DOCUMENT RESUME

ED 378 187 SP 035 712

AUTHOR Foucar-Szocki, Diane

TITLE Becoming Assessors: Authentic Assessment forAuthentic Instruction. A Report of the Blue RidgeAssessment Project, a Collaborative Effort of theAlbemarle, Fluvanna, Greene, Harrisonburg, Orange,and Rockingham Schools.

INSTITUTION Albemarle County Schools, Charlottesville, Va.

SPONS AGENCY Virginia State Dept. of Education, Richmond.

PUB DATE Jun 94

NOTE 435p.; Portions of section 4 (resources) containillegible print.

AVAILABLE FROM Frank Morgan, Curriculum Development and Research,Albemarle County Schools, 401 McIntire Rd.,Charlottesville, VA 22901.

PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MFOI/PC18 Plus Postage.

DESCRIPTORS Check Lists; Elementary Education; *EvaluationMethods; Inservice Teacher Education; PerformanceTests; *Portfolio Assessment; Simulation; SkillAnalysis; *Student Evaluation; Student Projects;

*Test ConstructionIDENTIFIERS *Authentic Assessment; Virginia

ABSTRACTThis report describes educators' collaborative

self-directed experiences in learning about and producing alternative

forms of assessment for use in elementary-level classrooms. The

report analyzes the Virginia Standards of Learning and local

curricula in English/Language Arts, Mathematics. Social Studies, and

Science/Health in grades 2-4, to provide common ground for theassessments. The assessments themselves are then presented, including

checklists, portfolios, performance tasks, product assessments,projects. and simulations. Assessments in language arts cover oral

communication, research and reporting skills, reading, writing.

letter writing, and creative writing. Assessments in mathematics

focus on problem solving, probability and statistics, data analysis,

conservation, patterns, economics, money, measurement, geometry, and

graphing. Social studies assessments address economics, earth care,

Powhatan Indians, Tidewater region, and cooperative learning.

Science/health assessments examine investigative skills andobservation skills. A section titled "Voices" seasons the report with

teachers' statements about learning and individual change in their

professional contexts and their lives. Another section offers

recommendations to enhance teacher learning, and change. A resourcessection presents a glossary, and items for use as overheadtransparencies or handouts. Appendices include a project plan,

assessment item checklist, a model of the purposes of assessment, and

a participant list. Contains 55 references. (JDD)

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Becoming AssessorsAuthentic Assessment for

Authentic Instruction

Dona Beier

Affil Bohn

Jodie Crow,

Rick Estes

_writ Grillo's

Linda Hutson

Carols LW

Dee Anderson

Donna idtner

Roan rinks

Particiyants and contributors

June satiirik

ckristime talc

Jane Daniel

Becky Fisker

Dow aimNary Lax

Barbara McKee

Karat Timm Paula white

staring conunittte

Linda Bland

Brenda Lloyd

Joanne Reim

Adis Smith clack Watson

Director

Diane rocar-Sulai

Betsy Blanks

Lisa Colvin

Jennifer Drescher

Fhtyllis Gaskhu

MIJUIA Iamb

Pee stmyson

Linda Bradley

Frank Morgan

soak Scott

TABLE OF CONTENTSBecoming Assessors

I .1

A i.7e men tS.LI

0u Year 1 1

:tv Mane Foucar-szooa, quo, watN'n, Pau:a 10111c

Oft r Voice( l l 2

BecIN Fisher, Jane Daniel, Donna Ho 1!'I

Our Re,Tifilnemiations 1or Teacher-lea niphi .1 nsi

Assessinent Develorment 1- I S

standards of Learning and curriculum Analysis 2

v0,111,1411

Langa,,je Art c

mathematic -10

Sv:IJ Stuibis ' -'_4

Science Health -30

Assessments 3

Di rc:0,v

ro,Iliciien 3 -1

Lligiaje A':' 3-

xtathematici 3-05

Social Sbuitec 3- 1 03

Science/Health 3-120

Resources 4Biblioqraphy 4- 1

Cdossan by Graf 1Vi,!oi < 4-5

Moho Visual A 4- 1S

Affendices 5

A. Protect Plan 5 -1

B. Assessment 1 ton Checklist 5 -10

C . Mortises of Assessment ( NC TA i 1 5 -13

D. Participant Are List School 5- I

Acknowledgements

"For we are, actually. pioneers trying to find a new paththrough the maze of tradition. convention and dogma. Ourefforts are part of a struggle to mature...every advance inunderstanding has value. Every step. even a tentative one,counts."

Anne Morrow LindberghGift From the Sea

Our work together through this protect year was both intense andexciting. Moments of great stress and anxiety were interspersed with glimpsesof excitement and opportunity . We came together as strangers. We depart asfriends and colleagues who together created the paradox of a commonexperience unique to each of us We are ultimately indebted to one another.Moreoxer. we acknowledge iIN: who assisted us in our efforts. Specifically.we thank Laurie McCullough and Linda Bradley for the vision that created ourLonsortium. We thank the \ irginia Department of Education for funding ourx%ork and Marcia Perry and Susan Frierson for their guidance. We thank ourSteering Committee. espy t ially Frank Morgan. Linda Bradley. Linda Bland.Alexis Smith. Joanne Reina. Man Yost. Dee Anderson. Nancy Mast. and SarahScott for their continual iiiolyernent and support. Chuck Watson providedthoughtful reflection on our work through observations, interviews andconversations. his editing and writing enhanced this final product. We aredeeply indebted to Bonnie ML.Dorman for her patience and persistence insupponme our work and typing this manuscript. Finally, we recognize thecontributions and aLrifkes made by our colleagues. students. and families aswe pursued this learning learning which we believe will ultimately benefit usall.

rhe Blue Ridge Assessment Project TeamDiane Foucar-Szocki. Ed. D.

Project DirectorJune 1994

I addiuonal intormanon or copies iir this report please contact:I-rank Morgan. DirectorCurriculum Deselopment and Research.\ lhemarle Counts Schools4111 McIntire Rd.

Charlones%ille. VA 22901

Blue Ridge Assessment Project

Our Yearby Diane Foucar-Szocki. Chuck Watson. Paula White

INTRODl CT ION

ALTERNATIVE FORMS OFASSFSSM ENT

This report provides multiple perspectives on our ear long etfoas tolearn about and produce alternative forms of assessment for use in K-3classrooms. It highlights what helped and hindered our work WV do notstrictly outline how others ought to learn about alternative forms of assessment.but rather we recount our collectiv e experiences. We hope to share centraltenets regarding successful teacher-learning based on our experience andacademic research and theory.

The full report includes materials we found useful: a curriculumanal sts. comparing the Virginia SOL's with the participating school divisionsLurrieulum. our assessments_ a glossary of terms. a bibliography. and selected(iv erheads and handouts.

The report visits the ideas of teacher learning_ assessment design anddevelopment. collaboration. and the change process. This portion of the reporttraces the collaborative efforts of six school divisions represented by 24 teacherst (irking together from July 1993 through June 1994. More than achronological. step by step reconstruction. the report depicts the flavor of ourlargel collaborative self-directed learning. The following section. "Voices.-seasons the report with teachers' voices and statements about learning andindiv idual change in their professional contexts and their lives.

Perhaps the most important goal for this report is kindling in the readeran interest in teacher-learning as a process. Like other recent process-orientedmodels of staff development. we've tried not to provide a recipe but rather todetail the necessary ingredients and their potential uses.

To bring about change we must see the need for something to hedifferent. Recent interest in alternative forms of assessment rises from arecognition that how we currentl measure learning is narrow and inadequate fora changing world.

"Most members of the project would agree that becoming assessors isas ongoing as assessment itself. We spent nzuch time getting themeaning of the language clear, paying close attention to such terms asstandards, expectations, criteria, rubric, "look-fors," and outcomes.We looked at a variety of purposes for assessing and focused on howthat affected our assessments. We quickly learned how multi-facetedour liork had to he for rehabilitv and validity." (reacher)

During a meeting in late. 1993. we engaged in a brainstorming cessionabout assessment in general. Our collective responses led to the followingstatements.

Blue Ridge Assessment Project 1.1

TLACIIER LEARNING

%1 hat is assessment?

Assessment is tied to instruction. places .1 learnei on a t ontinutim.helps in terms of planning for mstruLtion. resuli olleL lion andis on going.

11 hat do tie knovs about authentic assessment?We know authentic assessment occurs within the of The

Llasroom. torms a bridge to the real-world. is ci !Lim. and real hleWhat arc some characteristics of authentic assessments?

Authentic assessments are learner centered and real lite. pros ids ashow case for learners io show what they know and can do. are tun andmolts ating. allow us to look objectively at meaningful performancesand products, result in indi% iduahzed learning, deal w ith the wholechild. and are rich in design and open ended in nature. Outcomes.look fors (criteria,. standards. scoring scales correlate. Authenticassessments pertain to essential knowledge and skills that one needs forreal life Authentic assessments are often interactive.

!too do ou create an environment for authentic assessment?the classroom environment must change. The environment must heone in which authentic instruction takes place. Teachers must be

to take risks. face change and he reflective.

The long-used traditional forms of staff development assume learnersare deficient in a particular area of performance. This approach leads often toa prescribed treatment and remed equally administered to all (Drennon.1993.1 The staff des elopment approach used in this project sought to disconnectitself from this paradigm.

Our work here was both staff development and research. We werecharged mit ith developing assessments for potential use at the third gradeley el throughout the Commonwealth. When Virginia moved away from the"Common Core" model. we chose to focus on the process of developingalternatise forms of assessment for classroom use. Within this focus. weattempted to use an inquire model (Drennan. l993: Lytle. 1991) for learningabout and producing alternative forms of assessments for K-3 classrooms. Wefound four ke actisitics critical to our becoming assessors: reading. thinking.doing. and talking.

And talking. and talking' Tabling. or sharing professional iel%s.

became the most important part of the process. Some of our talkincorporated the Si hole group. but often some groups would break offfor one reason or another, and discuss, debate. argue. or "zing" ideasat each other in a attempt to make some meaning out of all theinformation coming in. Maim discussions have gone on aboutepectations. manaeement, reliability. validity, and rubrics. We haveread mountains of articles rare there any mountains left ti ith trees. ormil% mountains of paper on all different aspects of assessments.(Teacher,

"Reading" included !Our basic texts that were shared by all: .1 PracticalGlade w Viernoute ,i%coment (Herman. Aschbacher. and Winters. 1992).

Toliard a Moline Thger (Appalachian Educational Lab, 19931,Dele/opmenhill% pproprtate Pruitt«, (13redckamp. 1993i, and Reachint;

Blue Rulge .4 sement Proles( I -2

THE. l NIVERSITV COURSE

THE WORKING TEAM

Appropriaie Curric:11.on and ..Issessmen; for Yount! ChildrenBredeKamp and Rosegrant. 19931. Throughout the project we read anddiscussed nearly 100 articles found largeli. by the participants from a variety ofournals and media from Time to Educational Leadership.

