CLASSROOM ASSESSMENT IN ELEMENTARY SCIENCE DAY 1 JENNIFER
GOTTLIEB & MIKE KLEIN
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WELCOME! WHICH QUOTE RESONATES WITH YOU? WHY?
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The purpose of this session is to support teachers as they
design, implement, and interpret classroom level formative
assessments that incorporate the three dimensions of science
learning (Science and Engineering Practices, Disciplinary Core
Ideas, and Crosscutting Concepts).
FORMATIVE ASSESSMENT What do I want them to know, understand,
or do? What are they thinking? Formative Assessment
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HOW CAN FORMATIVE ASSESSMENT IMPROVE TEACHING AND
LEARNING?
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FORMATIVE ASSESSMENT CLASSROOM TECHNIQUES ( FACT S) What are
some reasons for using formative assessment? (page 6)
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FORMATIVE ASSESSMENT Read pages 26-29. What do I want them to
know, understand, or do? What are they thinking? Formative
Assessment
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5E LEARNING CYCLE Engage Explore Explain Elaborate Evaluate
http://www.bscs.org/bscs-5e-instructional-model
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5E LEARNING CYCLE Engage Explore Explain Elaborate
http://www.bscs.org/bscs-5e-instructional-model Evaluate
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If students answer all the teachers questions correctly, the
teacher is surely wasting the students time. Worthwhile questions
cause students to struggle and think. ~Dylan William
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FORMATIVE ASSESSMENT AND THE NEXT GENERATION SCIENCE
STANDARDS
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ARCHITECTURE OF THE NGSS Science and Engineering Practices
Crosscutting Concepts Disciplinary Core Ideas
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PERFORMANCE EXPECTATIONS Science and Engineering Practices
Crosscutting Concepts Disciplinary Core Ideas Where do each of the
three dimensions show up in the performance expectations?
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NGSS CLASSROOM SAMPLE ASSESSMENT TASKS
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NGSS/CCSS-M SAMPLE CLASSROOM ASSESSMENT TASKS Read the Purpose
and Overview How might these be useful to us?
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NGSS/CCSS-M SAMPLE CLASSROOM ASSESSMENT TASKS Read the Middle
School Task What do you think?
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Too often, educational tests, grades, and report cards are
treated by teachers as autopsies when they should be viewed as
physicals. ~Reeves
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DEVELOPING A FORMATIVE ASSESSMENT TOOL BOX
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Surfacing student misconceptions is at the very heart of the
learning process. ~Brent Duckor
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QUICK START TOOLS With a partner, choose 2- 3 tools and
highlight them on a whiteboard.
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PROCESS TOOLS
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Formative assessment is not the goal; it is a means to
achieving a teaching or learning goal. Page Keeley
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SELECTING THE RIGHT FORMATIVE ASSESSMENT TOOL Read pages 32-33
What do I want them to know, understand, or do? What are they
thinking? Formative Assessment
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Card Sorts Formative Assessment Tool Science & Engineering
Practices Engaging in argument from evidence Crosscutting Concepts
Patterns Structure and Function Disciplinary Core Ideas PS1.A
Different kinds of matter exist and many of them can be either
solid or liquid, depending on temperature What do I want them to
know, understand, or do?
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CARD SORT Is it a solid? rock ice rubber band sponge sugar
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Science & Engineering Practices Crosscutting
ConceptsDisciplinary Core Ideas What do I want them to know,
understand, or do? How might you use Card Sorts in your content
area?
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Sequencing/Ranking Formative Assessment Tool Science &
Engineering Practices Analyzing and interpreting data Engaging in
argument from evidence Crosscutting Concepts Patterns Disciplinary
Core Ideas ESS1.A Patterns of the motion of the sun, moon, and
stars in the sky can be observed, described, and predicted. What do
I want them to know, understand, or do?
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SEQUENCING/RANKING Think about how the sun seems to move across
the sky. Cut out the pictures your teacher gives you and put them
in order.
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Science & Engineering Practices Crosscutting
ConceptsDisciplinary Core Ideas What do I want them to know,
understand, or do? How might you use Sequencing/Ranking in your
content area?
