Goals To understand assessment of student learning as an integral part of instruction. To learn about RIPTS Standard 9

Rhode Island Professional Teacher Standards Standard 9. “Teachers use appropriate formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, to provide feedback, and to plan future instruction. RI Professional Teaching Standards (RIPTS)

Teachers and Assessment. Researchers found that teachers spend about 10% of time on assessment activities. Richard Stiggins (2004) recommended that teachers should spend as much as 1/3 of their time on assessment. Beginning teachers should build a repertoire of effective strategies for assessing students. Source: Arends, 2007

Process of Assessment I. Plan systematically for a variety of assessments -Identify Two Unit Learning Outcomes in Two Domains -Develop and sequence assessments, teacher checklists, rubrics II. Gather evidence III. Judge evidence against expectations IV. Interpret the judgments V. Take Action

Assessment Teaching Learning

Assessment is.. A process of making judgments about students’ learning about students’ learning in relation to the goals of learning. in relation to the goals of learning. Judgments are reached by bringing together evidence which has been gathered.

Evaluation. Evaluation is the process of deciding on the worth of a student’s work and reporting results in a grade/rating on a report card.

Major Purposes Diagnostic Formative (Continuous) Summative (Evaluation/Reporting) Function/ How Used Placement, planning, and determining the presence or absence of skills and prior knowledge Feedback to student on learning and to teachers on instruction; assist teacher decision-making Grading of students’ achievements and behaviors and reporting of performance. When Used At the beginning of a unit/lesson, semester, or year, or during instruction when a student is having problems During instruction At the end of the unit, grading period How is Evidence Collected Standardized diagnostic tests; observations, teacher checklists, pre- assessments Different types of student work; scientists notebooks; homework; assignments; quizzes Portfolio, Performance, Final Exam Scoring Norm- and criterion referenced; rubric Criterion-referenced; criteria lists; rubrics Norm - or criterion- reference; rubrics Assessment for Student Learning Assessment of Student Learning Modification of Table Arends, p 226

. -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 Assessment for learning (diagnostic, formative assessment)

Assessment of learning (summative assessment). -To summarize achievement at certain times, concerned with judgments about the past -For keeping records and reporting to parents, other teachers and students

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

Purposes of Pre-Assessment 1. To improve teaching (understand students’ misconceptions by knowing prior knowledge) 2. To improve learning (help learner confront their prior knowledge and self-assess) 3. To learn more about the students’ knowledge and dispositions 4. To develop a baseline for judging progress in students’ achievement and behaviors.

Sources of Pre-Assessment Information Internal Sources: Inside the Classroom -Teacher Observation - KWAL Charting - 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

Pre-Assessment RIDE InfoWorks RIDE InfoWorks -Demographics -Student Performance -Learning Environment RIDE InfoWorks

What can you pre-assess? Domains - Scientific Factual and Conceptual Knowledge - Science Procedural Knowledge (Process Skills, Laboratory Skills) - Scientific Attitudes - Dispositions Towards Learning Science - Interests, Talents, Abilities

Pre-assessing Student Learning in Science - Use different types of assessments such as selected response and academic prompts. - Have students write, draw, speak and perform (demonstrate a skill)

What do you KNOW about Earth Materials? SELECTED RESPONSE: True or False? 1. A rock is a material that is not living. Explain your answer. 2. You can find rocks at Washington Oak School. Explain your answer. 3. One way to observe a rock is to measure it. Explain your answer. 4. A hand lens is a tool used by a geologist to observe properties of rocks. Explain your answer.

What do you KNOW about Earth Materials? ACADEMIC PROMPTS 1. WRITE: Earth materials are... DRAW what you think an earth material looks like. 2. WRITE: This is a mock rock. What do you think observe when you break the mock rock apart? DRAW a picture of what you you will observe inside a mock rock. Write a caption.

Tell me about the way you like to learn science: ACADEMIC PROMPTS: 1. WRITE: I like to learn science by... I like to learn science by... I’d like to learn more about this topic in science... I’d like to learn more about this topic in science DRAW a picture of how you like to learn science.

Tell me about some of your FAVORITES: During recess, I like to play these games ….. During recess, I like to play these games ….. My favorite food is….. My favorite food is….. My favorite television show is…. My favorite television show is…. My favorite sports team is…. My favorite sports team is…. My favorite book is …. My favorite book is ….

All About (TOPIC) KWAL What do I think I know? What do I wonder about? What actions can we take What have I learned?

