Pamela Harrell and Colleen Eddy University of North Texas Using Learning Progressions to Sequence Learning Experiences which link to Formative Assessments

Pamela Harrell and Colleen EddyPamela Harrell and Colleen EddyUniversity of North TexasUniversity of North Texas

Using Learning Progressions to Sequence Learning Experiences which link to Formative Assessments

7/9/10NSF Robert Noyce Teacher Scholarship Program Conference

Learning GoalsLearning Goals

1. Define formative assessment

2. Provide example of formative assessment

3. Define a learning progression

4. Give an example of a learning progression.


What Formative What Formative Assessment ISAssessment IS A planned process in which the teacher

uses evidence of student learning to adjust ongoing instruction and achieve intended curricular aims.

A process in which the student uses evidence of their learning to adjust their learning tactic.

Takes place DURING instruction


Summative and Formative Summative and Formative Assessment: A Assessment: A ComparisonComparison

End-point WordsNumerical Emphasis on Feedback

Stakes are High Student Learning


Summative Formative

Assessment CycleAssessment Cycle


Objectives

Learning Plan based on initial assessment and

individual learner goals

Teaching /learning activities to meet the needs of individual

learnersFormative

assessment (adjust plan as

needed)

Summative Assessment

at end of program

Initial Assessment to identify learner

needs

Illustrative Proportions of Formative Illustrative Proportions of Formative Assessment in ClassroomsAssessment in Classrooms


No Formative Assessme

nt

Token Formative Assessme

nt

Moderate Formative Assessme

nt

Near-Total Formative Assessme

nt

What is a Learning What is a Learning ProgressionProgression Set of subskills and enabling knowledge requisite to mastery of an instructional outcom

Step-by-step building blocks Enabling knowledge – set of facts or

information students must memorize or understand

Also referred to as task analysis or progress maps (Forster & Masters, 1996)


What a Learning Progression What a Learning Progression ISN’TISN’T A learning progression is not

“unerringly accurate” but represents best instructional thinking

A learning progression is not one size fits all when it comes to learning styles

Always the appropriate building block size for all students. Some students may require the building blocks to be broken down into even smaller blocks

Perfectly balanced with regard to level of sophistication and likelihood of use by teachers and students


Subskills and Enabling Subskills and Enabling Knowledge for Reflectional and Knowledge for Reflectional and Rotational SymmetryRotational Symmetry

NSF Robert Noyce Teacher Scholarship Program Conference

Enabling Knowledge of Enabling Knowledge of Transformation Learning Transformation Learning ProgressionProgression


Real Life Applications

Kinds of Symmetry

Apply transformation

s used

Lines of Symmetry

ç

ç

ç

Students use prior knowledge of symmetry to group the organisms – Engage

Create symmetric designs using equilateral triangles – Explore Students describe their designs according to the transformations used– Explain

The teacher guides students in discovering rotational and reflectional symmetry– Explain Students apply the new knowledge to the symmetries of a square - Elaborate

Students revisit their classification of organisms to describe the symmetries of each organism and logically place them into groups based on their body plan. – EvaluateStudents create a concept map to organize their knowledge of symmetries - Evaluate

Assessment of the Symmetry Assessment of the Symmetry Learning Progression Learning Progression


Real Life Applications

Kinds of Symmetry

Recognize transformation

s used

Lines of Symmetry

ç

ç

ç

Students recognition of symmetry, a line of symmetry, and multiple lines of symmetry – Formative Assessment Link (Engage and Explore/Student Self Assessment)

Students draw examples of transformations and the lines of symmetry for an equilateral triangle – Formative Assessment Link (Engage and Explore/Student Self Assessment)

Students apply the types of symmetry and the lines of symmetry for a square – Formative Assessment Link (Elaborate/Student Self Assessment)

Students apply characteristics of symmetry to classify organisms and create a concept map – Formative Assessment Link (Evaluate/Student Self Assessment)

Building a learning Building a learning progressionprogression


Structure of the Atom

Atoms are tinyDefinition of atom

Atom Size

Based on # of valence electrons

Based on # of ProtonsLocation of subatomic particles

Names of subatomic particlesLocation of subatomic particles

Chemical Properties of

Atom

Atom Identity

Enabling Knowledge of the Enabling Knowledge of the Atom Learning ProgressionAtom Learning Progression



Atom

Atom Size

Structure of Atom

Atom Identity

ç

cut it up – introduce the term atom at the end of Engage 1 Powers of 10 – Engage 2

Black Box Activity - Indirect observations (Explore 1) On the Shoulder of Giants - PPT Explain includes probing questionsParticle Play - Charge of subatomic particles (Explore 2)Atom Video - Explain location of subatomic particles in nucleus and electron cloudFly Stick - Repulsion of like charges Electron Dot Diagram

Periodic Table Computer Game – Trends using valence electrons Fill Me Up Valence Electron GameAtomic Radius Role PlayVideo Clips - Show reactivity of metals and nonmetals

Periodic Table Computer Game – Trends using valence electrons Fill Me Up Valence Electron GameAtomic Radius Role PlayVideo Clips - Show reactivity of metals and nonmetals

What Atom Am I?

Assessment of Atom Assessment of Atom Structure Learning Structure Learning ProgressionProgression


Atom Size


Atoms

Structure of the Atom

Atom Identity

Write in journal the definition of an atom and an analogy about the size of an atom.

Make a drawing of an atom and label the subatomic particles.

Identify an atom given the number of protons. The student identifies an atom that loose 3 protons, 4 protons, 5 protons.

Given a copy of the periodic table, identify trends in reactivity, given the number of valence electrons. In a period, the less electrons transferred the more vigorous the reaction. In a group, outer-shell electrons are same so atomic radius is important. Larger metals loose electrons and smaller nonmetals take electrons away. Ionization energy and electronegativity are other chemical properties of atoms.

Examples of Formative Examples of Formative AssessmentAssessment Bingo, jeopardy, or other games Concept map Sketch or Drawing Think aloud to describe a process or

concept Using a checklist or rubric during

work Build a model Think pair share Journaling Conference or interview Simulation


ImplementationImplementation Deciding ahead of time of what is

important to assess Management of collecting data What to do with the data once

collected Follow-up (pre and post)


Documents

Pamela Harrell and Colleen Eddy University of North Texas Using Learning Progressions to Sequence Learning Experiences which link to Formative Assessments