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Representation Analysis Formative Assessment Tool Science &
Engineering Practices Developing and Using Models Obtaining,
Evaluating, and Communicating Information Crosscutting Concepts
Scale, Proportion, and Quantity Systems and System Models
Disciplinary Core Ideas ESS1.B The orbits of Earth around the sun
and of the moon around the Earth, together with the rotation of
Earth about an axis What do I want them to know, understand, or
do?
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REPRESENTATION ANALYSIS What aspects of this representation of
the Earth and sun may lead to misunderstandings or are incorrect?
Explain your thinking. How might you improve the
representation?
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Science & Engineering Practices Crosscutting
ConceptsDisciplinary Core Ideas What do I want them to know,
understand, or do? How might you use Representation Analysis in
your content area?
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Concept Cartoons Formative Assessment Tool Science &
Engineering Practices Engaging in argument from evidence
Constructing explanations Crosscutting Concepts Energy and Matter
Cause and Effect Disciplinary Core Ideas LS1.C Plants acquire their
material for growth chiefly from air and water. What do I want them
to know, understand, or do?
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Science & Engineering Practices Crosscutting
ConceptsDisciplinary Core Ideas What do I want them to know,
understand, or do? How might you use Concept Cartoons in your
content area?
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Friendly Talk Formative Assessment Tool Science &
Engineering Practices Engaging in Argument from Evidence
Crosscutting Concepts Cause and Effect Disciplinary Core Ideas
LS1.C Plants need water and light to live and grow. What do I want
them to know, understand, or do?
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FRIENDLY TALK Carl: I think the plants in the dark closet will
be the tallest. Monique: I think the plants by the sunny window
will be the tallest. Jasmine:I think the plants will be about the
same height. Drew:I think the plants in the closet will stop
growing and die. Which friend do you agree with and why? Explain
your thinking.
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Science & Engineering Practices Crosscutting
ConceptsDisciplinary Core Ideas What do I want them to know,
understand, or do? How might you use Friendly Talk in your content
area?
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Familiar Phenomenon Probe Formative Assessment Tool Science
& Engineering Practices Engaging in Argument from Evidence
Constructing Explanations Developing and Using Models Crosscutting
Concepts Cause and Effect Disciplinary Core Ideas PS1.A The amount
(weight) of matter is conserved when it changes form, even in
transitions in which it seems to vanish. What do I want them to
know, understand, or do?
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FAMILIAR PHENOMENON PROBE A.The mass of the warm balloon is
less than the mass of the cold balloon. B.The mass of the warm
balloon is greater than the mass of the cold balloon. C.The mass of
the warm balloon is the same as the mass of the cold balloon.
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Science & Engineering Practices Crosscutting
ConceptsDisciplinary Core Ideas What do I want them to know,
understand, or do? How might you use a Familiar Phenomenon Probe in
your content area? Phenomenon: A. B. C. D. E. F.
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Data Match Formative Assessment Tool Science & Engineering
Practices Analyzing and Interpreting Data Crosscutting Concepts
Patterns Disciplinary Core Ideas PS2.A The patterns of an objects
motion in various situations can be observed and measured; when the
past motion exhibits What do I want them to know, understand, or
do?
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DATA MATCH Length = 20 cm Mass = 50 grams Mass (grams) Time to
swing back and forth 5 times (seconds) Length (cm) Time to swing
back and forth 5 times (seconds) 104.5 204.5 204.3 406.5 304.6
608.0 404.5 808.8 504.4 1009.9
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Science & Engineering Practices Crosscutting
ConceptsDisciplinary Core Ideas What do I want them to know,
understand, or do? How might you use Data Match in your content
area?
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Missed Conception Formative Assessment Tool Science &
Engineering Practices Constructing Explanations Crosscutting
Concepts Cause and Effect Disciplinary Core Ideas PS4.B Objects can
be seen if light is available to illuminate them or If they give
off their own light. What do I want them to know, understand, or
do?
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MISSED CONCEPTION Missed Conception: I can see objects in a
completely dark room as long as my eyes have time to get used to
it. 1. Why do you think some people have this idea about light? 2.
