CCLS and Formative Assessments

Gary Carlin, CFN 603917-714-7448

gcarlin@schools.nyc.gov

Formative Assessment (FA) Pre-Test• 1. FA is a “product”.

• 2. FA requires “student involvement”.

• 3. A FA is an “assessment of learning” that documents how much learning has occurred at a point in time.

• 4. FA provides quantitative not “descriptive” feedback.

• 5 FA’s help teachers differentiate instruction.

• 6. Journals are an effective means of FA.

• 7. FA’s serve as “practice” for students

• 8. FA’s do not use analytical rubrics.

• 9. Part of a FA strategy could be helping students ask better questions.

• 10. FA works in both individual and group work.

Formative Assessment (FA) Pre-Test• 1. FA is a “product”.

• 2. FA requires “student involvement”.

• 3. A FA is an “assessment of learning” that documents how much learning has occurred at a point in time.

• 4. FA provides quantitative not descriptive feedback.

• 5 FA’s help teachers differentiate instruction.

• 6. Journals are an effective means of FA.

• 7. FA’s serve as practice for students

• 8. FA’s do not use analytical rubrics.

• 9. Part of a FA strategy could be helping students ask better questions.

• 10. FA works in both individual and group work.

Quick Write (1)• What question in the pre-test really needs to

be modified for future test takers, why?

• Post –it, Index Card, Fill-in on a Handout, Half Sheet of Paper …

• Exit Cards – Share/Collect

• Kept in a Journal Section or Page – Growth/Time

• The more SPECIFIC the prompt – the BETTER the response!

My Workshop Goal• My Goal after todays workshop on the CCLS

and Formative Assessments is to: • A. _________________________________

• B. _________________________________

• & C. _______________________________

• Which I will monitor and track progress by …• ___________________________________

Why Do We Assess?

• Inform instructional decisions– Should be move forward, go back, …– What we do next …– Practice, review, or group time …

• Motivate students to try to learn– See success to believe success– Connects to their Goal

What is this? Evidence?

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Double Entry Journals (2)• 1. You have 45 seconds to Observe and Describe

the unknown object.

• You may:- draw a diagram- write your observations- name/guess the object

• 2. You have 20 seconds to write a question.

• 3. Then you will exchange for feedback

Easy Now …

Formative Assessment …

• Provides the information to adjust teaching and learning while they are happening.

• Is like “PRACTICE”

• Determines NEXT STEPS in the learning process

Statement-Opinion-Support (SOS) 3

• Statement: “To effectively teaching science we must use visuals that suggest and reveal patterns, allow students to explore, engage in, and complete the meaning of a scientific concept.”

• Opinion: Agree or Disagree• Support: with Evidence (examples, facts, data,

reasons, etc.).

Formative Assessments• “Assessments for Learning”. … and shift the

emphasis from focusing what the teacher is doing to what understanding the student is demonstrating.

Lesson PlanningTeacher Student Assessment for Learning

What are you going to say, do, show, … model with the students

How do you expect to the students to answer your questions, explain a demo, organize information, …

Identify how students will demonstrate: depth of understanding, misconceptions, readiness to continue with a concept or understanding

What is Formative Assessment

12 Word Summary (4)

FA & Student Involvement

Students need to:

•Assess their own learning (+/-/0), How & Why?

•Act as a resource to other students

Let’s Give Some Feedback

Let’s Give Some Feedback

Read & Revise (your feedback)Descriptive Feedback

• Not advice, praise, or evaluation.

• Detailed information that provides specific directions for improvement (Next Steps) and gives students opportunity for input.

• Feedback is information about how we are doing in our efforts to reach a goal.

Research Says …• Most of the feedback students receive about

their classroom work is from other students – and much of that feedback is wrong!

• In most cases students are unaware of the specific skill they’re supposed to learn so feedback is just telling them what to do!

3-2-1 (5)

• 3 ideas, concepts, or issues presented.

• 2 examples or uses of idea or concept.

• 1 unresolved question or a possible confusion.

Goal: Data should …

…Inform Instruction

Relationships from Data

• California Study Shows Significant Correlation Between High Obesity Rates And Soda Consumption

“Correlation” Defined• What is a correlation?

• “A causal, complementary, parallel, or reciprocal relationship, especially a structural, functional, or qualitative correspondence between two comparable entities: a correlation between drug abuse and crime.”

Statistics DefinitionThe degree to which two or more attributes or measurements on the same group of elements show a tendency to vary together.

