1. Using CTS to Develop Formative Assessment Probes www.ncosp.wwu.edu

2. Teacher Leadership Professional Learning Communities Leadership skillsContent and pedagogy Other teachersAdministrators Enhancing Student Learning

3. Where are we going? February March Summer 2007 Content and Pedagogy Developing Formative Assessment Probes Looking at Student Work for evidence of learning Establish Professional Learning Communities to routinely use these practices

4. Goals for Today To learn about a CTS process for developing assessment probes that uncover students’ ideas and inform instruction (see CTS Chapter 4 pp 80-83) To provide additional guided practice in using CTS to explore a topic using key ideas from standards and research on students’ ideas To develop your own assessment probe using the CTS development process

5. Formative Assessment Probes A probe is a purposefully designed question that reveals more than just an answer. A probe elicits a response that helps teachers identify students’ ideas about phenomena or a concept. Probes are also used to encourage thinking and sharing of ideas.

6. Science Preconceptions Naïve Ideas Commonly Held Ideas Incomplete Ideas Alternative Conceptions Misunderstandings Facets of Understanding They can be a good thing!

7. Probe vs. Task- Webster’s Definitions Probe- a usually small object that is inserted into something so as to test conditions at a given point; a device used to penetrate or send back information; a device used to obtain specific information for diagnostic purposes Task- a usually assigned piece of work often to be finished within a certain time; something hard or unpleasant that has to be done

8. Developing Probes Specific learning goal(s) Commonly held ideas + Assessment Probe

9. Specific Learning Goals (NSES) K-4: Light can be reflected by a mirror, refracted by a lens, or absorbed by the object. 5-8: Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). To see an object, light from that object- emitted by or scattered from it- must enter the eye.

10. Commonly Held Ideas Middle school students will accept the idea that mirrors reflect light but may not accept the idea that ordinary objects reflect light (AAAS, 1993). Students’ ideas about reflection may be context bound. Some students describe light as bouncing off mirrors but not other objects. A few lacked a conception of light bouncing or reflecting off any objects. A majority of the sample of K-8 children surveyed thought color to be a property of an object rather than reflected light off an object (Driver et al., 1994).

11. Putting the Two Together Specific Learning Goal: –To see an object, light from that object- emitted by or scattered from it- must enter the eye. Commonly Held Idea: –Some students describe light as bouncing off mirrors but not other objects.

13. Three Probe Components Assessment Prompt Forced Choices Justification

14. Prompt Forced Choice(s) Justification

15. Types of Probes Justified List: –Determines how students apply scientific ideas to a variety of objects or phenomena.

16. Types of Probes (continued) Prediction Probe –Asks students what they think will happen in a familiar situation

17. Types of Probes (continued) Familiar Phenomena Probe –Elicit thinking about relevant, everyday phenomena.

18. Types of Probes (continued) Friendly Talk Probe –Set in a context where two or more individuals talk about their ideas of science concepts. Can also be in the form of a Concept Cartoon

19. Types of Probes (continued) Comparison Probe –Students are given contrasting objects or processes to compare and are asked to select and justify which one matches the given statement.

20. Assessment Probes Developed Using CTS Uncovering Students’ Ideas in Science- 25 Formative Assessment Probes (Vol 1 & 2)

21. Stop- Think- Share Why do we need these types of assessments? What do teachers need to know to develop these types of probes? How can the CTS tools and resources support development of probes ?

22. Guided Practice: CTS Formative Assessment Probe Scaffold

23. Anatomy of CTS Study Guides Example: page 163 Section I. Identify Adult Content Knowledge Section II. Consider Instructional Implications Section III. Identify Concepts and Specific Ideas Section IV. Examine Research on Student Learning Section V. Examine Coherency and Articulation Section VI. Clarify State Standards and District Curriculum

24. Designing Formative Assessment Probes - Scaffold 1)Identify the CTS guide 2)List specific ideas 3)List research findings (preconceptions) 4)Match 5)Select probe format 6)Develop prompt and response 7)Get feedback and pilot 8)Give probe, analyze data and use results to take action

25. Step 1: Identify a CTS Guide for the topic you want to assess- Conservation of Matter p 163 III. Identify Concepts and Specific Ideas IIIA. Benchmarks for Science Literacy 4D Structure of Matter pages 76-80 10F Understanding Fire pages 250-251 IIIB. National Science Education Standards Grades K-4 Standard B: Properties of Objects and Materials page 127 Grades 5-8 Standard B: Properties and Changes of Properties in Matter page 154 Grades 9-12 Standard B: Structure and Properties of Matter pages 178-179 IV. Examine Research on Student Learning IVA. Benchmarks for Science Literacy 4D Conservation of Matter page 336-337 IVB. Making Sense of Secondary Science- Research Into Children's Ideas Chapter 8 Matter and Materials/’Stuff’ pages 73-74; Conservation of Matter page 77; Mass pages 77-78 Chapter 10 Conservation of Matter Through Change pages 88-89

26. Step 2- List Specific Ideas Working with one other person, find the yellow ideas on your table and group them by grade level. In chemical reactions, the total mass is conserved. NSES, p. 154

27. Step 3- List Findings from the Research Find the blue ideas on your table and group them by related concepts Chemical or physical change may determine whether students regard mass as being conserved. (Making Sense of Secondary Science)

28. Step 4- Matching an Idea with a Research Finding (Science) In chemical reactions, the total mass is conserved. NSES, p. 154 Chemical or physical change may determine whether students regard mass as being conserved. (Making Sense of Secondary Science) Look for matches between the ideas on the yellow cards and the research ideas on the blue cards. Select one match to focus on.

30. Step 5 - Select a Format Select a match between the specific ideas and the research findings that you identified in Step 4. Determine a format for your probe (Justified List, Prediction, Familiar Phenomena, Friendly Talk, or Comparison Probe)

31. Step 6- The Probe

32. Steps 7 and 8 Share draft of Probe for feedback. Pilot with a sample of students and modify as needed. Use the probe to collect data on students’ thinking. What do the responses tell you about your students’ ideas and ways of reasoning? What will you do with this information?

33. Reflection Think about how you have developed and used formative assessments in your classroom. Review the “Designing Formative Assessment Probes – Scaffold” and compare how you have used formative assessment in your classroom with the CTS process. Share with others at your table.

34. Developing Your Own Probe! Choose a topic. Focus on a single grade level. Use the scaffold to complete Steps 1-6. Use the probe development worksheet to track your work. Post a draft on chart paper for feedback When finished, save onto a flash drive and give to facilitator.

35. Reflection How does the collaborative process of designing CTS assessment probes contribute to and enhance professional learning? What central role does CTS play in this process? How might you use this process in your work?