"Thinking" included gathering information on the tasks of developingand using assessments. study mg that information and planning how to use thatinformation to build assessments. "Doing" included developing assessments forclassroom use. using those assessments in the classroom. gathering and finingfeedback. and rnising.

These were not mutually exclusRe activities: reflecting. talking andlistening were continual throughout our work. Teachers worked In pairs. asteam members and as a total group. _n mg and recer. ing feedback. Participantsdiffered in the amount and way s in which they were engaged. depending uponopportunity. experience. attitude. expectations. and disposition.

Twenty of the Iv. emy -tout totoirct p,irti wants took a summer universitycourse in alternative assessment prior to the beginning 01 the protect This moretraditional form of stall deselopment, while worthwhile as an introduction, setsome people on a course that they later found to he inadequate.

Ruth Mitchell's Testing for Learning was the textbook. Des eloping acurriculum "unit" was central to the course By directing their efforts on theunit. participants focused on dc\ eloping acti \ Ines without clearly articulatingwhy learners were to study these things. what the learners were to learn. howthe teachers would know it the students had learned and could use theirknowledge. and why these were unponant things to know. Therefore. when thenotion of assessment forced teachers to analyze these issues, the units often tellapart. This caused much confusion among the teachers who have historicallyorganized instruction around topical. but often arbitrary. fact-centered activitiesAs the assessment issues and formats became more clear, their traditional unitsbecame less so, causing many challenges and frustrations. In addition, newterminology and conflicting jargon among the presenters and the participantsappeared to keep the level of dissonance and misunderstanding high throughoutthe course. Exacerbating the situation was the fact that the teachers were inclass most of the day and family and other demands often placed teachers in theuncomfortable situation of choosing between family and glasswork.

During the summer of 1993 the entire project team met for a two-daplanning retreat. Together. the group crafted a project plan (attached asAppendix A) One of the main objectives of the retreat was to establish all ofthe participants as fully contributing members with the project director acting asa facilitator of the group's collective efforts. Enlisting teachers asknowledgeable practitioners and co-creators of new knowledge in the field wascentral to the success of our efforts.

Following the get-acquainted period we focused on what we alreadknew about alternative forms of assessment, what else we needed to know. whatwe ought to assess, and how we ought to work together. We then formed cross-divisional teams consisting of at least two school divisions. w uh each person

Blue Ridge Ass.essment Project 1.3

REVIEW SESSION ONE:PROVIDING FEEDBACK

focused on a self-chosen area o: intere,,t toward %%lush an assessment would be

developed. Dunng the month between this meeting and the next meeting.

participants were to de\ clop an assOillent 111.11 could he ret lett ed collective).

This initial team-building and professional dialogue appeared to he stimulating.

difticult..et rewarding

"The No date it ere 11(1 f f!fil-truni! and drahnne at the same time"

"I feel realls good about the olncutte rie rhosen. It's a net+

challenge alith I lochk Omani to. I see it as an ongoing series which

could be assessed at different times during the dal."

'Vs surprising that todal has fourth frustranne. I'm shocked after

.feehrie so good after yesterdai morning."

"There's too little time to complete the project."

Ile telt rtir)st engaged .then we were discussing and decuhne on

mdardual (timelines."

"f; tics affirming for me to he reminded that change doesn't happen

easilt."

"The strengths coming out of our groups pleased me."

It helped me to discuss nit protect Orli my team and hate the

members give inc ideas." iTeadiersi

Our next meeting was an assessment review session within which

project participants brought their draft assessments for feedback and review by

colleagues and invited consultants w ith expertise in early childhood education

and. or assessment. Using the draft checklist provided by the Department of

Education (Appendix Eli seteral concurrent small groups convened and focused

on the work of one member. The groups were predetermined to provide a mix

of experts. colleagues. school divisions and grade levels. Several groupings

occurred throughout the day. The results of these efforts were fruitful and

helpful with respect to the assessment development. but the process was painful

and difficult.

"I appreciated the fact that other people are as stressed and um enarn

as me and lacking in self confidence as me."

"I Has puzzled br the sanely of opinions about the assessments

"I was a bit con fused about the format to follow the retiett sessions.

We flip-flopped .(rain discussion ro tinting and back to discussion. In

one is av this it av helpful but it was difficult to write and concentrate

dunng discussion."

Blue Ridge Assessment Project

1 -4

ij

NIAKING SENSE BETWEEN.MELTIVis

OUR FIRST EXHIBIT

1 crrtnci:o .recent. ?nit / did vet (4)nrwed h; the simultaileow,!via. hob et er. the input a as :Teat and useful 'Teachers,

Beim een this meeting and the next whole group meeting amonth later. participants attempted to make sense of .shat e had learned. what%se knese or thought we knev.. and n here we should he going from here Smallregional meetings were held to reflect on and discuss our work. t1 'thin thecontext of these smaller meetings. participants bezan to question some 01 theassessment assumptions and definitions then previously thought solid andunquestionable. In some cases. the questions added clarity . and for others. thequestions added more confusion. What had once seemed Man% ely clear andstraightfornard was becoming mess.. %ague. and diYergent Teachers weregoing in different directions and found ihemselY es questioning one another andboth state and national level "experts."

beirele an anerthansze eat ideas promotes :frottth and chattel) et entau Sfil it inas he painful. It helps one to see a stork from a nettperspet nte. It it e are to eron he must be it illine to take the risk offailure.

'The mental agons has been ten stressful. I hate neter been at sucha hen level of stress as I hate been this year.- (Teachers)

It was necessart that the first group of assessments be reviewed by theDepartment of Education. Our attempts to be collaborative and participatorywith them and with educators from a variety of fields. was difficult. Thereforeour compromise was to hold an exhibition of our work up to this date and seekfeedback in multiple ways. This exhibition served as an adequate demonstrationof our work and helped us communicate with the State Department of Education.but fell well short of our goal of experiencing a mutually beneficial dialoguebased in learning. We had expected to come to the exhibition as equals in theuncertain world of assessment. but many of the project participants felt that theyweren't taken seriously.

The critiques tier(' less formal and more interact/le"

The eshibition stirs designed like a science lam

The people from the state seemed to think that tie here lust "Musingiiith the notion of assessment, but they "knew" the anstters. It was ifthey held the red pencils..." (Teachers)

Additional frustrations were felt with respect to standards. he statechecklist w as found to be inadequate and incomplete. The participants alreadyfelt overwhelmed by the tasks and uncertainties surrounding the protect. and theknowledge that the standards were inadequate added to participant stress In

Blue Ridge Assessment Project

\11 1 111'1 I PI RSPI:C1IVLS

10VING ON

addition_ there was concern and tension among the teachers about the need top_duce assessments the "assignment" and "right answers', as ii,mi;;:critat:oi)of our ettorts and the significant leamine that v. as taking plate

! feel that mac It I hate learned and on Immtnt" It Laltd,a tiro ,'Ire,104%experten, es I also reel that hemp able to des) rale and alts, IV 1',tithes an 03se.svmen: "emi!' t.s still dalliult. We ni/of ontmue towrath ourselves to he able to establish and iymtmunti ate standalWe must constanth question absolutes and he open to nevi !sleds

feel reallt tired or all runs and I eu tied ounallt a a ill be .roodto hale a -break" anal fehruart." (Teachers,

Following our December meeting. the rev iced assessments wen: %einto Richmond for written feedback from state department officials During thenext month as the participants worked in their respective classrooms. the:eachers further applied the principles of assessment and standards to their ownpractices. Indeed. written evaluation comments (near the end of the protect)consistently indicate that during the project the participants began to not onlyexamine their practices from a different view. but mans long-held heliets beganto change as the teachers placed their daily work into the contexts it v, hat wasbeing learned and developed in the project.

"I put a lot more responsibility on Ins students. I expec t them to solteproblems and he self-motivated learners. I expect them to assessthemselves and adjust accordinels. I listen to them a lot more. I macthem aware of expectations and let them hare input into the process ofthose expectations.

"I tend to think of the ourcomei I it ant before I begin the unit. This Ithink is the most important chanee I've made." (Teachers)

Meetings were now being designed largely in response to the needs ofthe participants. rather than to direct the participants. As such, the Februarymeeting attempted to meet the needs of two increasingly distinct populations.those who still felt they did not understand what assessments were and neededadditional information. guidance. instruction and organized practice, and asecond much larger group who knew where they were and needed time to buildtheir work and further establish their professional network through meaningful.focused interaction. f hus. the day was divided into individual work sessionsand small group time where the differing needs could he met.

Information overload was no longer an issue. Participants wanted timeto work and assimilate the information they had gathered. additional interactionwith peers. examples of peer work. meetings closer to home, and opportunitiesto plan within their school divisions.

"Our focus shifted front seeing ourselves within our classrooms to

Blue Ridge Assessment Project 1 -h

OUR !ANAL EXHIBITION

seci:; ourselves it alun a larger contett Teat her,

There was sufficient es ((fence to suegest that the maiorit% of protectparticipants had a working understanding of alternative torms of assessmentTeachers knee what then were going to do and were now know ingl% buildingtheir assessments for larger purposes and audiences. We turned greater attentionto the purposes of assessment froin monitoring student progress in the classroomto purposes of accountabilit (Appendix Ci. This further erystalltied ourunderstanding.

It now became important to focus on our larger goal of becoming acadre of professionals who could inform and influence practice at the schooldisision level. In addition to creating a second assessment for submission tothe Virginia Department of Education. participants made presentations at schooldi% iston and regional meetings and two participants co-facilitated a graduatelinel course on alternative assessment in One 01 the school divisions. Several

participants enrolled in this course. Other participants conducted in-ser% ices.observed in one another's classrooms and worked with local instructionalcurriculum support staff to revise and write curriculum and assessments. re% tewreporting practices and procedures. and to plan future inservices.

'Since vve'd had a respite from producing assessments / nos able tolook at ins self and ask %that stas I doing. Olaf itere tie doing, anddemand, to knot% host it fit into the larger picture of teachin; andlearning both at the Division and State level." Teacher,

At this point the protect director's role shifted from pros tilinginformation and creating contexts for learning to supporting independent workHer work shifted from developing a working group to building bridges betweenthe work and the school divisions. She now focused on informing others andlinking protect participants with those who made decisions at the division levelIf this work was to use on. it had to become a part of the division level plansfor the upcoming academic sear. As participants moved into these new roleswith the support of the director. their perceptions and professional goals shiftedas well.