Formative Assessment

• Assessment at regular intervals of a student's progress with accompanying feedback in order to help to improve the student's performance

• Use data to adjust instruction to better meet student learning needs.

2+ for the Price of 1

• Formative Assessments or Assessment for Learning can help students learn science, as well as measure how much science they have learned.

• Formative Assessment can double the rate of student learning!

What’s the Relationship between … (6)

• X and Y

• Achievement & Amount of Assessment/Feedback

• Describe and Explain the effect of Y on X, how textual evidence, data, or research supports this.

Relationships in Content

Positive Correlation???

Amount ofAssessment

with Appropriate

Feedback

Student Achievement

First Problem …• In studies conducted

on the effects of feedback – performance would have been better in almost 40% of the studies if feedback had NOT been given!

Second Problem …“ … state-level

standards documents are far too general to be used for precise feedback to students.”

CCLS & Formative Assessment (continued)

However … CCLS – Specific Skills

• Anchor Standards provide the broad Standards

• Grade-Specific Standards provide additional specificity

• Together they define the skills and understandings that students must demonstrate

Visual Assessment

O-I-E-C (1)• Observe

• Infer

• Explain

• Connect

OIEC Template

Observe Infer

Explain Connect

Read a Graph

Read-A-Graph: RAG (2)

X

Units

Scale

Y

Units

ScaleWrite, Explain, and/or Expand a Title

Describe what happens to Y as X increases

Explain-A-Table: EAT (3)

Explain-A-Table: EAT (3)

Two Factors (X,Y) in Table Inferences

Connect to Another Factor Relationship between __ & __

Key Ideas and Details (Reading)• Reading Anchor Standard 1. 1. Read closely to determine what the text says

explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

• Grade 9-10 Students: 1. Cite specific textual evidence to support analysis of

science and technical texts, attending to the precise details of explanations or descriptions.

“Science Ladder” of Learning• Identify

• State

• Describe

• Explain

• Predict/Calculate

Define-Describe-Explain: DDE (4)

• 6 The red shift of light from most galaxies is evidence that

• (1) most galaxies are moving away from Earth• (2) a majority of stars in most galaxies are red

giants• (3) the light slows down as it nears Earth• (4) red light travels faster than other colors of

light

DDE: Red Shift

Define Describe

Explain - Diagram - - - -

9-10 CCLS Skills (Reading #1)

• a. Cite Textual Evidence (Facts/Observations)

• b. Make Logical Inferences (Synthesis)

• c. Analysis of Evidence (Exp w/Precise Details)

• d. Draw and Support a Conclusion (Argument)

Picador Words (5)

Picador Words

Vocabulary Word Picador 1 Picador 2

Red Blood Cell

hemoglobin oxygen

Enzyme protein catalyst

El Nino pacific Warm water

P-wave longitudinal fast

Starburst Organizers

Define Skill Keywords

• Evidence – the available body of facts or information that support a belief of position

• Inference – a conclusion reached on the basis of evidence (observations) and reasoning

• Analysis – Detailed explanation and/or interpretation of all evidence and their relationships.

• Conclusion – Final decision that is supported by research/data.

What is a “Skill”• “is ability to do something well, expertise, a

developed talent”

• “is acquired through training, practice and experience”

• includes the Science Process Skills (Basic): Observe, Infer (Integrated): Interpreting data, Experimenting, Formulating Models

Rank the Following: RTF (6) – Why?• Ranking Criteria: best definition of Inference• 1. A Conclusion or Opinion

• 2. A conclusion reached on the basis of evidence

• 3. An educated guess

• 4. Reasoning from factual knowledge

Skills Involve “Processing”

Collect observations Make inferences Experiment Interpret Data Models

Writing Frames (7)

Basic Descriptive Paragraph (BDP)

• The most prominent characteristics/features of ______ are ___________. These characteristics are important/unique because __________ . If you looked at a diagram it would most likely show ______________ . Something similar/different to this ____________ .

Writing Frames: Compare & Contrast Paragraph (CCP)

• There are several differences between _____ and _____. There similarities include_____________ . However, in contrast to _____ , _____ have/do not _____________ . On the other hand, _____ have/ do not. These differences are important because __________.

Problem/Explanation Paragraph (PEP)

• An interesting scientific phenomena is ______________. What is difficult to explain about this is ______________ . In the simplest sense, the problem can be asked as the question: _______________? The most likely reason(s) this may have occurred is because _______ and ________. Scientist believe the best evidence to support this is _____________ .

