

2.2. What do you think makes something alive?What do you think makes something alive?

2.2. What do What do biologistsbiologists do? How do they do? How do they investigate?investigate?

K - W - A - L

KKNOWNOW What What do you thinkdo you think you know about you know about living things?living things?

--

--

--

--

K - W - A - L

WWONDERONDER What do you wonder about living things? What do you wonder about living things?

Prompts to Guide Students Thinking:Prompts to Guide Students Thinking:Scientists are curious. They desire knowledge. Scientists are curious. They desire knowledge. They ask questions to investigate.They ask questions to investigate.1. What do you want to know more about?1. What do you want to know more about?

2.2. What are you curious about?What are you curious about?

K - W - A - L

WWONDERONDER What do you wonder about living things? What do you wonder about living things?

--

--

--

--

K - W - A - L

AACTIONCTION What actions can you take to learn about living What actions can you take to learn about living things? things?

Prompts to Guide Students Thinking:Prompts to Guide Students Thinking:

Scientists use different learning strategies when they study.Scientists use different learning strategies when they study.

1.1. What actions can we take to learn about living things?What actions can we take to learn about living things?

2.2. How can we learn more about living things?How can we learn more about living things?

3.3. Where could we go to find information or answers to our questions Where could we go to find information or answers to our questions about living things?about living things?

K - W - A - L

AACTIONCTION What do you wonder about living things? What do you wonder about living things?

--

--

--

--

K - W - A - L

Using a Using a KWALKWAL Chart Chart Complete Complete KK--WW--A A for a pre-assessment.for a pre-assessment. Complete the Complete the LL as you learn new knowledge. as you learn new knowledge. As you learn knowledge and take action, put a check As you learn knowledge and take action, put a check

next to the ideas in the next to the ideas in the KK--WW--AA columns--to confirm that columns--to confirm that they have been addressed or used.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 Consider the idea of students keeping individual KWALKWAL

charts.charts.

Guidelines for Conducting a Guidelines for Conducting a Pre-AssessmentPre-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 Explain the purpose.”I want to know more about what

and how you think.”and how you think.” Use effective questioning/responding. Use effective questioning/responding. Have students communicate in different ways: write, Have students communicate in different ways: write,

draw, show, and speak.draw, show, and speak. Avoid explaining the topic. After the assessment is over, Avoid explaining the topic. After the assessment is over,

tell the students that they will learn more about the topic tell the students that they will learn more about the topic by learning new skills, investigating, engaging in by learning new skills, investigating, engaging in presentations.presentations.

Type of Assessment: Type of Assessment: Concept MapConcept Map

Concept Map Concept Map Structures of LifeStructures of LifeWORD BANKAnimalsPlantsOrganismSeedsCrayfishLiving Things

Type of Assessment: Type of Assessment: Concept Map – Living ThingsConcept Map – Living Things

WORD BANKAnimalsCowsDogsGrassesLiving ThingsPlants

Animals

Cows

Grasses

Living Things

Dogs

Type of Assessment: Type of Assessment: Concept Map – Living ThingsConcept Map – Living Things

Plants

CowsGrasses

Animals

Living Things

Dogs

are are

are are

are

eat

Type of Assessment Type of Assessment Concept CartoonConcept 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.B

C D

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?

A

B

C

D

What do you

think?

Design a Pre-AssessmentDesign a Pre-Assessment

• Relate to “Unit Learning Outcomes to Relate to “Unit Learning Outcomes to Assess.”Assess.”

• Include different ways learners can Include different ways learners can communicate during pre-assessment-communicate during pre-assessment-write, draw, show, speak.write, draw, show, speak.

• Consider using visuals to prompt Consider using visuals to prompt thinking (e.g., photo, drawing).thinking (e.g., photo, drawing).

• Use the phrase “do you think” in Use the phrase “do you think” in questions.questions.

Link Link Learning Outcomes Learning Outcomes with with Types of AssessmentTypes of Assessment

Factual knowledge can be assessed using Factual knowledge can be assessed using selected responseselected response..

Conceptual knowledge – Conceptual knowledge – Academic PromptsAcademic Prompts

Procedural Knowledge - Procedural Knowledge - PerformancePerformance

Formative Assessment (Scientist Notebooks)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

Plan a Variety of AssessmentsPlan a Variety of Assessments Sequence assessments. Make a chart.Sequence assessments. Make a chart.

1. Pre-assessment1. Pre-assessment2. Learner self-assessments2. Learner self-assessments3. Other Assessments (Scientist Notebooks)3. Other Assessments (Scientist Notebooks)

4. Post-assessment 4. Post-assessment

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BBrr ii eeff TT ii tltl ee

TyTy ppe e ooff AssAss eessss --

mmenen tt

PPuurprp oossee WhWh aatt wiwi ll ll bebe

aassss eessessed?d?