"Muir I itant to 4410 1101 i.s support no prosy: member% in Mei,development of assessments for use %tali the new math adoption

"What I tumid like to do IA to meet %tali members of the «mutt teamto share ideas. get feedback and make plans for our overall goals

"I'm going to it ark on assessments for the language arts curriculum"

I hope to produce a useable Ian euage arts assessments for our schooldivision. beginning with reading." (Teachers)

Our time together now focused on giving people time to work anddeciding how we would share our work and what we had learned. Whileuncomfortable for some 0 became clear that we must make sense of this work

Mae Ridge .1% vestment Project 1"

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readine tt rainy out, (tines " I MIA tors, (Pat' 011leC, an a hethat I still get onfused Its rite terms '"'

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jet accomplish this we Lreated reams to work on the rem lliling 1:14% ttl

11 e prt tied planning our exhibition and writing our limit report I his teamarrangement. while cross-di% isitmal. had a central purpose. and the teamstunctioned w allow other issues interfering. because the purpose mattered.Dow es er. getting to the fugal exhibition pro% ed difficult. *leachers wereoserextended. tragmemed. stressed and felt they'd spent too much rime aw:!tom their classrooms I hroughout the sear it was difficult to rise beyondruin (dual goals to the larger s iew beyond the classroom. or the school division,to the State and the protession itself With our focus now at the division level.this t_ollcctisi conclusion seemed anticlimactic to some. Yet it was ultimatelynexessarx and pros ed exciting and valuable to most. Exhibition attendeesultludrd supenniendents,teat.hers. school hoard members. instructionalqiperx isms. principals. a Dean tit a college of Education. and Department of1-dneanon tepresentati es Comments on our Utnt included:

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kontinueil deselopment of assessments tor nev,I ;idopiedniampulaii\e% math Luriiculum.

pilot testing of a mole dssessitltrtt drIN en reporting ptoLethite.

tiirilwr des eloping I ligliN11 l.anguage .1rts Poriloho and \% l lung011,shop

toi ming and ,uppoiting such group,..

lies on asNe,Nitlent and asSeNSment, in specifictilllit 111.11 .Ilea'

leadine nisei% ILL.. a 1,155 di\ hums.

hringinp it To het II chose \%ho !lase participated in assessmentpiotet.t., to .11,ire and do clop their ssork.

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and group puhlu anon ill article about assessment% and betommg

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flange in teat-her,,. .t ii hellet,.. and practices ill.11 ('(tufted in thi,, prowlLliange took 'flake and %%III continue to take plat.e a. .1 tecult of till'.

prOiect Mew change% are he's reported Its the t(ltdc (ti the par th. flunk

-/ unit ,Lsse.ssnwni firs, 1;11,'n plamone louts "1111 Will dell 01 i 1101 I 101

gotta! IMO a leaf her .1 I lass mall' in feat!, of JO a 41e111011In111011 It 110

tilt' tillole chrecti,m of ins plannviv fedi Ileri tii proles.siortal

lac dilators of !curium! till° proud,. opportunities for leaf-HIM! (II NM! 1,0rIa'

kllOitledge and shills, and the student esti:bourn of those ,.Super' Ise'

1 knos, hers, Ti) t/('% 011/1 mole McnailltIfif1 ils$ekqtleill% 101 litIat I'M If'af lane

I'm learnine lum to translate the Ititermation ea' 11, ma ,14%(.%%Ment'S lilt,1

OMMUM( al Intl fill MA Intial1011 II III Parent

1101 Ls Wifie inithilf ente, et/ III thai /toil Mole nt 111411 are

bectIllAe the\ !leg) WI V0(11%. 0111 n it elallfali,1t11 oh' arniffq hint it (Ill:11

IllellISelle)

"/ lee/ / hale the opporttonti to use heire mid% to felhalthe to patent; tl:ttt(/aid's et/mum/nal praereis and or Heeds. In toe thew a latent Won: it all

tilt' skim/arc! forms. to Cain a more I OMplete pi( Hire of hlighell S instruct:0mi!

needs and to IO Meet them in an lea( /tine V011 I hale solidlemons /lir ithat I 41,, Ill in\ , it/Si10011I InS Wad fileteh toll,minq a test eelUrtEstflIflt. et(

1 10(11; at (MUNIi in a daleOlt It a1 / set' ithat dal an do and Nom

there. I toed 10 buil, at t, hat theN OW:111'1 Jul

1III lqrile (11111 anti if SS ,Ole

(Mit renleibenng teas

111011 iessarchne el.petieMe for me has been the , I 111,11-Ine of Ideas

athl information littli teat her; hom ,,1111,1 st11001 sssiems 1111, olasidf, 'math I

opened up a new tsorld In' me

lfaitils this Croup t1f tea( hers tic's len lommitted to their /Mite% ;ion and ;en

;lining to spend lov, hours dtscussine and learninv beton inetlif)ds teat 11 /

hate been nn.ierfieci 115 this learnme pro(ess / 0111 humph, hos, 10 make Ins

math assessment more process oriented and clialletionv for the children."

"-lifer this operience I hale strong feelings about helmt iteated proletottall\

and receisin adequate compensation for ins siolA I hehete Ill cluniie but feel

teachers need release time to be able to learn about 1101 ideas Tem lien «Irmo!

he espec led to stork dal and mein Muslims need la (011.11der Sabbatlf fah of

leat'e% of absence stall pas

"I'm mu( more retle,n1site on (1111.51101); sic, 11 41,, him 11111 MI% Ilene, Warn/ 1.

71 /nil !Wallin; does / /111 hale OH P1111 III( i (WI 1110111i! (fiat I thtlll !Mar in feint;

11111 c. Ridge 1;sessment PropT

it hat does the smdent need and host I can access that grim th and nor so muchabout ithat is prescribed to lie taught.-

The a hance to talk. endlessIs it seems. slit!, other colleagues has been the mostressarding professionally for me. I hase lazrnea so !midi from our«msersations. debate's. discussions. etc. I am glad that I elitist' to participatein this excellent opportunits."

'I'm realizing that goild few lung is quality teaching: setting up real engaginesituations. Teachers don't need to have a million cute aelmties to be vood-Xthough the Ma\ he. I think I am seeing the 'meat' of teaching and assessine,,as I hasen't before. It doesn't matter as much 'shat our teaching as hem souare teaching it."

"I think more flint elhOlt1 'MOIL? SlIteletitS help 3 et look fors and letting them km"sthat I am looking tor. I am more astare of having real life tasks not rustacmales. I am also seeing hem assessment guides instruction."

"1 aid not enter this protect for the mom'. Ina sometime a feels that as tea, herslie are tremendously undenalued.

I hate alstass been creamy and innosame but hose put hale Abut intotheountabilits (or report cards. I neat etplain and use e halts to all," %Ile,l( Iris

a better understanding of it hat I'm '1,1(4.111e tor' before, during and arte, all(W1.1;111)1011."

'1 tend to use the term 7001, tors' free/trends stali the eluldren in impetrate themfor alai lie are about to do. I hale prepared assessments for units 01 studs anahate insolve'd parents in assessing their thilers st ork t they steren't per /et tassessments, ha thes Isere a begonia:et l rend to think of the out«nnes %sant

before I hew' the unit. This 1 think is the most important change I've made.

-It others are to repeal this pro, eS1 or one that is similar, is there a ssas fora to he made less stressful:'. .The stork is escellent. the pro.gres is phenomenal.the direction in assessment seems to he a proper one ..

have completel changed ms ',willful.% 0,1 assessing language arts. especiallyreading related skills and outcome.s. I'm in the process of making changes inMN math assessment techniques. As I make plans and implement those plans.air thoughts are continuously of it hat outcomes do I itant. it liar act:titles nilllead students to that outcome. do these activities include higher tele! thinkingand open-ended tasks. and hunt do I link assessment to these activities."

"It has been a restardig year for nie profes.sumalli. It has been a blessing tomeet so mains new friends and professionals 115 rte struggle. tie realize hotsmuch tie still hate to learn and Ise share successes and fizilures stall one'another. It seems that down the road we turn and realize that ste hate taken afist steps fontard that ice didn't realize e'd taken. We 10It Is eonnnue...tlusprocess of change...''

Blur Melee tI's%111111iI I I

Our Voicesby Becky Fisher. Jane Daniel. Donna Hollins

\\ II \ I \\ 1)1 ID I r r \KE FOR TEACHERSit) I \ 1)1.14,0 SIGNITIC AN I CHANGE?

Each and exert participant in the Blue Ridge Assessment ProtectiliRAPI had a different set of experiences. Many teachers changed a great dealas a result of these experiences and yet some became more entrenched in whoand w hat they already were. While similar opportunities existed for every one.the types and extent of the changes depended upon the individual and thecurriculum

There were tunes in the BRAP meetings over the sear w hen it becameohs nuts we each had different expectations for ourselves and of the protect Wesometimes experienced w hat appeared to he a lack of common purpose. andsuite Mete were many protect and personal goals present at the same [tine. anddifferent people chose io focus differently. In this situation w here no one rightanswer was promoted. frustration and discomfort levels increased There 'seretimes when the group did not !unction well people talking mer other people.or people attacking ideas instead of pros Wing helpful feedback \lostparticipants agreed, howexer, that the experiences were worthwhile in openingup dialogue about our process and our products.

Very early in the protect, participants realired that change is not easyand is on going. Reflection on our year-long experience leads us to suggest thatthe climate for change includes these salient features: support, timing, attitudefor risk taking. empowerment. the need and desire for change. and motivation.Mott\ ;atonal factors could include: mentors, students, course work, colleagues.professional conferences. professional interactions, and professional literature.

In this section of the report. several BRAP teachers share their personalprocesses in becoming more authentic teachers and assessors, but perhaps onevoice. Christine's, typifies the struggle. Christine's section is followed by otherparticipant voices. Within these statements, we think you will find commonthemes about change.

Christine recounts that she has pursued more professional developmentopportunities in the past year of teaching than she had in the 10+ previous yearsaltogether. Christine saw authentic assessment as "the hope and promise ofwhat education should he." The following excerpts arc taken from the journalChristine kept throughout seven months of BRAP as she worked to make thehope and promise a reality in her own classroom.

3:15/94 (in a note to one of the authors) I'm sending my original notes...Idon't think the'll help much other than to reveal the turmoil that exists whenyou try to drastically reform your thinking and teaching methods.

In this note, Christine summarises her professional life during this year She

constantly questioned herself and her practices, trying to make sense of what shewas being exposed to. Why did she try so hard to reform her thinking andteaching? Why did she continue in the change process csen when it got

Moe Ridge .1s,enient Project 1 12

uncmfortable? What is it that allowed her to des clop this attitude for risktaking?

9.18.93 I was stunned by ;Villiers's dismantling of the Common (ore ofLeaning so suddenly. At first. I didn't believe it would really he gime. Onreflection. 1 realize that he killed a document but he cannot stop the ideasfrom flourishing in the classroom where they really count

When 1% e began the protect. we were looking at Virginia's Commtm('ore of Learning (CCU as a framework for publx education in irginia Ourassessments were to he tied to this document. Among the MAP teachers. therewere carious levels of understanding and support for CC1..