Processing = “Steps”

“Muddiest Point” (8)

• At specific times in the lesson, students are asked to write down the muddiest point addressed so far in the lesson

• What was most unclear?

• The discussion then allows you to “see the thinking” up to the muddiest point

Muddiest Point

1. Unclear, Confusing, Difficult to Explain to Your Partner?

2. What Parts are you Clear about?

3. Question(s) Needed to Clarify

4. Partner/Group Responses

Creating Rubrics for CCLS Components

• For the Rubric on: Citing Textual Evidence

• Select the THREE most important statements for level 4.

• Revise ONE of the selected statements to improve its understanding and effectiveness with students.

Citing Textual Evidence4 3 2 1

Textual evidence highly relevant to the topic and/or argument.• It is detailed, accurate,credible, and verifiable.• The content and scope ofTextual evidence fully support the topic.• Sources of information are fully and clearly communicated.• Supports the argument by connecting it with relevant evidence from the given context using logical reasoning. • References specific details or examples from the data and/or information provided to support the conclusion. •Identifies the most important and relevant statements in the documents. • All assertions are supported with data (quantitative and descriptive) from multiple, reliable sources; uses data to create charts, graphs, maps, etc., that support claims or refute opposing positions; discusses limitations of the data.

Textual evidence identifies the required number of relevant statements, including most of the important ones in the documents. • Supports the conclusion by connecting it with relevant evidence from the given context using logical reasoning. •An abundance of specific details or examples from data or information is not present.

• Information relevant to the topic is provided.• Although minor inaccuracies maybe present, most information isaccurate, credible, and verifiable.• The content and scope ofinformation are adequate for the topic.• Most sources of information are adequately communicated.•All assertions are supported with data (quantitative or descriptive) cited from reliable sources.

Textual evidence identifies some relevant statements in the documents, but the important ones are omitted. • Partially supports the conclusion by either using irrelevant evidence from the given context or having flawed reasoning. •Some information relevant to the task is employed.• Some information is inaccurate, non-credible, or unverifiable.• The content and scope ofinformation are somewhatinadequate for the purpose.• Sources of information may be inadequately communicated.• Most assertions are supported with data (quantitative or descriptive) cited from reliable sources

Textual evidence identifies some relevant statements in the documents, but none of the important ones are included. • Conclusion is not supported by either evidence or reasoning. Information may be irrelevant to the topic.• Most information is inaccurate, non-credible, or unverifiable.• The content and scope ofinformation are inadequate forthe topic.• Sources of information are not communicated.•Uses data from sources that are not credible, lacks support for some statements, or lacks citations for some data sources.

Making an Inference4 3 2 1

Draws highly plausible inferences about the implications of the statements; provides convincing reasons for the inferences.

Large amount of Identified meanings, clues, and details that not explicitly stated.

Includes substantial connections between the text and the reader’s background knowledge in science.

In addition all descriptors in “3,” shows insights that connect additional information beyond the immediate text.

Draws plausible inferences about the implications of the statements; provides good reasons for the inferences.

Adequate identification of meanings, clues, and details that not explicitly stated.

Includes adequate connections between the text and the reader’s background knowledge in science.

Identifies assumptions in a text. Draws correct inferences from charts, graphs, and other pictorial representations.

Draws generally plausible inferences about the implications of the statements; provides reasons for some of the inferences.

Little identification of meanings, clues, and details that not explicitly stated.

Includes few connections between the text and the reader’s background knowledge in science.

Identifies assumptions and draws correct inferences that are simpler and more concrete.

Draws some plausible inferences about the implications of the statements; provides little justification for the inferences.

Poor or minimal identification of meanings, clues, and details that not explicitly stated.

Includes poor or minimal connections between the text and the reader’s background knowledge in science.

Cannot identitysimpler assumptions. Draws incorrect conclusions from graphic representations.

Analyze Collected Evidence4 3 2 1

• Correctly selects and applies an appropriate method for analysis of observations, including, pattern recognition• Discusses the factors that contributed to the outcome, & any sources of error. • Strong, valid connections drawn between outcome & theoretical or conceptual understandings in the field.

Very clearly identifies a hypothesis, rationale, or clarifies a systematic approach for exploration

• Explicitly draws support for his/her rationale from experience, observation, and/or the literature base. • Most variables are thoughtfully identified.