K NOW What do you think you know about Earth Materials? Prompts to Guide Students Thinking: 1. Where do rocks come from? 2. What are names of rocks you know? 3. What do geologists do? How do they investigate? 4. How are rocks made? 5. How are rocks used by humans? 6. What do you want to learn about rocks? K - W - A - L

K NOW What do you think you know about Earth Materials? ---- K - W - A - L

W ONDER What do you wonder about Earth Materials? Prompts to Guide Students Thinking: Scientists are curious. They desire knowledge. They ask questions to investigate. 1. What do you want to know more about? 2. What are you curious about? K - W - A - L

W ONDER What do you wonder about Earth Materials? ---- K - W - A - L

A CTION What actions can you take to learn about Earth Materials? Prompts to Guide Students Thinking: Scientists use different learning strategies when they study. 1. What actions can we take to learn about earth materials? 2. How can we learn more about earth materials? 3. Where could we go to find information or answers to our questions about earth materials? K - W - A - L

A CTION What do you wonder about Earth Materials? ---- K - W - A - L

Using a KWAL Chart Complete K-W-A for a pre-assessment. Complete K-W-A for a pre-assessment. Complete the L as you learn new knowledge. Complete the L as you learn new knowledge. As you learn knowledge and take action, put a check next to the ideas in the K-W-A columns--to confirm that they have been addressed or used. As you learn knowledge and take action, put a check next to the ideas in the K-W-A columns--to confirm that they have been addressed or used. Add ideas to the columns as they arise during the unit. Add ideas to the columns as they arise during the unit. Post the chart in the classroom. Post the chart in the classroom. Consider the idea of students keeping individual KWAL charts. Consider the idea of students keeping individual KWAL charts.

Guidelines for Conducting a Pre-Assessment Establish trust. “This is not a test.” Establish trust. “This is not a test.” Explain the purpose.”I want to know more about what and how you think.” Explain the purpose.”I want to know more about what and how you think.” Use effective questioning/responding. Use effective questioning/responding. Have students communicate in different ways: write, draw, show, and speak. Have students communicate in different ways: write, draw, show, and speak. Avoid explaining the topic. After the assessment is over, tell the students that they will learn more about the topic by learning new skills, investigating, engaging in presentations. Avoid explaining the topic. After the assessment is over, tell the students that they will learn more about the topic by learning new skills, investigating, engaging in presentations.

Type of Assessment: Concept Map Concept Map Structures of Life WORD BANK Animals Plants Organism Seeds Crayfish Living Things

Type of Assessment: Concept Map - Earth Materials WORD BANK Rocks Minerals Air Earth Materials Water Rocks Minerals Earth Materials Water Air

Type of Assessment: Concept Map - Earth Materials RocksWater Minerals Air Earth Materials

Type of Assessment Concept Cartoon What Do you Think? A. If we plant the flower, it will grow into a new plant. 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. D. If we chop the stem into pieces each piece will grow into a new plant. A.A. B C D

Rocks are earth materials. Water and air are earth materials. The tree in the forest is an earth material. Anything that is not now living is an earth material. A B C D What do you think?

A B C D

Design a Pre-Assessment Relate to “ Learning Outcomes to Assess.” Relate to “ Learning Outcomes to Assess.” Include different ways learners can communicate during pre-assessment - write, draw, show, speak Include different ways learners can communicate during pre-assessment - write, draw, show, speak Consider using visuals to prompt thinking (e.g., photo, drawing) Consider using visuals to prompt thinking (e.g., photo, drawing) Use the phrase “do you think” in questions. Use the phrase “do you think” in questions.

Link Learning Outcomes with Types of Assessment Factual knowledge can be assessed using selected response. Conceptual knowledge – Academic Prompts Procedural Knowledge - Performance

Formative Assessment (Scientist Notebooks) Scientific Thinking Ideas, Skills, Attitudes To Assess Evidence (Part of Notebook) Scientific Knowledge - Factual Knowledge - Conceptual Knowledge Prediction and Conclusion Scientific Processes and Reasoning Predicting Observing Prediction Data/Observations Data Organizer Scientific Attitudes and Dispositions Desiring knowledge Next Steps/ New Questions

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 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

Learner Self-Assessment -Metacognition -Purpose/types of learner self- assessments -Learner self-assessment as part of instruction

Type of Learner Self-Assessment 3 GLOWS 1 GROW I help others when I work in groups. I wish I draw what I observe. I conduct procedures step by step. I completed each part of the notebook. 3 GLOWS and a GROW Grade 4 Student

Type of Learner Self-Assessment Selected Response (Rating Scale)

Learner Self-Assessment

Recording and Reporting -Relationship between recording and reporting -Purpose/types of recording and reporting

SCIENCE REPORT CARD CRITERIA (Grade 4) (Washington Oak) Holistic Grading – one grade Demonstrates effort/participation Demonstrates effort/participation Makes predictions and observations Makes predictions and observations Demonstrates understanding of ideas and terms Demonstrates understanding of ideas and terms Represents concepts in multiple ways e.g. words, diagrams, graphs Represents concepts in multiple ways e.g. words, diagrams, graphs and charts.

Scientific Process: demonstrates an understanding of the scientific process: experimenting, observing, reporting, discussing, and analyzing the results. 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 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 Responsibilities of Scientists: demonstrates responsible involvement in the classroom experiments by carefully and safely using the equipment SCIENCE REPORT CARD CRITERIA (Grade 3) Henry Barnard School Analytic Grading – Three grades

Recording – Use Checklists A running record in science See FOSS Assessment Charts

Use Rubrics To Improve Recording

Recording

Analyzing and Charting Data