At the first planning meeting we began learning more about the CCL.its broad ideals and the changing future of education in the Virginia. Thephilosoph of whole -child education in contrast to education in discrete sublet:Iareas was seen as leading to more opportunit for both the children andteachers. We were excited about the prospects. Still others saw thateducational practices once doubted would now he essential. Cooperativelearning would be a statew ide expectation. Wrtting across the curriculum.mediation and critical thinking would happen in even classroom. However. theCommon Core remained rather nebulas and was not easy to categonie norunderstand. In its absence we returned to the Virginia Standards of Learning.choosing to make meaning of them and infuse them with life through goodthought and practice.

9 1893, can't.1s I read !Integrated Components of Appropriate and Inappropriate Practicesin the Primary Grade/ I found myself constantly questioning certain things.By the time 1 got to the end, it left me with a creepy feeling - ...so many of theidentified inappropriate practices were things I questioned and doubted whenI first became a teacher 12 years ago.

Ili:re. Christine shows herself engaging in reflection regarding her own teachingpractices after reading literature on earls childhood education and practice. Sooften. teachers find theme! es doing what the 've always done instead ofstepping hack and asking themselL es tough questions. like "why am I doingthis" Rarely are teachers encouraged to question, especially "on the clock".The definition of a teacher's work and workday is what he or she "does" in theclassroom. Providing the time for thought is rare. Developing the expertisenecessary to maintain professional growth is rarely recognized, valued orencouraged. If the educational system is to undergo any significant changes.controversial information like what "Integrated Components of Appropriate andInappropriate Practices in the Primary Grades" was for Christine must hetiiilable for knowledgeable professionals to debate and work to understand.!low mans teachers are part of discussion groups that are professionallysupported and acknowledged by their school divisions?

1117193

I feel like I am just beginning, but I have come a long way since August. Ithink I finally knave how to make my project authentic - not just for the kidsbut for me. After /the November 5/ meeting 1 finally am beginning to thinkI can do this and have it 1w worthwhile. I will totally rewrite my project

Bine Rlike I V 11. 0/1.1 I 11

1In much of the professional literature. the term,..11ler111[11C assesment.

authentic assessment ,uld performance assessment are used Interchane.eall. Aredies the saute thine' It not. how do the differ' These questions drove muchid our learning and writing.

At this stage. Christine's protect dealt with students performing .1 taskrelated to pattern recognition and description For example

/tocome- Students %sill recognile. use and create patternsStr.neev Students will he exposed to patterns across the curriculumthroughout the searFill In the blank to complete the pattern.h 1 11.

". 'b. 28. _With !miller rev 'slim. her tasks bekome more open-ended and complex.allow nip tot multiply tr.ponses

s.11111110 1110 :lid to help sou told number patterns.

1 _ 1 I u '' 8 q lit

11 12 11 II 1 i 1() 17 18 19 20

21 2.` _'1'1 2i 2(1 27 28 20 111

I I 11 13

..,

14 15 3t, 37 38 39 4(1

's sour patterns !tont left to right %lilt spaces and commas betweennumbers I tend soul patterns

Ilossrser these uete tasks lor task's sake. and not grounded in realIsle situations Aber lesions!. her protect insolsed students using numberoatterns to count moues For example. her looktors" at this point mere:

Student is able i I lentils songs and tell then salve-Student can explain an and opriate strategy lor grouping coins to countthem

Student is able to count on dom 25 b ones, tires, tens, and twentsUses

Student is able to determine the value of coins to SI 0(1Student can select Collis to make designated amount of moues to

SI Ott

I he context tor her assessment vs as becoming more authentic \ et, she hadn'tabandoned her sear-long patterns theme as the focal poutt throughout themistruchonal s ear

1 31 94My 05% et mem grew from patterns (geometric la number), to u%Ing patterns toCO001 MOM% COUlifillg money to an economic COMM0001 and developmqa system al tnanaging Money, .1nother pattern.

Mae Ridge .4 s sess rue nt Protect1 14

Christine's protect was now mo; mg tow ard a simulation of an authentkexperience. Play ing the roles of shop keeper and customer. her studentsrecreated an economic community Students had budgets and accounts tomanage. and found themsel% es making choices based on real lite LonsiderationsChristine sought to improve her protect esen further by do eloping an economiccommunity v.ithin a real-life context. She began to consider hots the studentsmight manage money for class field trips or hake sales

3294Looking hack over my notes, I realize that most of what I grappled with hadnothing to do with assessment - at least not directly. I didn't pursue many ofmy ideas for the project. However, all of the professional development thatoccurred had a profound impact on what I do in tray classroom and a profoundimpact on my own attitudes and perspective on my teaching career.

Last year I was ready to give up teaching and look for a newt (job -because this is what teaching was to me - not a career). My involvement inthis project has tuned my teaching job into a career....Vot since my firstmonth teaching have I hod such dedication and enthusiasm. From my secondmonth teaching until this year I have felt frustrated.

I think that four things have been responsible for turning things around forrya' -

I. a decent pay raise this year.2. being treated like a professional in this project.

professional development with conferences and the contact with peersfrom other school systems, and

4. the hope that alternative assessment brings us closer to the ideals thatI held just prior to and during my first year teaching.

In this entry . Christine summarizes her transformational year. Whatit oily teacher were able to experience a professional development rich schoolyear! What it ottry teacher were treated as a professional in every way:' Whatit all teachers held to their idealism and were solidly grounded in theirprofessional philosophies of teaching and learning? The possibilities are rich.Education would he the promise we't e always held it to be.

The conditions necessary for change are many and varied. You haleread to what Christine attributes her changing. Here, we return again to ouropening question and ask. shut ssnuld it take to undergo significant change?

Every participant entered the project with a different knowledge-baseand expectations. Each person has experienced a different, personal process ofbecoming an assessor. The greatest potential for impact comes from the long-term change that may result from having participated in this project.

Christine's journal entries detail her process of becoming an assessorWill she continue to become' As another participant, Sue, wrote in hercommunication with the writing team.

"It's the satisfaction of watching children choose, struggle, communicate,decide, learn, grow....it's a tough thing to measure. Especially when you'rein the midst of it for the first time. trying to decide what your own role shouldhe."

Blue Ridge assessment Project I- 15

These Horde also reflect Christine's experience and are important for our ownlearning as professionals These %cords &soothe the experience of manythroughout the year. Learning is becoming: knocc mg is lemma to become

Wh did others become inc °Iced I:, the Blue Ridge Assessment Protect?11 hat did /hex expect to do ccithin and take as as from this work! Paulafor example. got milked hecause she scanted the opportunity to talk withteachers about something that mailers Rick kno% that someone would hedeselopmg authentic assessments and telt that it might as well he him! Donnatelt like it cs as a professional opportunity she was interested in pursuing.

Late in the protect. Jane telt that in her career she had "been on thecutting edge and (she didn't/ want to get off." Jane continued."It's peen a roller coaster ride full of frustrations, headiness, risks and upsand downs. Despite the rocky ride, I always come hack to the start - the kids:watching, confirming, affirming, reaffirming so kids can take their own rideof lifelong learning."

Another participant. Joan, c% rote. "I have found. in my personalevolution as a teacher, three things happened. First, I've had to he' a 'risk-taker' to some degree. to 'risk' in front of my peers, administrators andparents. Each has helped me recognize and analyze along the way. Second,I have obtained a kind of supportive respect which 1 have obtained from inadministrators and district supervisors. As I have proven the progress of mystudents, my superiors have given snore support to my endeavors. Third. a'rippling effect' has occurred...my fellow teachers have become interested finmy methods of assessment/ and....have met, set standards, developed methodsof assessment and used a portfolio in reporting to parents, students and nextyear's teacher. .4 s I continue qv work with the children of the district, I planto he a life-long learner myself. I plan to continue to be a 'risk-taker' whilecontinuously basing my risk-taking on sound educational principles. Iencourage every teacher kr take the extra lime to step out of the classroom.Its becoming involved in workshops, continuing in educational courses andtaking part in state projects, we can return to the classroom renewed and readyto meet the needs of our students."

Carole. reflects on her process of change. "/ was the typicaltraditional teacher. I looked at kids as empty vessels, and it was my job to fillthem. I enjoyed being in control -- managing the classroom like clockwork--manipulating little kids and telling them what to do. I had a strong belief inretentionthe gift of time--being at the top of the heap next year. Parentsliked me and I often had the children for two years -- giving them more of thesame next year. I knew nothing about processes, only programs and I waspretty good a plugging kids into slots. I realized some kids weren't getting itno matter how many times they wen( through a center."Girole continued.".About seven years ago, I realized I couldn't go on teaching this way; I'dnever make it to retirement. Then I met the new early childhood facilitator.I asked her to come in, observe, and give suggestions. My classroom wasn'tthe way I wanted it to be. Well, this facilitator never tells you what to do. Shejust makes suggestions and asks questions. 'Why do you do this? Did you everthink to do this?' As I answered, she fired the next question. She reallymade me think about my own beliefs, philosophies and practices. Sheintroduced me to current ideas through reading works by Lucy Calkins, RegieRottman. the Goodmans, Donald Graves, and Marie Clay. All of this new

Blue Ridge ..1%,essment Proper

information helped me soil out my beliefs. new mentor connected me to

others. struggling to answer the same questions. We began meeting on a

regular basis. It was invigorating to be made to think, question, observe. try

new things. meet again and reflect, reflect, reflect. This new knowledge and

challenge helped me make sane changes in my classroom and made my

teaching exciting once again. I changed slowly - a few things each semester.

14 first change was to let children select their own activities. I wouldprovide

them with several choices. I was surprised to find most children chose to do

them all: As I continued to change, I tnet with colleagues also changing hit

by bit. I am.' see that these meetings caved many of us and kept us in the

profession. This project was ent extension of these meetings, an environment

where I could continue to grow, ask questions and reflect on my work as a

reacher."

l'hese s owes are unique set predictable f he es olut ion and development

of our teaching philosopli:, is guile imin !dual. and certain inherent features

enabled to Oleo Lh.wie I he things that enabled us or inhibited us as we

des eloped rested both w nhin ousel \ es and w ithin our contexts. We see these

elements as. support. liming. an attitude toward risk-taking, empowerment. the

need and desire lot c bonne and molls animal factors including mentors, students.