• Explicit link of current theory to the individual’s own research study.• Significant components of theQuestion, problem or issue are identified and thoroughly analyzed.• Interrelationships amongcomponents are analyzed.• Different perspectives areacknowledged and explained.• The conclusions are logical andconsistent with the analysis.

• Selects or applies an appropriate method for analysis of observations including, pattern recognition • Discusses the factors OR sources of error which have contributed to the outcome. • Connects the outcome to theoretical or conceptual understandings in the field.

• Identifies a hypothesis, rationale, or approach for exploration • Limited support for the rationale • Some variables are identified. • Links current theory to the individual’s own research study (may be implied or vague).

• Significant components of theQuestion, problem or issue are identified and analyzed.• Some interrelationships amongcomponents may be analyzed.• Different perspectives areacknowledged.• The conclusions are logical andconsistent with the analysis

• Selects or applies a method for analysis of observations. • Needs to discuss factors that may have contributed to the outcome. • Needs to connect the outcome to theoretical or conceptual understandings in the field.

• A few important components ofThe question, problem or issue are identified and analyzed.• Interrelationships amongcomponents are seldomanalyzed.

• Different perspectives may notbe acknowledged.• The conclusions are somewhatillogical or based on inadequateanalysis.

Needs to select or apply a method for analysis of observations. • Needs to discuss factors that may have contributed to the outcome. • Needs to connect the outcome to theoretical or conceptual understandings in the field. • Hypothesis, rationale, or line of inquiry is not identified or has inconsistencies. • Does not support rationale • Variables are inadequately addressed • Does not link current theory to the individual’s own research study.

• Few, if any, important components of the question, problem or issue are identified.• Interrelationships amongcomponents are not recognized.• Different perspectives are notacknowledged.• The conclusions, if provided,are illogical or inconsistent withthe analysis.

Drawing & Support Conclusion4 3 2 1

Clearly addresses the research question(s). • Draws inferences that are highly consistent with the data and scientific reasoning

Concepts and important ideas pertinent to the topic are skillfully applied.• Logic and language appropriate to thetopic are present throughout.• Examples used enhanceunderstanding of the conceptspresented.• Conclusions are logical and accurate,and may be insightful.

Addresses the research question(s). • Identifies conclusions based on observation. • Attempts to identify directions for future research • Defines limitations in broad terms

Concepts and important ideas pertinent to the topic are accurately used.• Logic and language appropriate to thetopic are evident.• Examples are used to adequately illustrate the concepts presented.• Conclusions are generally logical and accurate.

Conclusions may be somewhat illogical or inaccurate.

Some concepts and important ideaspertinent to the topic are used

• Some use of logic and language appropriate to the topic is evident.• Some examples are used to illustrate the concepts presented.

Conclusions do not address the research question(s).

• Conclusions not evaluated for accuracy and precision. • Does not identify future directions or limitations.

Concepts and important ideas pertinent to the topic are seldom or never used.• Little or no logic or language appropriate to the topic is evident.• Few, if any, examples are used to illustrate the concepts presented.• Conclusions, if offered, are largely illogical or inaccurate.

Appropriate Feedback• Feedback that caused declines in performance

focused on the person, rather than the task.

• Feedback should focus on:– what the person needs to improve.– how they could go about making such improvements.– Progress towards their goal(s)

Analogy Prompt (9)

• “_____ is like _____ because ______”

• Feedback is like ______ because _____

Standard 4: Science• Students will understand and apply scientific

concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science

• LE: 1. Living things are both similar to and different from each other and nonliving things.

• PS: The Earth and celestial phenomena can be described by principles of relative motion and perspective.

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Informal Assessment Techniques• can easily be incorporated into classroom routines

and learning activities.

• have results that are indicative of the student's performance on the skill or subject of interest.

• can be used at anytime without interfering with instructional time.

• are not intended to provide a comparison to a broader group beyond the students in the local project.

Concept Cartoon

• Cartoon-style drawings showing different characters arguing about an everyday situation

• Designed to intrigue, to provoke discussion and to stimulate thinking

• May not have a single "right answer"

Concept Cartoon (10)

Activity: Item Reflection

• 1. What is need for the student to improve (skills and processes)?

• 2. What teaching techniques and strategies could be used to improve student achievement?

• What specific feedback could be given?

Living Environment• 14 Which sequence represents the

order of some events in human development?

• (1) zygote → sperm → tissues → egg (15%)• (2) fetus → tissues → zygote → egg (8%)• (3) zygote → tissues → organs → fetus (49%)• (4) sperm → zygote → organs → tissues (28%)

ES• 17 The diagram below shows an outcrop of

different layers of sandstone in a region receiving heavy rainfall. Which sandstone layer appears to be the least resistant to weathering?

