Transcript Assessment of Student Learning

Assessment of and for
Student Learning
What is
Assessment?
A process of making judgments
about students’ learning in
relation to the goals of learning.
Judgments are reached by
bringing together evidence
which has been gathered.
Teaching
Learning
What are the Purposes of
Assessment?
.
1.
Assessment for learning
(formative assessment)
-To help students current and future learning.
-To find out in what areas students are making
progress and what particular difficulties they
are having
-To provide encouraging feedback
What is the Purpose of
Assessment?
.
2. Assessment of learning
(summative assessment)
-To summarize achievement at certain times,
concerned with judgments about the past
-For keeping records, reporting to parents, other
teachers and the children themselves.
National Science Education
Teaching Standards
TEACHING STANDARD C:
Teachers of science engage in
ongoing assessment of their
teaching and of student learning.
http://www.nap.edu/readingroom/books/nses/html/3.html#tsc
Rhode Island Beginning
Teachers Standards
Standard 9. Assessment of Student
Learning
Teachers use a variety of formal and
informal assessment strategies to
support the continuous development of
the learner.
RIBTS Standard 9
Assessment of Student Learning
•
Teachers:
9.1 Pre-Assessment
… gather information about their student from colleagues and the students
themselves
•
9.2 Variety of Assessments
… use a variety of assessment strategies and instruments that are aligned with
instructional content and methodology.
•
9.3 Learner Self-Assessment
… encourage students to evaluate their own work and use the results of this selfassessment to establish individual goals.
•
9.4 Report and Recording
… maintain records of student learning and communicate student progress to
students, parents/guardians, and other colleagues.
•
9.5 Self-Reflection
… use information from their assessment of students to reflect on their own
teaching and modify their instruction.
Resources
WebCT
Homepage->Class Handouts & URLS
->Assessment
Carin et. al. Chapter 6 Assessing Science Learning
National Science Education Standards
Chapter 5 Assessment of Student Learning
Hein and Price. Active Assessment for Active
Science
9.1 Pre-Assessment
Major Concepts:
-Learner pre-assessment as part of
instruction
-Purposes/methods of pre-assessment
-Matching pre and post assessment
-External and internal sources of
assessment information
9.1 Pre-Assessment
Internal Sources: Inside the Classroom
-Teacher Observation
- KWAL Charting
- Predicting Using Scientist Notebooks
- Interview - Individual, Small Group and Whole Class
- Concept Maps
- Concept Cartoons
- Interest Surveys
External Sources: Outside the Classroom
-RIDE Information Works
-Cumulative Folders (Grades, Standardized Test Scores)
-Other Teachers
9.1 Pre-Assessment
RIDE
InfoWorks
INFORMATION
-Demographics
-Student Performance
-Learning Environment
EXTERNAL SOURCE
9.1 Pre-Assessment
Concept Map Structures of Life
WORD BANK
Animals
Plants
Organism
Seeds
Crayfish
Living Things
9.1 Pre-Assessment: Concept Cartoon
What Do you Think?
A. If we plant the flower,
it will grow into a new plant.
B
A.
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.
C
D
D. If we chop the stem into pieces
each piece will grow into
a new plant.
A
The bulb
will light
because
there is a
complete
circuit.
Predict what will happen if
you assemble the battery,
bulb and wire this way.
The bulb will
NOT light
because the
circuit is
incomplete.
The bulb will NOT
light because the
threads of the bulb
are touching the
battery.
B
C
D
The bulb will
light because
the wire is
touching both
the battery and
bulb.
9.2 Variety of Assessment Strategies
Major Concepts:
-Variety of assessments
-Purposes/types of assessments
-Diagnostic, formative, and summative
assessment
-Systematic Planning
9.2 Variety of Assessments
A. Identify learning outcomes to assess
B. Identify RI Grade Span Expectations
C. Plan a variety of Assessments
Diagnostic ,Formative and Summative
-Pre-assessments
-Post-assessments
-Learner self-assessments
-Teacher observation
-Scientist notebooks
9.2 Variety of Assessments
Formative Assessment (Scientist Notebooks)
Scientific
Thinking
Scientific
Knowledge
Scientific
Processes and
Reasoning
Scientific
Attitudes and
Dispositions
Ideas, Skills, Attitudes To
Assess
-Big Idea Electric circuits require a
complete circle through which an
electric current passes. Electricity in
circuits produce light, heat, and other
forms of energy.