Lourse work. Lolleagues, ionletemes, ptolesslonal interactions and protessional

literature

hifile Ridge Assessmeat project1-17

Our Recommendations

l IO \S 1.0 \II. NCI:I L.WIII.12 LF...\RNIN(; NNI)

I-ducational chance and reform are not accomplished on the drass nigbt ard. in the corporate office. or on a computer screen, but in 11 Ic.assroom.In order for change and improsemem to occur in classrooms. teachers needmeaningful. rich, authentic learning experiences like those we increasinglyespect them to pros ide for their students. Learning of this kind among teachersrequires they he allowed choices. ambiguity . missteps. restarts and sary mgdegrees of mdisidual commitment and progress. Such learning is therefore hestassessed in authentic ways. Our assessments of teacher-teaming should heImportant in real life. place teachers on a continuum of learning. improseperformance. be on-going, encourage justification and allow us to lookobjectively at meaningful performances and products. Professional developmentpractices which adhere to these principles are in greater concert with what weknow about leaning and making meaning (Fosnot. 1989) and about bringingabout change in individuals( Ful Ian. 1085. 1994; Nturphy. 1991) and institutions&Lilian. 1994: StcLaughlin, Talbert. & Bascia. 10901. Models of this sortreflect the types of changes we are advocating Mr child learning and have longbeen the basis of adult education theory and practice. They deserve greater use,attention, and research in the professional development of teachers. Thus. ourrecommendations address those things that promoted real change in the practiceof our participating teachers. and are those that we feel would provide the typeof environment and processes needed to accomplish educational change beyonddeveloping assessments.

Provide for on-going collegiality and inquiryamong teachers

More than any thing else teachers commented about learning, growingand changing as a result of real. meaningful interaction with one another.Teachers must he afforded the time, opportunity and support to get together andtalk about meaningful issues in education, to craft ways of addressing theseissues, to try their ideas, to gise and receive feedback, and to adjust and makealterations. One teacher called this "reading. thinking, doing and talking."What teachers become as result of such experiences are teacher researchers.teacher experts and teacher authors with much to offer their classrooms, theirpeers and their profession. Lai in the project we expected to use VAPF.ticonsistently for sharing information and making connections. However. onlya handful of teachers already had a VAPEN account and a working knowledgeof the system. We pursued getting accounts but inadequate hardware availabilitswas our biggest challenge. Later in the project. fax transmission served ourneed for quick conversations about our work. Technology can assist incommunication, but harriers must be removed before technology will set-se thepurpose of bringing teachers together.

Blue Ridge Assesvment Project I 18

4.3

Promote opportunities for learning by doing

Those of us w ho w rote. w rote more. rewrote, and struggled w oh eachsuccessme project and performance. learned and changed. Learning by doingu. a supportive. collegial environment required us to speak from our ownexperience rather than abstractly from what we thought ought to happen. Doingpromoted real. intellectual struggle. For some this was overwhelming.Nleetings dates became difficult deadlines. Exhibitions and meetings requiredpublic performances of what teachers were learning and accomplishing.

Within learning by doing we must strive for balance between instructionand practice. What. when. where. and how instruction is needed and provided\ :Ines by individual and circumstances. Yet, to overload the process withprecision stifles the opportunity to make attempts and adjustments. Werecommend a greater team locus. Both individual and collaboratively producedproducts from a team can then pros ide multiple levels of learning andperformance.

Uncertainty and not knowing are challenges for teachers: admittine theuncertainty and not knowing often pose even more difficult challenges.Learning the complexities of alternative forms of assessment takes time andrequires risk-taking on the part of the teacher. Proficiency is an ever increasingspiral. as mastering one thing brings into focus new issues not previously seenor understood. Becoming an assessor is a process of education not training."0:aintaining a balance between ambiguous doing and greater precision as wemove toward higher levels of performance and proficiency is a challengedeserving more research and attention.

Engage teachers in the process of reform as equalpartners

For too long teachers have been separated from the real, challenging.political realities that influence and ultimately regulate classroom direction.leachers need opportunities to discuss, know about, and address these very realinfluences out in the open. not behind closed doors. Commitment to changethen becomes deeper and change becomes less demanding and difficult and moreexciting and rewarding. Change managers and leaders should provide asupportive structure, with places and time to talk. and opportunities to influence.However. we must accept that not every teacher will understand or want toparticipate in this process, just as some administrators chose not to participate.

Develop mechanisms for teachers to share theirknowledge and experience

Teachers must have real opportunities to share their insights and raisetheir voices. Provide forums for teachers to share their research. their newknowledge and writing. Create vehicles within the system to support individualand collective inquiry and to share the results.

Adult Education in Virginia currently sponsors the Adult EducatorsResearch Network (Cocklev. 19931 The Adult Education ('enters forProfessional Development at the Virginia Commonwealth Unix ersily are usinglearning plans to support statt development for adult educators throughout the

Blue Ridge Assesnent Project I 1

state (Drennon. 1993). Teachers. facilitated h trained staff developers,determine their own learning needs and questions, alone or in concert millcolleagues. The learning is supported h local study groups and some statefunding. Summer institutes and other professional publications pros ideopportunities for sharing the know ledge gained. Increasingly. expertise is draw itfrom local ranks for more traditional workshops and informatton disseminationsessions. All educators throughout the Commonwealth of Virginia deserve suchfocused siatesupported and sustained opportunities to share their insights.know ledge. cokes and perspectil es for the ascent of education to reach newheights throughout the Commonwealth

Encourage collaboration across divisions

work w as Lollboratice across school divisions. For future efforts%%e recommend at least two participants from the same school with at least four.and preferabl six from each school division. Small schools will also need tohe accommodated It pairing teachers from similar locations and backgrounds.Any mix of school do. isions from two to six provides beneficial results if theiris regional proximo, to facilitate meeting logistics. This design permitsinch% pair. school. di, hum and regional exchanges. In our project. crossdivisional interactions opened eyes and provided opportunities for all. Thecollaboratixe. crosstimsional nature of this project allowed the teachers and thesteering committee members to support and build on one another's ideas. Inaddition, the Steering Committee structure gave us product champions at thedivision letel. As a result. we now have six different ways in which our workis currently being imbedded into the on-going efforts of each school division.

Seek leadership that is facilitative and responsive

Collaborative work of this nature, which we recommend, requiresawareness of multiple audiences and goals. Leadership must work to keep allinvolved and constantly recognize that audiences and their relative importancein the process often change. Leaders monitor these changes. recognize thepolitical reality of change. and keep direction and purpose in sight. Werecommend the continued do eloptnent and nurturance of such leadership amongteachers and administrators at the state and local level.

The current DOE staff do elopment facilitators are valuable resourcesfor this kind of effort. In fact, this kind of effort, coordinated by a staffdevelopment facilitator and led by local teachers, advances teacher learning andeducational reform. Done in concert with knowledgeable instructional leadersat the division level, efforts are coordinated, grounded in the research, and leadto good practice and increased learning on the part of students.

Restructure to plan for and actively support on-goingteacher-professional development

We must %aloe and support teacher learning in the same wag we valueteacher classroom instruction. We must better organize our schools to supportthe education professional so that she can better do her professional work.including the professional work of change. The use of technology , a strong.

Blue Bulge Avsessmet Project I-20

ell trained part-protessional stati. and meaningful professional developmentduring the prolessional %ear ale parainount needs As a re %Id of ourexperiences this year we sironel% recommend reexamination of our support,% stemsIlk. tor on-going professional de elopmem Specifically, we suggest that

It site. intensise professional deselopmeni he expected and planned during theear %%nh Itill par. and consistent instructional support fOr the

classroom l'aid sabbaticals also deserve serious consideration.Innialls . school building suit might he designated into three categories

dedopers. refiners. and mentors. Doelopers would he off-site as much as15'; of the school year working on useful and valuable protects for theindi% 'dual. the team. the school. the dtxisin. and the profession. With thisapproach. the principal could know that a full third of the staff would he out orthe classroom for up to 15'; of the teaching days. Planning for this in adsancecould enhance the change process in schools. making change less isolated andmore integrated to the actual professional context of the learner. The searfollowing a professional development %ear. the refinement year, might includemeetings with on-site study groups to maintain and extend the learning andreflection. meeting with college and um% ersity personnel, publishing andpresenting. Third year mentors would work collaborathely with colleagues.2 student teachers. nee teachers for the di% ision. and administrators. Theret.ore.approximately every four years es er professional would engage in acme, in-depth on-going professional development actnnies of value to the system

If we come to agreement that teachers will he out of the classroomconsistently then we must find way s to maintain instructional continuityTeachers must carefully prepare tOr days away from their classrooms, knowingthat the work they are doing outstue of the classroom will nave positive effecton later work. A cadre of substitutes should he on hand who are familiar withthe school. us teachers, and its students. In addition, a stronger. better trainedparaprofessional staff, who are informed and involved with the building arenecessary . This might he done by committing to a certain number of buildinglevel substitutes who will serve the school through the year and be brought intothe instructional plans. Teachers could plan for their professional developmentleave in advance with their colleagues, principal and substitute. Instructionalneeds and plans could also he shared and mutually addressed. Follow-up wouldhe built Into this system. Thus. the substitute is not just a convenient someoneat the other end of the phone but someone who serves as instructional supportu 'thin an organired inst nici tonal plan. We believe this would cost no more thanthe current system It could create much greater satisfaction tint all involved andresult in Netter teaching and learning

Blue Ridge Assessment Project I 2 I

Itl ('(I \1 \l) \ I 10V, 1-(1RY,%11.1 i PR \ITICI

!slur Kiel i tits %%mt.'s!

Be aware that there are multiple forms and purposesof assessment

I he \ anonal ouncil tot Ills leaching 01 NlathematiL. NCIri\ ides its cc oh a ...none hamocork Iiii understanding the purposes otassessment r Appendix icciimmend using this trammork as a means ailunderstandine and talkine aessment purposes and practices in the

ttmnionxcealih of nenna \lit li of the current rhetoric. kinds ot knov, ledge.and decelopine mac in is ip.c let Ills and tools in tsaXs that are contusing andci,clear Issues of assessment and accountahilit need to he seen as linked andon a L`11nntillIn 011111,1111111 about assessment. on a grand scale. might begin s tbthese distinctions and then proceed to aniculanon of assessment Riles andWW1: \Is tot tot:

%/1 ohm this liameccork cce can then moe toccard buildmg a stronger!Irk bettc yen the instructional and accountabilitc uses of assessment linkageshcmeen indis (dual classrooms. buildings. dixisions. and state Lod assessmentpractices and nicasines Lotild then he made more explicit

nu current practices are distotnied and counter productie c mtmLdi.ate oin motession and the public to the purposes and pittalls oI testing andnicasdreincm then lkt.' tan e iii inform and educate about assessmentmactices \situ II Mc L0141'1011 s iii t + hat cce %cam children to learn and he ablet., Ll.i ICI us .1,1et. on the p.uposes and proceed v. ith discussion regarding the

ant aried mean,

Ilk clear about In and %1 assessment andinstruction are inetiorabl linked in quality education

leather 11.1111111C anti 111.,1 Lunent experienced teachers seem to locuson atm\ its rather than intention oi outcome Fundamental to understandineassessment is the conceptual It'o';2111114111 ill us direct relationship to instructionand its iihimate abilitx to asscss or measure 1cti11,, alone does not assess.Instruction in alternaioe torn), ol assessment must ciearl present thi4

distinction helore additional learning can proceed Hocces er. additionalcharacteristics of more authentic torms ot assessment stretch the concept ittestine. \cinch is our traditional understanding of measurement Ti esedistinctions Lan he adsanced once it is clear that assessment is more than,LtRitS