• (1) A (3%)• (2) B (44%)• (3) C (6%)• (4) D (47%)

What is Needed for Students to Improve?(Focus: Skills & Processes)

1. Student Focus 2. Student Focus

Specific Information from Question or additional information

Specific Information from Question or additional information

3. Student Focus 4. Student Focus

Specific Information from Question or additional information

Specific Information from Question or additional information

Teacher: How can it be Improved?(Strategies & Techniques)

1. Teacher Focus #1 2. a. Specific S/T #1

b. Specific S/T #2

c. Specific S/T #3

a.

b.

c.

3. 4. a.

b.

c.

a.

b.

c.

Student Feedback: Improvements

1 2 CHECK (correct answer)

3 4

Correct Answer: Additional asks to CHECK understanding

What is Needed for Students to Improve?(Skills & Processes)

1. Vocabulary 2. Connect Processes

Reproduction & Development Fertilization and Development

3. Connect “Structures” & “Processes”

4. Start a sequence at any point and “Skip Steps”

Fertilization: sperm, egg, zygote

Development: zygote, (blastula, gastrula) tissues, organs, (embryo) fetus

Start: Zygote, Sperm, (Blastula)

Skip: Blastula, Gastrula, Tissues

What is Needed for Students to Improve?(Focus: Skills & Processes)

1. Vocabulary 2. Process Understanding

outcrop, sandstone, weathering, cement, quartz, calcite, hematite

Weathering

3. Connect “Process” & “Effect” 4. “Effect” under new/different situations (application)

Weathering to break down of rock (physical, chem)

-rocks-minerals -arrangement of layers

Teacher: How can it be Improved?(Strategies & Techniques - LE)

1. Vocabulary 2. Structures & Processes

a. Diagram for Word

b. Two “Immediate Words”

c. “File It”

a. Process Starbursts

b. Sorting Structures

c. Multiple Process Diagrams

3. Connecting Processes 4. Start Anywhere & Skip

a. What is the Relationship between …

b. “Put it Together” Write

c. Concept Mapping

a. Multiple Sorts

b. Add Steps (B/A/I)

c. “Process Loops”

Teacher: How can it be Improved?(Strategies & Techniques)

1. Vocabulary 2. Process Understanding

a. Diagram for Word

b. Two “Immediate Words”

c. “File It”

a. Process Starbursts

b. Sorting Structures

c. Multiple Process Diagrams

3. Connect Process & Effect

4. New Situation: Application

a. What is the Relationship between …

b. “Put it Together” Write

c. Concept Mapping

a. Change materials/examples

b. Add new information

c. Apply to NY situation

Student Feedback: Improvements? 1. (15%)a. Group sets of (2-3) terms under your own heading

b. Sequence a process using TWO arrows.

c. Given TWO steps determine an intermediate step

2. (8%)a. Sequence two diagrams/words (ie. initial and final, before and after)

b. Use an Arrow () to connect TWO steps in a process

c. Create Representational Pictures to aid in vocabulary retention

3. CHECK – EVERYONE!a.Add sperm, egg, blastula, and embryo to the sequence.

b.Identify locations of zygote and fetus in the human reproduction system.

c.Identify a “problem” that could occur in this sequence.

4. (28%)a.Add in additional information in a given sequence

b.Add in B/A/I steps to a given sequence

c.Explain why each steps is “accurate” in a sequence

Student Feedback: Improvements? 1. (3%)

a. Identifying key words

b. Identifying the specific task

c. Adding information to a diagram

2. (44%) CHECK – EVERYONE!a.If sandstone was changed to conglomerate would it change the answer?

b.Would the use of a metamorphic rock in place of sandstone change the answer?

c.If Sandstone layer A was hematite cement would it change the answwer?

3. (6%)

a. Identifying cause and effect of a process

b. Adding 2 connecting words to every key word

c. State justification in words

4. (47%)

a. Ask questions with opposites least/most, is/is not, smallest/largest, etc.

b. Label diagrams with new information and opposites.

Finis

Terminology Inventory Probe (7)

• On a scale of 1-4 (best) how well could you define (D), describe (D), and explain (E) the following terms:

1-4 Rating - Now

1-4 Rating - End

Define-Describe-Explain (DDE)

Observation

Inference

Analysis

Conclusion