What things could you do to help someone understand the scientific
explanation? How would this help someone give up his or her
original idea in favor of a scientific one? 3. Did you ever have a
similar Missed Conception at the beginning of this unit or sometime
during your life? Do you think you might still hold on to your
previous ideas or parts of them? How and/or why has your thinking
changed or not changed?
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Science & Engineering Practices Crosscutting
ConceptsDisciplinary Core Ideas What do I want them to know,
understand, or do? How might you use a Missed Conception in your
content area?
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P-E-O Probes (Predict-Explain-Observe) Formative Assessment
Tool Science & Engineering Practices Constructing Explanations
Planning and Carrying Out Investigations Crosscutting Concepts
Cause and Effect Disciplinary Core Ideas PS2.A Forces that do not
sum to zero can cause changes in the objects speed or direction of
motion. What do I want them to know, understand, or do?
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PREDICT-EXPLAIN-OBSERVE
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Science & Engineering Practices Crosscutting
ConceptsDisciplinary Core Ideas What do I want them to know,
understand, or do? How might you use a P-E-O Probe in your content
area?
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A & D Statements Formative Assessment Tool Science &
Engineering Practices Engaging in Argument from Evidence
Crosscutting Concepts Structure and Function Disciplinary Core
Ideas PS1.A Measurement of a variety of properties can be used to
identify materials What do I want them to know, understand, or
do?
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A & D STATEMENTS
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Science & Engineering Practices Crosscutting
ConceptsDisciplinary Core Ideas What do I want them to know,
understand, or do? How might you use A & D Statements in your
content area?
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It is through our assessment that we communicate most clearly
to students which activities and learning outcomes we value. ~NCTM
Assessment Standards
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TWO MINUTE PAPER (PAGE 204) What was the most important thing
you learned today? How do you plan to apply what you learned
today?
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THANK YOU!
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SUMMATIVE ASSESSMENTS: WHATS COMING?
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DEVELOPING ASSESSMENTS FOR THE NGSS
http://www.nap.edu/catalog.php?record_id=18409 National Research
Council Board on Testing and Assessment Board on Science Education
Division of Behavioral and Social Sciences and Education
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SOME OF THE MAIN MESSAGES New types of assessments are needed
NGSS assessment should start with the needs of classroom teaching
and learning States must create coherent systems of assessment to
support both classroom learning and policy/ monitoring functions
Implementation should be gradual, systematic, carefully
prioritized, and attend to equity Professional development and
adequate support for teachers will be critical
Slide 65
SYSTEM OF ASSESSMENT Assessment to support classroom teaching
and learning Assessment for monitoring student learning Indicators
of opportunity-to-learn (OTL)
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WHAT MIGHT THESE ASSESSMENTS LOOK LIKE? Tasks should ask
students to apply practices in the context of disciplinary core
ideas and crosscutting concepts. Science and Engineering Practices
Crosscutting Concepts Disciplinary Core Ideas
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WHAT MIGHT THESE ASSESSMENTS LOOK LIKE? Need multi-component
tasks that use a variety of response formats: Selected response
questions Short and extended constructed response questions
Performance tasks Classroom discourse
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SYSTEM OF ASSESSMENT Assessment to support classroom teaching
and learning Assessment for monitoring student learning Indicators
of opportunity-to-learn (OTL)
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BIODIVERSITY IN THE SCHOOLYARD 5 TH GRADE EXAMPLE
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5 TH GRADE EXAMPLE: BIODIVERSITY IN THE SCHOOLYARD Where are
the three dimensions assessed in this series of classroom
assessment tasks? Science and Engineering Practices Crosscutting
Concepts Disciplinary Core Ideas
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FORMATIVE ASSESSMENT TASKS Collect data on the number of
animals (abundance) and the number of different species (richness)
in schoolyard zones Task 1 Create bar graphs that illustrate
patterns in abundance and richness data from each of the schoolyard
zones Task 2 Construct an explanation to support your answer to the
question: Which zone of the schoolyard has the greatest
biodiversity? Task 3
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FORMATIVE ASSESSMENT Collect data on the number of animals
(abundance) and the number of different species (richness) in
schoolyard zones Task 1
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FORMATIVE ASSESSMENT Create bar graphs that illustrate patterns
in abundance and richness data from each of the schoolyard zones
Task 2
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FORMATIVE ASSESSMENT Construct an explanation to support your
answer to the question: Which zone of the schoolyard has the
greatest biodiversity? Task 3 scaffold
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SUMMATIVE ASSESSMENT Construct an explanation to support an
answer to the question: Which zone of the schoolyard has the
greatest biodiversity?