-Sub-concepts A complete circuit is
required to light a bulb
Evidence (Part of
Notebook)
Prediction and
Conclusion
Predicting
Observing
Prediction
Data/Observations
Data Organizer
Desiring knowledge
Next Steps/
New Questions
9.3 Learner Self-Assessment
Major Concepts:
-Learner self-assessment
-Metacognition
-Purpose/types of learner selfassessments
-Learner self-assessment as part of
instruction
9.3 Learner Self-Assessment
Name:________________Date:____________
Self-Assessment
A. What was the purpose of your
investigation?
B. Mark the box that best
describes your feelings:
Yes
?
No
1. I followed the procedures.
2. I used the materials and
tools correctly.
3. I followed science safety
rules.
4. I recorded data carefully.
5. I completed the
investigation.
6. The investigation was
successful.
7. I could explain how to do
this investigation to another
person.
C. What did you learn from the investigation?
- Rating Scale
- Open-ended
questions
9.3 Learner Self-Assessment
FEEDBACK GUIDE
STUDENT
TEACHER
CRITERIA
FOCUS QUESTION


Learner generated; in own words
Relates to Big Idea
HYPOTHESIS/PREDICTION



Connects to prior experience
Relates to focus question
Gives an explanation/reason
PLANNING




Relates to focus question
Has clear sequence/direction
Identifies v ariables/control
Includes data organizer
DATA/OBSERVATIONS
 Relates to focus question and plan
 Includes learner generated drawings, charts,
graphs, narrativ e
 Organized
 Clear
 Accurate
CLAIMS AND EVIDENCE
 Claims are supported by ev idence
 Claims reflect rules or underly ing principles
 Evidence includes what works and what doesnÕt
work when appropriate
CONCLUSION
 Uses an appropriate topic sentence that ref lects the
focus question.
 Utilizes the Òword wallÓterms appropriately
 Based on the planning, and evidence that
addresses the focus question
 Connects the Big Idea to the Òreal world.Ó
NEXT STEPS/NEW
QUESTIONS
 Poses new thoughts or questions that have arisen
from the inquiry.
 W ow factor.
--Adapted from Laurie Thompson, Caltech CAPSI
9.3 Learner Self-Assessment
ÒStarsand WishesÓ
ÒStarsÓ
I help others when I
work in groups.
ÒWishesÓ
I wish I could be
neater.
I conduct
I wish I could
experiments step by organize my
step.
notebook better.
I complete each part I wish I could write
of the notebook.
better conclusions.
I ask new questions
I wish I could write
less and draw more.
9.4 Recording and Reporting
Major Concepts:
-Relationship between recording and
reporting
-Purpose/types of recording and
reporting
9.4 Recording
Teacher Checklist
Products
#
Use “Checklists” as a running
record in science.
1
2
3
4
5
6
7
8
--FOSS Assessment Charts
9
10
11
12
Concept Map
Activity Sheet 2- Observable Properties
Activity Sheet 3- Learning About Lenses
Activity Sheet 4- What Have You Learned
About Lenses?
Written explanation of how to handle and use
the microscope correctly.
Activity Sheet 5- Field of View
Lesson 8&10- Student draw ni gs and
observations in science notebook
Identifying unknown specimens- Student
draw ni gs and observations in science
notebook.
Activity Sheet 6- WhatÕsInside an Onion?
Self-Assessment and Student Rating Scale
Activity sheet for microscope station.
Activity sheet for slide station
Special Skills
--STC Teacher Checklist
Can determine the difference between
observation and scientific observation.
Is aware of the five senses and their relation to
scientific observation
Can identify the common characteristics of
magnifiers. The lens must be transparent and
convex
Is aware magnification power is directly related
to how much a lens is curved. (The greater the
curve the greater the magnification).
Can demonstrate the correct w ayto handle and
use the microscope.
Can prepare a w et mount slide.
Can prepare a w ell slide.
Can bring three-dimensional objects into focus
Can identify unknown specimens through
observation.
9.4 Reporting
SCIENCE REPORT CARD CRITERIA
(Grade 4)
• Demonstrates effort/participation
• Makes predictions and observations
• Demonstrates understanding of ideas and
terms
• Represents concepts in multiple ways e.g.
words, diagrams, graphs
and charts.
