Pamela Harrell and Colleen Eddy University of North Texas Using Learning Progressions to Sequence Learning Experiences which link to Formative Assessments 7/9/10 NSF Robert Noyce Teacher Scholarship Program Conference

Learning Goals 1. Define formative assessment 2. Provide example of formative assessment 3. Define a learning progression 4. Give an example of a learning progression. 7/9/10 NSF Robert Noyce Teacher Scholarship Program Conference

What Formative Assessment 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 7/9/10 NSF Robert Noyce Teacher Scholarship Program Conference

Summative and Formative Assessment: A Comparison End-point Words Numerical Emphasis on Feedback Stakes are High Student Learning 7/9/10 NSF Robert Noyce Teacher Scholarship Program Conference Summative Formative

Assessment Cycle 7/9/10 NSF Robert Noyce Teacher Scholarship Program Conference Objectives Learning Plan based on initial assessment and individual learner goals Teaching /learning activities to meet the needs of individual learners Formative assessment (adjust plan as needed) Summative Assessment at end of program Initial Assessment to identify learner needs

Illustrative Proportions of Formative Assessment in Classrooms 7/9/10 NSF Robert Noyce Teacher Scholarship Program Conference No Formative Assessment Token Formative Assessment Moderate Formative Assessment Near-Total Formative Assessment

What is a Learning Progression  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) 7/9/10 NSF Robert Noyce Teacher Scholarship Program Conference

What a Learning Progression ISN’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 7/9/10 NSF Robert Noyce Teacher Scholarship Program Conference

Subskills and Enabling Knowledge for Reflectional and Rotational Symmetry NSF Robert Noyce Teacher Scholarship Program Conference Prior Knowledge of Transformations Recognize similarities and differences Recognize rotations, reflections, translation, & symmetry Subskills and Enabling Knowledge to Develop Lines of Symmetry Apply transformations Recognize and Create the kinds of symmetry Real life application

Enabling Knowledge of Transformation Learning Progression 7/9/10 NSF Robert Noyce Teacher Scholarship Program Conference Real Life Applications Kinds of Symmetry Apply transformations 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. – Evaluate Students create a concept map to organize their knowledge of symmetries - Evaluate

Assessment of the Symmetry Learning Progression 7/9/10 NSF Robert Noyce Teacher Scholarship Program Conference Real Life Applications Kinds of Symmetry Recognize transformations 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)Formative Assessment Link Students draw examples of transformations and the lines of symmetry for an equilateral triangle – Formative Assessment Link (Engage and Explore/Student Self Assessment)Formative Assessment Link Students apply the types of symmetry and the lines of symmetry for a square – Formative Assessment Link (Elaborate/Student Self Assessment)Formative Assessment Link Students apply characteristics of symmetry to classify organisms and create a concept map – Formative Assessment Link (Evaluate/Student Self Assessment)Formative Assessment Link

Building a learning progression 7/9/10 NSF Robert Noyce Teacher Scholarship Program Conference Structure of the Atom Atoms are tiny Definition of atom Atom Size Based on # of valence electrons Based on # of Protons Location of subatomic particles Names of subatomic particles Location of subatomic particles Chemical Properties of Atom Atom Identity

Enabling Knowledge of the Atom Learning Progression 7/9/10 NSF Robert Noyce Teacher Scholarship Program Conference Chemical Properties of Atom Atom SizeStructure 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 questions Particle Play - Charge of subatomic particles (Explore 2) Atom Video - Explain location of subatomic particles in nucleus and electron cloud Fly Stick - Repulsion of like charges Electron Dot Diagram Periodic Table Computer Game – Trends using valence electrons Fill Me Up Valence Electron Game Atomic Radius Role Play Video Clips - Show reactivity of metals and nonmetals Periodic Table Computer Game – Trends using valence electrons Fill Me Up Valence Electron Game Atomic Radius Role Play Video Clips - Show reactivity of metals and nonmetals What Atom Am I?

Assessment of Atom Structure Learning Progression 7/9/10 NSF Robert Noyce Teacher Scholarship Program Conference Atom Size Chemical Properties of 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 Assessment  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 7/9/10 NSF Robert Noyce Teacher Scholarship Program Conference

Implementation  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) 7/9/10 NSF Robert Noyce Teacher Scholarship Program Conference