'0

I 2

Recognize that not all teachers need to becomealternative assessment designers in order to beknowledgeable users and consumers of alternativeform of assessment

Ve recommend all teachers engage w ith alternatise t mins tI assessmentihroueli &Ilse learning. Flow es er. not all teachers need to meet the standards01 assessment design for publication Teachers could hoc ome Lomita withalb:manse forms of assessment through group to iev, sessions v, here existingassessments are scrutimied. Becoming assessors requires understanding as annureeal part of insInktion How es cr. not all teachers need to he assessmentdesigners to become et fectic e assessors

As alternative forms of assessment advance, expect thelook of the classroom to change

In our world iorla . we arc increasmgly required to understand andctiiimunicate more comples inhumation with a wider %arum. 01 people. as wellas souse new problems. This requires us to use information in new and differentcc s How cc er. our schools do not consistently provide learning opportunitiesand ens ironments where learners can practice using complex skills and bepros Ricci with useful feedback. Our current learning ens ironments are olerlcontrolled and artificial Learners continue to tell us this h their prematuredepartures and their inappropriate hehas tors. Ernplo ers continue to tell us thisbs their outcries tor more skilled workers Educators tell us this hs theirprofessional disengagement and burnout

Mos me toward more authentic forms of assessment requires moreauthentic lorms of instruction 11 hen these arc Limpled Ina mcaningtul andeclucationatl sound tasmon. parents . emplos els and students participation ,indsatisfaction w ill be substamialls impiosed

Linking authentic instruction w ith atithenitc assessment leads to

classrooms which will prepare children tot the comph s mid of MeI went -first centun hose t lassrooms are neLessar% 1Ork111:2 together thin'classrooms become plat.cs re education crows and children and icacherbecome assessors of Muir

Blue Ridge Miessment Project f '1

Our SOL/Curriculum Analysis

Wk. conducted this aut s:. of the Vitginia Standards of I earnin:SOL,' and each aailable d IS isloll curriculum to procide common ground t,,i1r assessments the analsis includes the second. third and fourth erade h ti

curric ular oluectises and Stale St )1.. in the academic areas of English 1.,11L'uder.1rt,. Mathematics. Social Studies and Science Health

e did not rev, rue ,Inc Sr)! or local curricula but looked at esistutvstandards in a neck s.kas In anise at this curriculum analysts tie lust talkedabout and brainstormed cc hat ice thought st as needed We had how., ofconsersation about kchat %%ak essential tot children to knock and be able to doWe then agreed. that ei en out limited charge. that sse must 'Awl,. %%1111111

eX1',111112 parameters

11c it:stoked national standards and literature regarding clime ulumfogether tie made the hillock Inc decisions first. ske chose to use the National('outlet! of Teachers of NlathematiLs 1 S("Tit l standard, for mathematics because

its Loneeptual rigor. elegance and utilit Second. vie chose to use theNatumal Conned of Social Studies Standards again lor its etinceptual rigorelegame and unlit% . pankulans for the elementan toel of schooling thirdV. 1,1111Ne In 111LO/rot ale ti e and Health as one larger acadenue area in',ids 11 :111 this decision tie tound a necessan to create our limn organ/mg

llokceei Ilit re ate national efforts in Science %lhlell deser%e..'ll'Itit'1,111011 I 111,111% tit lound current national Language Arts eflorts less

alum! lot out needs and , hose. to tledle our oval schema.1 it ant of ,i,tilitate student, %corked to re% icy alt 111 the SOL curricula

.1:',1111/14 IrA1111:%01 lo the Blue Ridge Assessment Protect team10 1, id It t 1111,! «It111111IRT It %1V%%ed their cork and made changes as

ceilutW iunda tioti2anue tete s into larger common eategorks

foul acadenni this of I relish I anguage Ans. Niathemanes. SocialSmdic, and Sc tenet: Health Dur ing our anah,sts tie became ass ale of coneepts

ptoces,es tsbith t sell p Ill. MCCil al.ddernil areas We chose nor to;col ;?antie based on these ,onunonalinec I-or our purposes. it it as enough tobecome Acme ul the,e MIA, 01 I ith.Man1/11 building them into our assessments.1 flit/ .41,101,1 late

OUT lelltganinill,11 01 the. SOI s .and local curricula resealed areas 01,ticligth and intim areas drserinie gleater thought and eonsidelanon 1 his

clinic process of iulnt ilium and ,111.11 sr, seised as A check*, not Mani. e sisirn11,)I %%hal sic A% %l ,1111 L1111111111 10 hum and he able to do and chat ksc illtact. teach I or caniple in I ugh,h I anguage Arts there 41. as much talk aboutc.,iltoral kilo% ledge as saluahle but no SOI .k or local curricula Ill I anguage 1;1,dealt tllreelli skull enhant mg itiltural knock ledge In Ntathematics vie foundstrength in areas of number sense ,Ind whole number computation but little instatistics and piolialitlitc I in Soad Studies skc found emphasis nn categoriespeople. places. and ens nonmena, and time. continuos and change I -malls . Dili

categon ot Science Health as imderstanding patterns and relationships leadscaturall to integrated um, et ions as patterns and relationships are tb,basis tit both lathematus and I aneuage rt, Interestingls the categor. ekekimpl, describe as disco, et %% Oblet.11% CS, suggesting an area needmemore tools and attention

Hint Ratec 1c,casment Project

This curriculum analx sis document Alms the DR isions themselce. toexamine their own curriculum and make adjustments as the% seeremembering that curricula and standards arc a mox mg target. needing continualattention. What se rims have is .1 trammork filch addresses each participatingDix ision

We use the larger categories sal the curriculum anals sis to define theareas of focus for our .1,0,C1s111C11P, l'Or example. Pegg!. Simpson's SocialStudies assessment on page 3 191 identities the minor focus as production.distribution and consumption This designation comes from the assessmentsmajor SOL placement in the curriculum analx sis Other SOI.'s addressed b theassessment are also listed helms the locus. This correlation leads to greaterintegration of hoth instruction and assessment

Fmallx. the anal sis is not grade les cl dm en We need henchmarksand age grade lex el benchmarks make sense but learning occurs on a continuumThus. se chose to lax out the curricular obiectixes and SOL s conuntionsk fOrsecond. third. and fourth grade lex els \lam of the same or similar SOL, arerepeated at each grade lex el moron articulation of shat distinguishespertormance tram one glade lex el to the next Iogether. our anal sts andassessments seek to pros ide mote specific data on shat is both expected andlearned in the earlx elemental-x lex el of schooling

Wm Mike Ilse% sment Project ii

\ 11 ()ORLI. SI \ \ ()I \ RT RRI( I IA \I

( .1inprellenston \1 Jill I he goal of int rea.ing the antleni10 undo...land I Mill and oral 1,1111111.1);.e

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- - - - - - - - - - - - - - - - - - -

81 UE 1411)G I ASSFSSMENT PI4OJECT

Nthodwl

Council of

TCaCh2n of

Malkmtics

(NCTM)

Virginia

Staudanls

of IA4rJsMg

(SOL)

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BLUE RIDGE ASSESSMENT PROJECT

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num

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se e

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e re

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ness

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(4 II

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sel

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app

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14

41I h

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geo

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MI,

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Cou

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3.39

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tude

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rms

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enu!

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pes

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291

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in r

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the

view

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draw

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in a

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Mill

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stud

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stu

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icie

rs a

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elei

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21)

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ill r

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the

need

lilt

mill

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mea

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t sys

tem

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22)

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e ;A

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use

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if th

e ye

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in o

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4.26

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27)

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olve

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scie

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uire

the

use

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ent.

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the

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,.,

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olve

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ple

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3

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olve

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stim

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with

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stud

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dd v

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use

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to

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the

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hole

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imki

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situ

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91

Snu

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rea

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situ

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11th

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61

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13

071

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e ro

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and

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umm

ator

( 1

MO

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xplo

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at:tu

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III r

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ituat

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131

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s w

ill w

rite

trac

tions

111

1pi

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4 04

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mam

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ain

the

role

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actin

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mer

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and

den

omin

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((S

i

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stud

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v. i

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lem

ity p

ans

1(14

1

tepr

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t one

hal

llin

e th

ud, a

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h (2

311

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stu

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s w

all V

. nie

the

ss in

hols

Mel

cor

resp

ond

with

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ves,

third

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roth

, (2

34)

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is

and

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balle

t sv

stem

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s w

ill k

ik 1

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id I.

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s m

othi

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and

indo

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s an

d41

4, le

i Win

e ili

eli

loll:

in 1

1,4

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e 11

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and

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rodu

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ill ,e

lect

an

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ple

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etw

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and

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ntee

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tions

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li A

ppro

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1111

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ent

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illth

slIII

VIII

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y [W

eds

puul

s. a

nd s

irs Y

it e

s

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dent

s w

ill id

entit

s a

t min

imum

heal

th w

orke

r.1

111t

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111

will

feup

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ii 1.

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1.

ler

ill 4

11 4

411

14.4

141

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delil

s w

ill le

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llie

ille

le14

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111

beiN

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gogr

aphs

and

land

use

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delll

s %

ill te

xogn

iz th

ete

latio

nshi

p be

twee

n fe

m M

I, C

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id11

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litill

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01(1

will

%de

l. 1

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tal

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s, H

MI:

used

by

call)

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er it

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settl

er.

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ill id

entil

s .1

tini

vets

alag

risul

tuta

l Lan

tern

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ill d

elm

e an

d us

e ha

m:

et 0

1111

1111

t. le

flilin

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y

Stu

dent

s w

ill tl

est.r

ibe

how

bot

h ut

ban

and

rura

l are

as L

ontr

ibut

e to

V tr

gini

a s

et c

uriu

m g

ranA

th

Stu

dent

s w

ill te

ouirt

ile th

e pu

id, A

ndsc

ut e

esin

4. 4

1111

1111

1111

11es

dlid

neig

hbor

hood

sS

tude

nts

will

it:im

i,111

/4.7

VI:p

ima.

%

", a

sh t

1111

and

11.

1111

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res

0(il

1. e

s

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uded

und

er m

ore

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one

cat

egor

y!11

arris

onhu

rg h

as 1

1 S

mi.1

1 S

tudi

es c

urrii

ulu

m g

uide

bas

ed la

rge

y on

the

SO

L'S

with

set

end

loca

l ohj

eem

s.

Flu

snna

and

Gre

ene

Cou

ntie

s us

e V

A S

OL'

S a

s th

eir

curr

icul

ui i

guid

e fu

r S

uitia

l Stu

dies

.

BL

UE

RID

GE

ASS

ESS

ME

NT

PR

OJE

CT

NC

SS

Virg

inia

SO

L'S

-H

anis

onbu

rg**

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king

ham

Alb

emar

leO

rang

e

Scie

nce,

'Tec

hnol

ogy,

and

Soci

ety

Stu

dent

s v.