HHooww wwii llll tthehe

eevivi ddeennccee bebe

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Learner Self-AssessmentLearner Self-Assessment

-Metacognition-Metacognition

-Purpose/types of learner self--Purpose/types of learner self-assessments assessments

-Learner self-assessment as part of -Learner self-assessment as part of instructioninstruction

Type of Learner Self-AssessmentType of Learner Self-Assessment

3 GLOWS 1 GROW1 GROW

I help others when I work in groups.

I wish I draw what I wish I draw what I observe.I observe.

I conduct procedures step by step.

I completed each part of the notebook.

3 GLOWS and a GROWGrade 4 Student

Type of Learner Self-AssessmentType of Learner Self-Assessment

Selected Response Selected Response (Rating Scale)(Rating Scale)

Learner Self-AssessmentLearner Self-AssessmentFEEDBACK GUIDE

STUDENT TEACHER CRITERIAFOCUS QUESTION

• Learner generated; in own words• Relate s toBi g Idea

HYPOTHES /IS PREDICTION• Connect s to prior experience• Relate s tofocu s question• Give s an explanation/reason

PLANNING• Relate s tofocu s question• Ha s clear sequence/direction• Identifie s variables/control• Includ es data organizer

DATA /OBSERVATIONS• Relate s tofocu s question and plan• Includ es lear ner generated drawings, charts,

graphs, narrative• Organized• Clear• Accurate

CLA IMS AND EVIDENCE• Claims a re supported by evidence• Claims reflect rules or underlying principles• Eviden ce includes what work s and wha t doesn’t

wo rk wh en appropriate

CONCLUSION• Uses an appropriat e topic sentenc e tha t reflect s the

focu s question.• Utilizes the “word wall” term s appropriately• Based on the planning, and eviden ce that

addresses the focu s question• Connect s the Bi g Idea to the “rea l worl .d ”

NEX T STEPS/NEWQUESTIONS

• Pose s newthought s o r question s tha t hav e arisenfro mthe inquiry.

• Wow factor.

--Adapted from Laurie Thompson, Calte ch CAPSI

Recording and ReportingRecording and Reporting

-Relationship between recording and -Relationship between recording and reportingreporting

-Purpose/types of recording and -Purpose/types of recording and reportingreporting

Provide SMART FeedbackProvide 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 eaningfulA ction-oriented R elevantT imely

SCIENCE REPORT CARD CRITERIA (Grade SCIENCE REPORT CARD CRITERIA (Grade 4) (Washington Oak)4) (Washington Oak)

Holistic Grading – one gradeHolistic Grading – one grade

• Demonstrates effort/participationDemonstrates effort/participation• Makes predictions and observationsMakes predictions and observations• Demonstrates understanding of ideas and Demonstrates understanding of ideas and

termsterms• Represents concepts in multiple ways e.g. Represents concepts in multiple ways e.g.

words, diagrams, graphswords, diagrams, graphs

and charts.and charts.

Scientific ProcessScientific Process: demonstrates an understanding : demonstrates an understanding of the scientific process: experimenting, observing, of the scientific process: experimenting, observing, reporting, discussing, and analyzing the results.reporting, discussing, and analyzing the results.

Scientific KnowledgeScientific Knowledge: demonstrates knowledge of : demonstrates knowledge of the topics and concepts presentedthe topics and concepts presented

Responsibilities of ScientistsResponsibilities of Scientists: demonstrates : demonstrates responsible involvement in the classroom responsible involvement in the classroom experiments by carefully and safely using the experiments by carefully and safely using the equipmentequipment

SCIENCE REPORT CARD CRITERIA (Grade 3) SCIENCE REPORT CARD CRITERIA (Grade 3) Henry Barnard SchoolHenry Barnard School

Analytic Grading – Three gradesAnalytic Grading – Three grades

Recording – Use ChecklistsRecording – Use ChecklistsTeacher Checklist

Products #

1 Concept Map2 Activity Sheet 2- Observable Properties3 Activity Sheet 3- Learning About Lenses4 Activity Sheet 4- What Have You Learned

About Lenses?5 Written explanation of how to handle and use

the microscope correctly.6 Activity Sheet 5- Field of View7 Lesson 8&10- Student drawings and

observations in science notebook8 Identifying unknown specimens- Student

drawings and observations in sciencenotebook.

9 Activity Sheet 6- What’s Inside an Onion?10 Self-Assessment and Student Rating Scale11 Activity sheet for microscope station.12 Activity sheet for slide station

Special SkillsCan determine the difference betweenobservation and scientific observation.Is aware of the five senses and their relation toscientific observationCan identify the common characteristics ofmagnifiers. The lens must be transparent andconvexIs aware magnification power is directly relatedto how much a lens is curved. (The greater thecurve the greater the magnification).Can demonstrate the correct way to handle anduse the microscope.Can prepare a wet mount slide.Can prepare a well slide.Can bring three-dimensional objects into focusCan identify unknown specimens throughobservation.

A running record in scienceA running record in science

See FOSS Assessment ChartsSee FOSS Assessment Charts

Using RubricsUsing Rubrics

RecordingRecording

Analyzing and Charting DataAnalyzing and Charting Data