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5 TH GRADE EXAMPLE: BIODIVERSITY IN THE SCHOOLYARD Disciplinary
Core Idea Biodiversity Crosscutting Concept Patterns Practices
Planning and carrying out investigations Analyzing and interpreting
data Constructing explanations Science and Engineering Practices
Crosscutting Concepts Disciplinary Core Ideas
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SYSTEM OF ASSESSMENT Assessment to support classroom teaching
and learning Assessment for monitoring student learning Indicators
of opportunity-to-learn (OTL)
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PLATE TECTONICS MIDDLE SCHOOL EXAMPLE
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MIDDLE SCHOOL EXAMPLE: PLATE TECTONICS Where are the three
dimensions assessed in this performance task? Science and
Engineering Practices Crosscutting Concepts Disciplinary Core
Ideas
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PERFORMANCE TASK Draw a model of a volcano formation at a hot
spot using arrows to show movement in the model. Be sure to label
all parts of the model. Use your model to explain what happens with
the plate and what happens at the hot spot when a volcano forms.
Draw a model to show the side view (cross-section) of volcano
formation near a plate boundary (at a subduction zone or divergent
boundary). Be sure to label all parts of your model. Use your model
to explain what happens when a volcano forms near a plate
boundary.
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PERFORMANCE TASK The hot spot allows the magma to move up into
the crust where it forms a volcano. The magma pushes up through the
crust and goes up and erupts.
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MIDDLE SCHOOL EXAMPLE: PLATE TECTONICS Disciplinary Core Idea
Plate tectonics Crosscutting Concept Patterns Scale Practices
Developing and using models Science and Engineering Practices
Crosscutting Concepts Disciplinary Core Ideas
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DEVELOPING ASSESSMENTS FOR THE NGSS
http://www.nap.edu/catalog.php?record_id=18409 Remember: This is a
report about what kind of assessments need to be developed for
NGSS. No one has developed these assessments yet. The examples
included in the report (and todays presentation) are things the
committee saw and saidOh yessomething like that might work
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WELCOME BACK! CLASSROOM ASSESSMENT IN ELEMENTARY SCIENCE DAY
2
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WELCOME BACK!
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CONGA LINE! In my classroom, I can tell students are learning
when they. One new thing Ive tried since our last meeting is..
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The purpose of this session is to support teachers as they
design, implement, and interpret classroom level formative
assessments that incorporate the three dimensions of science
learning (Science and Engineering Practices, Disciplinary Core
Ideas, and Crosscutting Concepts).
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SCIENCE NOTEBOOKS
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For your reason: Whats the big idea? Whats the connection to
formative assessment? What might this look like in your
classroom?
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5E LEARNING CYCLE Engage Explore Explain Elaborate
http://www.bscs.org/bscs-5e-instructional-model Evaluate
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Which notebook prompts and/or templates resonate with you? How
might these allow you to know what they are thinking?
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FEEDBACK TO STUDENTS
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Brainstorm: What types of feedback do we give our
students?
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Recurring, nonthreatening feedback encourages students to
persist. As some teachers say, You dont know it yet. ~Cathy
Vatterott
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WHAT WOULD YOU DO?
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WHATS THE TAKE-AWAY?
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So what kind of feedback will help students grow?
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http://vimeo.com/105519785
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AUSTINS BUTTERFLY How might we foster a culture of excellence
in our classrooms?
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https://www.youtube.com/watch?v=0yetHqWODp0
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https://www.youtube.com/watch?v=45mMioJ5szc
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LIFE = RISK What are some things we might do to create learning
environments where students are comfortable taking risks?