9.4 Reporting
SCIENCE REPORT CARD CRITERIA (Grade 3)
 Scientific Process: demonstrates an
understanding of the scientific process:
experimenting, observing, reporting,
discussing, and analyzing the results.
 Scientific Knowledge: demonstrates
knowledge of the topics and concepts
presented
 Responsibilities of Scientists: demonstrates
responsible involvement in the classroom
experiments by carefully and safely using the
equipment
9.5 Self-Reflection
Major Concepts:
-Teacher self reflection as an aspect of the
planning, action, and reflection process
-Using assessment to improve teaching and
learning
RIBTS 9.5 Self-Reflection
Making Meaning of Assessments
Include a sample of student performance on the postsummative assessment
Write a self-reflection.
1-Analyze results of students’ performance on your postsummative assessments. Did your students develop deeper
understanding of the big ideas?
2- Relate to your pre-assessment. Was there any progress in
the student’s thinking?
3-Propose next steps for improving learning and teaching?
What needs to change?
What is the Process of Assessment?
I. Plan systematically for a variety of
assessments (RIBTS 9.2)
-Identify Learning Outcomes
-Identify the types of Assessment
- Sequence the variety
of assessments
II. Gather evidence (RIBTS 9.1, 9.2, 9.3, 9.4)
III. Judge evidence against expectations
(RIBTS 9.5)
IV. Interpret the judgments (RIBTS 9.5)
What is the Process of Assessment?
V. Take action (RIBTS 9.4, 9.5)
-Self-reflect (9.5)
-Adjust teaching and assessments.
-Provide feedback to students (9.4)
-Report to parents and other teachers (9.4)
Plan Systematically
A. Identify Learning Outcomes to Assess.
Standard: List relevant RI Grade Span
Expectations in Science.
Big Ideas: List the following that will be
assessed during the science kit lessons:
-big ideas from “storyline”
-key terms
-process and procedural skills
-dispositions
B. Identify
RI Grade Span Expectations. Relate to LO.
End of Grade 4 - Physical Science
Statement of Enduring Knowledge: Energy is
necessary for change to occur in matter. Energy
can be stored, transferred, and transformed, but
cannot be destroyed.
PS2: Given a specific example or illustration
(e.g., simple closed circuit), predict the
observable effects of energy (e.g., light bulb
lights). A test tem might ask, “what will happen
when…?”)
BIG IDEA FROM STORYLINE
Knowledge, Process Skills,
and Attitudes
Knowledge: energy source, energy receiver,
energy conductor, critical contact points
Process Skills: asking questions, predicting,
observing, comparing, organizing, concluding
Attitudes: curiosity, uses evidence to explain
Plan Systematically
C. Plan a variety of assessments.
1. Select the type of assessment.
2. Indicate the purpose of the
assessment.
3. Indicate what will be assessed.
4. Indicate how evidence will be collected.
5. Schedule the assessments.
Linking Learning Outcomes
with Types of Assessment
-Knowledge
•
Types - Selected Response or Academic Prompt
-Reasoning
•
Types - Academic Prompt or Performance
-Process Skills
•
Types - Performance or Personal Communication
-Procedural Skills
•
Types - Performance or Personal Communication
-Attituds and Dispositions
•
Types - Selected Response or Personal Communication
Linking Learning Outcomes
with Types of Assessment
LEARNING
OUTCO ME TO BE
AS SES SED
Knowledge
Mastery of smaller science ideas
e.g., facts, concepts that lead to
bigger science ideas
(generalizations)
Re asoning
Detecting patterns;
Using evidence to formulate
a generalization
Science Processe s
-Observing,
-Hypothesizing
-Planning
-Interpreting Results and
Formulating Conclusions
-Communicating
TYPE OF AS SESSMENT
SELEC TED
RES PONSE
AC ADEMIC
PROMPTS
Multiple choice, true/false,
matching, and fill-in samp le
mastery of facts and concepts
Can tap understanding of
relationships among concepts
and facts
Not a good choice
Can ask questions, evaluate
answers, and infer mastery,
but a time-consumi ng option
Can assessapplication of
some patterns of r easoning
Written descriptions of
complex solutions can
provide window into
reasoning
Can assess mastery of t he
knowledge prerequisite to
skillful performance, but
cannot rely on these to tap
the skill itself
Can watch students solve
some problems, inquire, or
examine products and infer
about reasoning
Can observe and evaluate
skills/attitudes as they are
being performe d
Can ask student to Òthink
aloudÓor can ask follow-up
questions to probe reasoning
Combining rating scales and
open-ended questionnaire
items can probe
attitudes/dispositions
Can infer dispositions from
behavior and products
Can talk with students about
their feelings
Can assess mastery of t he
knowledge prerequisite to
skillful performance, but
cannot rely on these to assess
the skill itself
PERFORMANC E
PERS ONAL
COMMUNIC ATION
Strong match when skill is
oral communication
proficiency; also can assess
mastery of knowledge
prerequisite to skillful
perfo rmance
Science Attitu de s
Curiosity
Respect for Evidence
Willingness to Change Ideas
Critical Reflection
Procedural S k ills
use of thermometer, hand lens,
eyedropper, syringe etc.