111

use

reso

tme

mat

eria

lsto

.1)1

111)

de in

fonn

atio

n io

i Wilt

111

1ii

is,

Stu

dent

s s

ill Id

entit

% .1

rea

son

for

the

C11

.111

11%

1111

1011

01

1111

C11

1.11

1111

1.11

trad

e

stud

ent,

will

reL

ogni

te th

epr

ereq

uisi

tes

tilq.

irliil

eA

Inva

ne.,s

Stu

dent

s %

ill le

wgi

nie

an c

ited

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, lin

olog

s,S

tude

nts

v. il

l scI

rLt t

he te

quite

nien

tsne

kess

ar)

toi d

lidl

ltspO

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1111

s%A

cin

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s v.

ill u

se r

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d lib

rary

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s v,

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dent

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ansp

orta

tion

1141

1 IN

111

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10 *

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(111

111c

s

c% e

ry v

. her

e

Stu

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s N

ils M

enu?

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olog

that

is u

npon

ant l

o Lo

nim

unin

esin

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ere

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ill id

etin

t) th

eLo

ntni

unka

tion

and

hash

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ds th

atar

e im

port

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o g.

onu

ninn

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n v.

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e

( ;1

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11

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llio

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rdep

ende

nce

S11

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1 1A

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le...

Till

ie li

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14 is

sues

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ount

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nder

stan

d th

em

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ng a

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igni

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t 41

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earn

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ut th

e

etal

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o% e

f 111

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lay.

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st th

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ale

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111

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it S

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stud

ies

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ide

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ene

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use

A S

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s th

in-

tut I

n W

inn

guid

e lin

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111(

111'

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MIN

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ndar

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Har

rison

burg

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ham

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e

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iden

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cate

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d/or

seq

uenc

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basi

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emen

ts a

ndco

mpo

nent

s of

subj

ect m

atte

r.

ilie

stud

ent w

ill d

efin

edr

ugs

As

subs

tanc

es th

ataf

fect

the

min

d an

d or

hod

)tu

mno

ns (

112.

I

The

stu

dent

will

iden

tit)

and

dem

onst

rate

ref

usal

ski

lls(1

12

The

stu

dent

will

Om

it) a

ndpi

a..m

e go

od h

ealth

hab

its11

12 :1

1

Ile s

tude

nt w

ill k

now

that

keep

ing

the

hom

e. s

thno

l. &

som

mun

its d

ean

help

spr

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t dis

ease

(11

2T

he s

tude

nt w

ill e

lass

itssu

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nces

as

solid

s. li

quid

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gas

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e ...

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en! w

ill d

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stra

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aren

ess

of fe

elin

gs in

sell

and

othe

rs i1

12 ti

tl'h

e st

uden

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res

ogiii

rest

iess

lul s

ituat

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and

choo

se h

ealth

) (v

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tode

al w

ith s

tres

s (1

12I h

e st

uden

t v. i

ll id

entit

s th

em

od g

roup

s an

d a

sarie

ts o

ffo

ods

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ras

h gr

oup

and

plan

.1 w

ell b

alam

ed m

eal

.112

10)

111e

stu

dent

will

kno

w th

at?t

een

plan

ts tm

lifil,

e an

dst

ore

food

IS2.

121

the

snid

eN %

ill k

now

that

Met

e at

e di

ffere

nt k

inds

of

pollu

tant

s in

the

ens

in11

1111

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1

And

will

sug

gest

pos

sibl

em

eth,

ids

1111

rrd

u.ul

g th

em

in th

e .o

min

iiiiit

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1

I lir

stud

ent w

ill e

xpla

inen

s no

nmen

tal l

as to

ts M

AI

alli"

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hc.d

dt d

i:I

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s w

ill 'd

emi!)

and

dem

onst

rate

goo

d pe

rson

alhe

alth

hab

its 1

112

51S

tude

nts

will

dem

onst

rate

that

kee

ping

hom

e, w

ho,d

1an

d co

mm

unity

cle

an h

elps

pres

ent d

isea

se (

112

61S

tude

nts

will

res

ogni

zest

ress

ful s

ituat

ions

And

choo

se Ii

alth

) ou

tlet,

ii(f

eat w

ith s

tres

s(1

12 7

)S

tude

nts

will

iden

tit)

the

food

gro

ups

And

asc

ordi

ngl)

side

s t n

utrit

tous

food

s th

at

prom

ote

heal

th)

tv.d

irs a

ndte

eth

(Ill

Si

Stu

dent

s v,

ill id

ennt

)di

ttere

nt k

inds

ul p

ollu

tant

sin

the

ens

oint

men

t And

..11

1

sagg

ed in

ivtil

de M

etho

d, fo

rte

dudn

g th

em in

the

1112

91

Stu

dent

, will

be

able

toliA

llie

grow

till

patte

rns

that

alte

d ho

ds s

ize.

app

eam

me

and

self

Lons

ept (

111

Stu

dent

s w

ill r

esog

nue

the

som

pone

nts

and

tun.

tons

of

mai

m h

od)

,)st

ein,

skel

etal

, mus

s.ul

ar.

Lin.

ulat

ors

. dtg

esto

e [t

eet )

.un

man

res

pira

tor)

, and

ners

ous

(111

21S

tude

nts

will

list

and

dem

onst

rate

rul

es a

ndpi

es a

utio

ns to

r pe

rson

al

hale

!) A

l hitn

ie, .

..hin

d. A

nil

in o

ur i.

oltil

ituni

11,

1 1

I 3 4

1

Stu

dent

s w

III f

ei.o

f.fill

/e a

ndde

1110

14df

are

the

plop

eni

es o

f

mat

ter

(Si S

)

[he

stud

ent w

ill d

efin

e dr

ugs

I. su

bsum

es th

at a

ffect

the

min

d an

d 'o

r ho

d) tu

m:1

1111

5

1112

11

l'he

stud

ent w

ill u

lent

its th

efo

od g

roup

,. a

sdne

f of

food

s fr

om e

aa, a

nd p

lan

aw

ell h

alan

sed

mea

l (11

2 14

1lif

e st

uden

t will

!Jel

in')

piiv

edur

es to

follo

w in

"ow

of a

n ac

Lide

nt il

l sud

den

111'

2.(

11

The

stu

dent

will

iden

tiOim

ninu

in le

gal d

rugs

and

thei

r ha

rmfu

l cite

d. (

111

It[li

e st

uden

t will

iden

tits

ston

es o

f Air

polll

inon

and

Its e

ffci.I

on

heal

th (

111

41flu

r st

uden

t will

der

ails

souN

es o

f wat

er a

nd la

ndpo

llutio

n an

d th

eir

died

on

heal

th (

111

So

the

stud

ent w

ill ',

lent

ilsso

im.e

s of

inith

e pn

lhll

pail

.\n.

CIIr

t1 o

n he

alth

ill I

iiiF

ite s

tude

nt w

ill n

ient

it4st

ass

to p

rese

nt th

e sp

icad

of d

isea

se11

11

The

stu

dent

w il

l vic

unas

tood

s th

at .t

ie.(

gro

wth

and

des

elop

men

t 111

1 Ix

;1-

lie s

nide

st w

In k

now

nth

:.pI

CL.

1111

11,1

1% o

ur IC

I511

11

adoi

ties

(111

251

The

stu

dent

will

kno

w to

les

and

pron

inon

. if w

ater

%A

ct)

(111

2b1

The

stu

dent

I.Id

ehlit

sda

nger

s in

the

imm

edia

teen

s no

unie

nt il

l 1 2

:1

Des

stih

e al

t.ara

t.ten

srl.s

lit

solid

s, li

quid

s, a

nd g

ases

Cla

ssit)

:nan

d A

s so

lid.

gas

etas

that

air

11.4

5 ss

,101

1.

take

s up

spa

se. a

nd r

uins

pres

sure

Des

Ltib

e th

e lo

drol

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ssils

ann

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es

(elle

n:A

le 0

1 Id

s em

ir ai

rD

itter

enna

te th

ecl

iAra

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edit.

h lit

(lie

ills

esl

assc

s of

ser

tellm

tes

('las

st1)

, ten

t:bra

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,tibe

mop

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mix

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s an

d %

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It111

%

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exa

mpl

es id

sim

ple

mis

times

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4:11

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11 r

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mi h

ow (

firs

11"k

e

wor

k ea

sier

Des

dihe

sha

rade

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s Ih

alde

fine

parm

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% in

sols

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ire

pt,ii

lmtio

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the

v. O

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liopl

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1 pl

ants

and

anim

als

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1111

1111

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with

one

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ther

and

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t the

n en

s no

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iner

als

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ph)s

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n pl

anet

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ussi

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i the

sks

hrtg

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nd r

iot C

111C

111

Des

,rib

e di

llete

mes

and

sim

ilarit

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of o

llspf

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e sa

nte

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ant o

r

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1%,1

1%

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s .4

5 so

lids

liqui

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lm

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111

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SLI

IIAC

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II! L

ildllr

es

111,

111

1111

0 st

ate

1.1

anot

her

I_ iii st

uden

t will

des

dibe

And

(IC

111,

111'

41 ta

te m

une

gene

ral d

iata

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ms

ofsu

m e

lest

ris it

)12

12i

Fhe

stu

dent

will

kno

w th

atpl

ants

pin

dtne

laud

tar

dict

um:1

%es

and

tith

e!

11 g

,anl

snhs

(2

14)

'lim

e st

uden

t will

pla

t e[L

ama,

eve

nts

in n

utle

t and

Use

the

Nril

llIC

IILC

1.1

tell

\A h

al L

1111

105

SI

HIC

stu

dent

will

ItiC

1111

1% Ih

r11

.11.

s o

f 111

111k

ill.

tune

s

and

tiellI

tIlls

Ildle

the

Use

of

Ca.

1 %

1

Ike

snul

etil

v.III

iden

til%

Ihe

met

h co

nipo

lleill

h of

sill

tie 1

111p

oil.i

ike

it ho

d to

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' all

eart

h11

1,11

0111

g .0

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tita

n 11

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to,

1111

4.11

4,1

IIit

hiT

he ,a

rden

t w il

l dre

w Ii

ila

bel t

he b

ask

stag

es ..