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EFFECTIVE FEEDBACK Read the first two pages. What do you think?
At your table, divide up the 7 keys to essential feedback. Read
about your key and teach the rest of your table about it. Use the
bookmark to take notes and to consider how each key applies to your
class.
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PROVIDING FEEDBACK
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Mr. Miller has three different balls. Each is about the same
size with a different mass. Ball 1 is a wooden ball. Its mass is 28
g. Ball 2 is a golf ball. Its mass is 46 g. Ball 3 is a metal ball.
Its mass is 110 g. He holds his arms out and drops the three balls
at the same time from the same height. In what order will the balls
hit the floor?
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Prediction A: Ball 1, then ball 2, then ball 3. Prediction B:
Ball 3, then ball 2, then ball 1. Prediction C: Ball 2, then ball
3, then ball 1. Prediction D: All three balls will hit the floor at
about the same time. Prediction E: Ball 3 will hit first, followed
by ball 1 and ball 2 hitting the floor at the same time. Choose a
prediction and explain your thinking. What rule or reasoning did
you use to make your prediction? 28 g46 g 110 g
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112 Focus Question: In what order will the balls hit the floor?
Teacher-created exemplar: (Claim) All three balls will hit the
floor at the same time. (Evidence) The reason is that they are all
the same shape and size. (Science Reasoning) Gravity causes objects
to fall at the same rate, but air resistance can cause some things
to fall slower. The shape and size of an object determines how much
air pushes up on it and slows down its fall (air resistance). When
objects are the same size and shape, they have the same amount of
air pushing up on them, so they will fall at the same rate. Since
the balls are all the same size and shape, they will fall at the
same rate and hit the ground at the same time. (Counter Argument)
Some people might think that mass will matter and that the metal
ball will hit the ground first because it is heavier. We observed
in class that only shape and size matter.
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ANALYZING FEEDBACK
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USE THE KEYS TO ANALYZE THE FEEDBACK I chose prediction D
because we did this in class with a metal ball and wooden ball and
they both were about equal when they fell. Great job!!
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USE THE KEYS TO ANALYZE THE FEEDBACK I chose prediction D
because we did this in class with a metal ball and wooden ball and
they both were about equal when they fell. What was it about the
metal ball and the wooden ball that made them fall at the same
rate?
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USE THE KEYS TO ANALYZE THE FEEDBACK I chose prediction D
because we did this in class with a metal ball and wooden ball and
they both were about equal when they fell. What about the golf
ball?
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USE THE KEYS TO ANALYZE THE FEEDBACK I chose prediction D
because we did this in class with a metal ball and wooden ball and
they both were about equal when they fell. Too vague!
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WHAT FEEDBACK MIGHT YOU GIVE?
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WHAT WOULD YOU DO? STUDENT 1 What written feedback might be
helpful for this student? I chose prediction D because we did this
in class with a metal ball and wooden ball and they both were about
equal when they fell.
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WHAT WOULD YOU DO? STUDENT 2 What written feedback might be
helpful for this student? I think all 3 balls will hit the floor
about the same time because they all have the same mass and same
size.
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WHAT WOULD YOU DO? STUDENT 3 What written feedback might be
helpful for this student? I think it is D because everything has
the same amount of gravity fource.
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SCIENCE NOTEBOOKS: DO HEAVY THINGS FALL FASTER THAN LIGHT
THINGS?
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WHAT ARE WE LOOKING FOR IN A WRITTEN RESPONSE? CLAIM: Answers
the question correctly EVIDENCE: Provides several pieces of
evidence to support answer
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PROVIDING FEEDBACK TO STUDENTS What did you actually observe?
What are the important details that another scientist would need to
know? What evidence do you have to support your thinking? Does what
you have written agree with the data you recorded? What questions
do you have now?
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What did you actually observe? What are the important details
that another scientist would need to know? What evidence do you
have to support your thinking? Does what you have written agree
with the data you recorded? What questions do you have now? What
would you say to this student to move their scientific thinking
forward? I found out that heavy things and light things fall the
same, it is always too close to tell.
