Assessment Photo AlbumJennifer Lesner

EDUC-6731Assessment Student Learning

This photo album is an overview of our unit in science on balance and motion. This album will help you understand the learning goals, where the unit is starting and what our end goals are. This album will help you understand what is expected of you throughout the unit, while also giving you examples of projects and assessments that we will be doing during the unit.

Purpose

Balance and MotionMrs. Lesner’s First Grade

Our Units Learning Goals1. Students will understand and be able to apply

appropriate science vocabulary.2. Students will understand, describe and communicate

objects can be balanced in many ways and there is a balancing point when an object is balanced.

3. Students will understand and demonstrate motion is a change in position over time.

4. Students will understand, describe and communicate objects can be in motion in different ways and a force is needed to initiate the motion.

5. Students will understand the amount of force is related to the objects amount of time in motion.

Spinning top

Ways You Will be Assessed on the Learning Goals

• Vocabulary (learning goal 1)• Paper-and-pencil, informal observations in group

discussions, science journals

• Balance and balance point (learning goal 2)• Paper-and-pencil, small group performance tasks, orally

describe, science journals

• Motion (learning goals 3, 4, 5)• Paper-and-pencil, lesson observations, end of unit

performance task, science journals

Twirler we will make

Pre-Learning Assessment(Diagnostic)

K.W.L Chart• You will be adding to this chart throughout the unit.

Adding to what you want to know, answering your questions, and adding what you learned.

Student example of KWL

Pre-Learning Assessment(Diagnostic)

Parent/Student Survey• Questions asking parents about their understanding and

experience with balance and motion. If they have any work or volunteer skills they could present to the class.

• Giving information about the learning goals and support/extension ideas you can do at home.

On-Going and Self-Assessments

• Exit Slips• Write one key concept you learned, make up a test

question, or answer a question

• Observations• Individually, small group, and whole group

• Science Journals • Make predictions about what you think might happen,

facts about what you learned from the experiments, and adding new science vocabulary with definitions • You will write the learning goals in your journal connecting

your thinking and learning with the learning goals.• Critically think and reflect about your learning and

learning behaviors. Write learning goals and self-assess if you have met your goals.

End of Unit Performance Task• Pretending you are car engineers you are going to

design a new car for the company you work for. • The goal for this task is to work cooperatively in small groups,

share ideas, problem solve, use scientific vocabulary, and transfer knowledge. Based on the information and theories you learned in the unit, in small groups you will design and create a car that will roll to the bottom of a ramp without falling over. • You will create a blueprint, follow the blueprint to create the

car, test drive the car, modify the car, and present your car to the company persuading them to purchase your car while you use the appropriate force to make your car down the ramp.

Blueprint Model Test Drive

Rubric For Car Design and Creation

Building A Structure : Designing and creating a car Student Names/Group:     ________________________________________

CATEGORY 3 2 1

Design Plan is neat with clear drawings and labeling for all car parts using all science terms

Plan provides clear drawings and labeling for most parts using some science terms

Plan is not clearly drawn or is inadequately labeled

Scientific Knowledge

Student work show adequate understanding and transfer of science terms and theories

Student work show some understanding and transfer of science terms and theories

Student work lacks understanding or no understanding is show

Modification/Testing

Clear evidence of testing the car is show. Modifications are based on scientific principles

Some evidence of testing the car is show. Modifications are based on scientific principles

Little evidence of testing the car is show. Modifications are not based on scientific principles or no modifications were made

Construction - Care Taken

Great care was taken in construction process so the car is neat, attractive and follows design accurately

Some care was taken in construction process, car is presentable. Car was created with some use of the design

Construction of car appears careless. Many details are missing from design, or design was not followed

Force and Motion

Used appropriate force to start car in motion, was able to explain why they chose to use that amount of force and why it was effective

Used appropriate force, but had little explication or used inappropriate force, but explained why force is needed

Did not use appropriate force and could not explain why force is needed

Self-Assessment Rubric for Car Creation

Building A Structure : Designing and creating a car (group assessment)Name:     ________________________________________Members in group:________________________________

CATEGORY 3 2 1

Plan I helped create a plan for designing the car. I added my ideas

I helped a little to design the car. I added little details

I did not help very much. I did not add ideas. I need to work on adding my ideas to group work 

Scientific Knowledge

I helped my group and added to the conversation and construction by using science vocabulary and transferring knowledge from class

I helped my group a little. I added to the conversation and construction by using science vocabulary and transferring knowledge but I could have done more.

I did not do my part. I could have added more science vocabulary and made my knowledge heard within the group

Modification/Testing

I helped my group change our car to make it better. I used science vocabulary and knew why we needed to change the car

I helped my group a little. I knew we had to change the car but I did not know why, or I did not add my ideas

I did not help change our group’s car. I need to work on transfer of knowledge or ask my group members for help

Construction - Care Taken

I tried my best to construct the car according to the design plan.

I helped with creating the car but I did not use the design plan as much as I should have

I helped with creating the car but I did not look at the plan or I did not help very much in creating the car

Force and Motion

I used appropriate force to start car into motion, was able to explain why force in needed and how much force

I used appropriate force, but had little explicationI used inappropriate force, but explained why force is needed

I did not use appropriate force and could not explain why force is needed

Paper-and-Pencil AssessmentProposition:

If you want to make an object move there needs to be a force to start the object into motion such

as a push or pull. There are several factors that need to be considered when using the correct

amount of force: the type of surface, the balance of the object, and the distance the object needs

to travel.

True True/False Item:

A force causes an object to go into motion.

False True/False Item:

You do not need a force to make an object move.

Short Answer or Fill-in-the-Blank Item:

What is one factor you need to consider when deciding the amount of force to use when putting

an object into motion? _______________________________________________________________

Multiple-Choice Item:

What is not considered a force?

a. Push

b. Pull

c. Balance

Essay Item:

If you wanted to push a car down a steep ramp explain how you would put your car into motion

and tell how you know what amount of force is needed.

Who is ready to have fun learning about balance and motion?