Dispositions
(Feelings about process of learning
science and science as a subject to
learn)
Selected response, rating
scales, and questionnaire
items can tap student feelings
Plan a Variety of Assessments
A. Select Types of Assessment.
•
•
•
•
Selected response (multiple choice, fill in
the blank, etc.)
Academic prompt (written or oral)
Performance
Teacher observation or personal
communication
Plan a Variety of Assessments
B. Identify Purpose of Assessment
•
Diagnostic
-e.g., Pre-Assessment (Personal CommunicationStructured Interview)
•
Formative
-e.g., Academic Prompt (Teacher Observation-Scientists’
Notebook Entry)
•
Summative
-e.g., Post-Assessment (Academic Prompt-Short Answer)
Plan a Variety of Assessments
C. Indicate What Will Be Assessed.
•
•
•
•
Knowledge (lower level and higher evel)
Reasoning
Process and Procedural Skills
Dispositions
Plan a Variety of Assessments
D. Indicate How Evidence Will Be
Collected.
•
•
•
•
Quiz
Assignment
Teacher Notes
Checklist (Observation Chart)
PLANNING SYSTEMATICALLY
Example for Electric Circuits:
Link to
Rhode Island Grade Span Expectations
End of Grade 4 - Physical Science
Statement of Enduring Knowledge: Energy is
necessary for change to occur in matter. Energy
can be stored, transferred, and transformed, but
cannot be destroyed.
PS2: Given a specific example or illustration
(e.g., simple closed circuit), predict the
observable effects of energy (e.g., light bulb
lights). A test tem might ask, “what will happen
when…?”)
Knowledge, Process Skills,
and Attitudes
Big Idea: A complete circuit is required to light a bulb.
Key Terms: energy source, energy receiver, energy
conductor, critical contact points
Process Skills: asking questions, predicting, observing,
comparing, organizing, concluding
Dispositions: uses evidence to explain
“Academic Prompt”
Predict what will happen to the light bulb if
you assemble the battery, bulb and wire this
way. Write and draw your thinking.
I think (this will happen)….because…
Type of Assessment: Academic Prompt-brief
constructed response
Purpose: Summative (to develop insight into
the ideas children possess a complete
circuit)
What was Assessed? Knowledge
How was Evidence Collected? Exam
CRITERIA RUBRIC
CRITERIA
1. Level of
Completion
2. Understanding of Big Ideas
3. Written
Communication
STRE
NGTH (4)
COMPETENT (3)
DEVELOP
-ING (2)
NOT DEVELOPING (1)
NO
RESPONSE
SCORING GUIDE
CRITERIA
STRE
NGT
H (4)
COMPETENT (3)
DEVEL
OPING
(2)
NOT
DEVELOPING (1)
B.Understanding of Big Ideas*
* BIG IDEAS:
1. A complete circuit is required to light a bulb
NO
RESPO
NSE (0)
REPORTING THE SCORE
A. Level of Completion =
B. Understanding =
4 = Strength
3 = Competence
2 = Developing
1 = Not Developing
0 = No Response
C. Written Communication =
OVERALL GRADE =
Plan a Variety of Assessments
Sequence assessments. Make a chart.
1. Pre-assessment
2. Learner self-assessments
3. Other Assessments (Scientist Notebooks)
4. Post-assessment
L e ss on
#
Br i e f
Ti t l e
Type of
As s e ss me nt
P u r po s e
Wh at
wi l l b e
as s e ss e
d?
H ow w ill
the
e vid e n ce
be
c oll e ct e d ?