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What did you actually observe? What are the important details
that another scientist would need to know? What evidence do you
have to support your thinking? Does what you have written agree
with the data you recorded? What questions do you have now? What
would you say to this student to move their scientific thinking
forward? Heavy things fall faster than light things. I know this
because when a leaf falls, it takes a long time to fall to the
ground. A heavier object, like a rock, goes straight down and falls
faster than a leaf.
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What did you actually observe? What are the important details
that another scientist would need to know? What evidence do you
have to support your thinking? Does what you have written agree
with the data you recorded? What questions do you have now? What
would you say to this student to move their scientific thinking
forward? I found out that heavy things do not fall faster than
light things. I think this because every dropping race ended in a
tie. For example, the marble and tennis ball both hit the ground at
the same time. Also, the book and the penny hit the ground at the
same time.
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The more time that elapses between a student response and
teacher feedback, the less metacognitive reflection takes place.
~Sonny Mangana and Robert Marzano
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HOW TO PROVIDE TIMELY, ONGOING FEEDBACK IN THE REAL WORLD?
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ANALYZE EXAMPLES OF STUDENT WORK Are fat and soap the same
substance? For each of the following explanations, underline and
label the claim, evidence, reasoning, and counter-argument. Which
explanation is the strongest? Why?
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ANALYZE EXAMPLES OF STUDENT WORK
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Consider an idea regarding student feedback that youd like to
try in the near future. Make yourself a sticky note to remind
yourself to do it.
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FEEDBACK FOR TEACHERS USING FORMATIVE ASSESSMENT DATA TO INFORM
INSTRUCTION
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Great teachers are habitual students of their students. They
assess continually to understand the human beings that they teach.
~Carol Ann Tomlinson
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COLLABORATIVE ANALYSIS OF STUDENT WORK What kind of feedback
does this provide for teachers? What can you learn from the
experience even if your students work isnt being analyzed?
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USING FORMATIVE ASSESSMENT DATA TO INFORM INSTRUCTION Short
term Long term
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USING FORMATIVE ASSESSMENT DATA TO INFORM INSTRUCTION Short
term Choose 3 NEXT STEP strategies that might work in your
classroom.
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USING FORMATIVE ASSESSMENT DATA TO INFORM INSTRUCTION Short
term How might some of the ideas in our book be used as NEXT STEP
strategies? Choose 3 ideas from the book that might work in your
classroom.
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USING FORMATIVE ASSESSMENT DATA TO INFORM INSTRUCTION Use
formative assessment data to demonstrate student growth over time
and thoughtfully plan instructional strategies to maximize that
growth. Long term
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IDENTIFY A GOAL
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MEASURE STUDENT PROGRESS TOWARD GOAL
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REFLECT ON STUDENT PROGRESS AND PLAN NEXT STEPS
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Consider an idea regarding teacher feedback that youd like to
try in the near future. Make yourself a sticky note to remind
yourself to do it.
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We must constantly remind ourselves that the ultimate purpose
of education is to have students become self-evaluating. If
students graduate from our school still dependent on others to tell
them when they are adequate, good, or excellent, then we have
missed the whole point of what education is all about. ~Costa &
Kallick
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It is through our assessment that we communicate most clearly
to students which activities and learning outcomes we value. ~NCTM
Assessment Standards
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REFLECTION With respect to formative assessment, I used to
think. but now I think
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SUMMATIVE ASSESSMENTS: WHATS COMING?
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DEVELOPING ASSESSMENTS FOR THE NGSS
http://www.nap.edu/catalog.php?record_id=18409 National Research
Council Board on Testing and Assessment Board on Science Education
Division of Behavioral and Social Sciences and Education
Slide 149
SOME OF THE MAIN MESSAGES New types of assessments are needed
NGSS assessment should start with the needs of classroom teaching
and learning States must create coherent systems of assessment to
support both classroom learning and policy/ monitoring functions
Implementation should be gradual, systematic, carefully
prioritized, and attend to equity Professional development and
adequate support for teachers will be critical
Slide 150
SYSTEM OF ASSESSMENT Assessment to support classroom teaching
and learning Assessment for monitoring student learning Indicators
of opportunity-to-learn (OTL)
Slide 151
WHAT MIGHT THESE ASSESSMENTS LOOK LIKE? Tasks should ask
students to apply practices in the context of disciplinary core
ideas and crosscutting concepts. Science and Engineering Practices
Crosscutting Concepts Disciplinary Core Ideas
Slide 152
WHAT MIGHT THESE ASSESSMENTS LOOK LIKE? Need multi-component
tasks that use a variety of response formats: Selected response
questions Short and extended constructed response questions
Performance tasks Classroom discourse
Slide 153
SYSTEM OF ASSESSMENT Assessment to support classroom teaching
and learning Assessment for monitoring student learning Indicators
of opportunity-to-learn (OTL)
Slide 154
BIODIVERSITY IN THE SCHOOLYARD 5 TH GRADE EXAMPLE
Slide 155
5 TH GRADE EXAMPLE: BIODIVERSITY IN THE SCHOOLYARD Where are
the three dimensions assessed in this series of classroom
assessment tasks? Science and Engineering Practices Crosscutting
Concepts Disciplinary Core Ideas
Slide 156
FORMATIVE ASSESSMENT TASKS Collect data on the number of
animals (abundance) and the number of different species (richness)
in schoolyard zones Task 1 Create bar graphs that illustrate
patterns in abundance and richness data from each of the schoolyard
zones Task 2 Construct an explanation to support your answer to the
question: Which zone of the schoolyard has the greatest
biodiversity? Task 3
Slide 157
FORMATIVE ASSESSMENT Collect data on the number of animals
(abundance) and the number of different species (richness) in
schoolyard zones Task 1
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FORMATIVE ASSESSMENT Create bar graphs that illustrate patterns
in abundance and richness data from each of the schoolyard zones
Task 2
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FORMATIVE ASSESSMENT Construct an explanation to support your
answer to the question: Which zone of the schoolyard has the
greatest biodiversity? Task 3 scaffold
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SUMMATIVE ASSESSMENT Construct an explanation to support an
answer to the question: Which zone of the schoolyard has the
greatest biodiversity?
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5 TH GRADE EXAMPLE: BIODIVERSITY IN THE SCHOOLYARD Disciplinary
Core Idea Biodiversity Crosscutting Concept Patterns Practices
Planning and carrying out investigations Analyzing and interpreting
data Constructing explanations Science and Engineering Practices
Crosscutting Concepts Disciplinary Core Ideas
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SYSTEM OF ASSESSMENT Assessment to support classroom teaching
and learning Assessment for monitoring student learning Indicators
of opportunity-to-learn (OTL)
Slide 163
PLATE TECTONICS MIDDLE SCHOOL EXAMPLE
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MIDDLE SCHOOL EXAMPLE: PLATE TECTONICS Where are the three
dimensions assessed in this performance task? Science and
Engineering Practices Crosscutting Concepts Disciplinary Core
Ideas
Slide 165
PERFORMANCE TASK Draw a model of a volcano formation at a hot
spot using arrows to show movement in the model. Be sure to label
all parts of the model. Use your model to explain what happens with
the plate and what happens at the hot spot when a volcano forms.
Draw a model to show the side view (cross-section) of volcano
formation near a plate boundary (at a subduction zone or divergent
boundary). Be sure to label all parts of your model. Use your model
to explain what happens when a volcano forms near a plate
boundary.
Slide 166
PERFORMANCE TASK The hot spot allows the magma to move up into
the crust where it forms a volcano. The magma pushes up through the
crust and goes up and erupts.
Slide 167
MIDDLE SCHOOL EXAMPLE: PLATE TECTONICS Disciplinary Core Idea
Plate tectonics Crosscutting Concept Patterns Scale Practices
Developing and using models Science and Engineering Practices
Crosscutting Concepts Disciplinary Core Ideas
Slide 168
DEVELOPING ASSESSMENTS FOR THE NGSS
http://www.nap.edu/catalog.php?record_id=18409 Remember: This is a
report about what kind of assessments need to be developed for
NGSS. No one has developed these assessments yet. The examples
included in the report (and todays presentation) are things the
committee saw and saidOh yessomething like that might work