7 (h

r)l

IC

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eida

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toup

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pin

m..t

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imal

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d w

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lic !I

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a A

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The

stu

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des

crib

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ctih

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he s

tude

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ill h

alt

The

stu

dent

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Lin

n. th

atre

spon

sibl

e pr

oced

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for

cont

ribut

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of s

kills

and

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rent

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ulat

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Ifpe

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afet

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bell

113(

1011

to h

ie in

our

attit

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use

ful f

or c

opin

gpl

ants

and

ani

mal

s ar

eun

supe

rs is

ed 0

12 1

91co

rtun

itint

s ie

gaid

ing

heal

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tili b

ring

hom

e al

one

foun

d in

diff

eren

tT

he s

tude

nt w

ill W

enn:

ylig

ht. s

liadi

oA .

and

inot

um(I

II 31

11en

s m

inm

ents

and

that

they

0111

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llega

l dru

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11 6

114

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the

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e st

ages

tdm

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dang

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thei

r ha

rmfu

l effe

cts

MI 2

1S

tude

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idet

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the

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ig th

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III A

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131

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stu

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en p

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crib

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sim

ilar

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11 '1

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ses

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ill c

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iiIts

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ct o

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ame

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imal

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nat

ural

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part

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w a

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sitio

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to s

ell

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(S4

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e ab

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e ge

nera

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lect

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tem

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tude

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Ala

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t (III

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emph

asis

011

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sl

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e th

e se

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desc

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sea

sons

prod

uced

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Si

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rgs

soum

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ulbs

OA

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iT

he s

tude

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lent

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nerg

l res

cuer

s), a

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entif

1 th

e w

eath

ert.p

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1 si

mpl

e m

achi

nes

mag

nets

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4 5

ich

arac

teris

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of th

e lo

uran

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mon

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te th

e us

e of

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dent

s w

ill li

e ab

le to

seas

on. (

IV A

21

ca. h

ISA

91

Ilie

stud

ent w

ill d

escr

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tlic

iden

tifs

bast

e flo

wer

par

ts,

thei

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tk li

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edi

ble

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e m

aiot

land

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atio

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f the

nam

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1141

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the

neig

hbor

hood

IIV

H li

Not

e: F

lusa

nna

and

Gre

ene

Cou

ntie

s us

eA

Mil

as th

ew c

urric

ulum

gui

de in

Sci

ence

and

Hea

lth.

MI

ON

MI

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UM

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1111

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I N

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l'.

IIII

III

MI

MB

MN

MI

MI

MI

ON

MO

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MIN

ON

MI

MI

1.8

BL

UE

RID

GE

ASS

ESS

ME

NT

PR

OJE

CT

Hea

lth/S

cien

ceV

irgin

ia S

OL'

SH

arris

onbu

rgR

ocki

ngha

mA

lbem

arle

Ora

nge

The

stu

dent

will

iden

tify

the

'tuto

r co

mpo

nent

s of

soi

lan

d de

scrih

e im

port

ance

of

Stu

dent

s w

ill h

e ab

le to

defin

e th

e te

rm"c

omm

unic

able

dis

ease

" an

d

Iden

tify

the

sun,

moo

n, a

nti

eart

h an

d th

eir

rela

tions

hip

to th

e ot

her

plan

ets.

(IV

C I)

slid

In li

fe o

n ea

rth

1S3

121

iden

tity

way

s in

whi

chO

bser

ve a

nd c

lass

ify o

bjec

tsl'h

e st

uden

t will

des

crib

e th

ety

pe o

f beh

akun

that

lead

sdi

seas

es a

re tr

ansm

itted

and

prev

ente

d O

W 1

41in

to s

ets

and

subs

ets

ofsi

mila

r ch

arac

teris

tics.

to fl

akin

g. k

eepi

ng. a

ndS

tude

nts

will

be

able

to(1

A I)

losi

ng fr

iend

s (1

13.1

2ire

cogn

ize

the

diffe

renc

esP

lace

nat

ural

es

ents

in o

rder

'Me

stud

ent w

ill id

entil

sto

ods

that

are

nee

ded

for

betw

een

scie

ntifi

c fa

cts

and

mis

conc

eptio

ns a

s th

e} r

elat

ean

d us

eth

e se

quen

ce to

tell

wha

t con

ies

next

II A

5)

ener

gy a

nd g

row

th il

l; Ill

l'he

stud

ent w

ill (

)Nen

e an

dde

scri

he h

ow a

nim

als

hcha

c in

diff

eren

t war

s to

iner

t lif

e ne

eds

153

141

lite

stud

ent w

all i

denu

tsso

me

char

atte

ristit

s ot

to d

isea

se (

114

151

Iden

tify

som

e ch

arac

teris

tics

ot m

aim

pla

nt g

roup

s.ill

AI

i

Kno

w th

at d

iffe

rent

popu

latio

nsof

pla

nt a

refo

und

tii d

iffer

ent

ens

mom

ents

ill A

41

'nat

io g

roup

s ot

pla

nts

and

Ani

mal

s IS

? I5

1Ihe

stu

dent

will

res

ogni

iem

ills

dual

gro

wth

pat

ient

sO

il lii

nie

Mird

eill

will

4.11

1Vr

that

diff

eren

t pop

ulat

ions

of

plan

ts a

nd a

nim

als

ate

toun

din

dift

eren

t ens

oin

tmen

tsiS

t IS

)

Iden

tify

som

eLha

l act

errs

tiL,

ot M

AIM

311

1111

31 r

!M

ips

ill H

21

Kno

w th

at d

iffe

rent

popu

latio

os o

f ani

mal

s ar

efo

und

in d

iffe

rent

ell%

III,I

lllle

1111

Ill 1

3 S1

Des

crib

e an

d de

mon

stia

teso

me

gene

ral t

har

acte

ristit

its

III c

urre

nt d

i:Lim

its11

11 A

)'th

e st

uden

t will

iden

tits

dang

ers

in th

e im

med

iate

ens

mom

ent 0

11 2

111

Iden

tify

the

type

s of

sim

ple

mac

hine

s an

d de

mon

stra

teth

e us

e of

cub

t(III

II)

Ilte

stud

ent w

ill g

is e

leas

ons

for

the

use

of le

gal

and

illeg

al d

nigs

II14

Ii

Dex

ral

e so

me

limns

of

ener

gy a

nd te

ll so

me

was

sen

ergy

1.. p

rod

iked

till

Ito

Ilte

stu

dent

will

dill

eren

tute

IX:M

t:ell

114)

sills

e an

d

nega

tie p

eer

pres

sure

and

will

dem

onst

rate

rel

usal

skill

s (1

1431

The

stu

dent

will

def

ine

die

term

"co

mm

unic

able

ilise

de"

(Mkt

. law

s di

seas

e1

and

iden

tits

w a

yS

dise

ases

are

irans

mui

ed 0

14 S

i

Des

k ra

w a

Fik

ell

tIlle

t.I.S

posi

tion

and

Mill

ion

inre

latio

n to

sel

ftil

l 1.1

Des

clib

e th

e su

n an

dde

mon

stra

te th

at it

mos

ide

heat

and

ligh

t ne,

ess.

11)

for

life

on e

arth

(IV

AI

I

Oh%

erN

e.1

1141

int e

stig

ate

som

e ge

nera

l dia

taL

tens

tb.

of s

tars

(IV

A II

Ilic

stud

ent w

ill id

entd

the

bods

's d

efen

ses

agai

nst

t ont

imun

tabl

e iin

fect

ions

tdi

seas

es 1

114

hi

Iden

tits

the

Indi

o!co

mpo

nent

s ol

soi

l and

tlesc

rilw

the

iii p

onan

ce o

fso

il to

We

on e

arth

t 111

I i

mte

Hos

anna

and

Gre

ene

l'unn

tic..

use

VA

SO

PS

as

thei

r cu

rric

ulum

gui

de in

Sci

ence

and

Ilea

lth.

I,

BL

UE

RID

GE

ASS

ESS

ME

NT

PR

OJE

CT

Hea

lth/S

cien

ceV

bgin

ia S

OL

'SH

arri

sonb

urg

Roc

king

ham

Alb

emar

leO

rang

eT

he s

tude

nt w

ill id

entif

yce

rtai

n di

seas

es th

at m

ay b

epr

even

ted

(114

7)

Kno

w th

at w

ater

can

exi

st a

sa

liqui

d, s

olid

, or

gas.

(IV

.C.1

)T

he s

tude

nt w

ill id

entif

y.de

scrib

e, a

nd u

se e

lect

rical

cond

ucto

rs, i

nsul

ator

s,si

mpl

e ci

rcui

ts. d

ry c

ells

(ene

rgy

sour

ces)

, and

hul

ks

Dra

w o

r la

bel t

he b

asic

stag

es o

f the

wat

er c

ycle

.IIV

.C.2

)K

now

the

basi

c pa

rts

ofpl

ants

and

thei

r fu

nctio

n.(e

nerg

y re

ceiv

ers)

1S

4 7)

(II A

.I)T

he s

tude

nt w

ill r

ecog

nise

the

diffe

renc

e be

twee

nsc

ient

ific

fact

s an

dm

isco

ncep

tions

as

they

rela

te to

dis

ease

. (11

4.8)

Kno

w th

at p

lant

s an

d

anim

als

prod

uce

offs

prin

gth

at a

re a

like

in m

ajor

way

sbu

t var

y en

ough

to b

ein

divi

dual

s. 1

11.1

3 I)

The

stu

dent

will

list

beha

vior

s th

at c

ontr

ibut

e to

posi

tive

men

tal g

row

th a

ndde

velo

pmen

t. 11

14 9

)T

he s

tude

nt w

ill d

escr

ibe

the

basi

c co

mpo

nent

s of

the

sola

r sy

stem

as

wel

l as

maj

or th

eorie

s th

at h

ave

been

pro

pose

d th

roug

hout

hist

ory

)S4

Ill)

Iden

tify

and

desc

ribe

stag

esin

the

life

cycl

e of

an

inse

ct.

(11.

11.2

)

Iden

tify

beha

vior

s w

hich

defin

e an

inse

ct a

s so

cial

dl 1

1 3)

Will

infe

r th

at s

olid

s,liq

uids

, and

gas

es a

re m

ade

upof

tiny

hits

of m

atte

rca

lled

mol

ecul

es a

nd a

tom

sT

he s

tude

nt w

ill k

now

the

basi

c pa

ns o

f pla

nts

awl

thei

r fu

nctio

n O

A I

I)T

he s

tude

nt w

ill r

ecog

nize

the

posi

tive

and

!lega

lise

influ

ence

s of

pee

r gr

oups

(III

A 2

)Id

entif

y, d

escr

ibe,

and

use

elec

tric

al c

ondu

ctor

s,in

sula

tors

, sim

ple

circ

uits

,dr

y ce

lls (

ener

gy s

ourc

es),

and

bulb

s (e

nerg

y re

ceiv

ers)

1114

I 1)

1111

.11

I)

The

.ind

ent w

ill u

nder

stan

dth

e di

ffere

nces

bet

wee

nre

new

able

and

non

-re

new

able

nat

ural

res

ourc

esan

d w

ill d

escr

ibe

way

s in

whi

ch p

eopl

e so

met

imes

mis

use

and

was

te th

e ea

rth'

s

reso

urce

s. (

S4.

15)

Iden

tify

the

basi

c pa

ns o

f an

elec

tric

mot

or. 1

11.1

1 2)

Des

crib

e th

e ba

sic

com

pirn

ents

of t

he s

olar

syst

em a

s w

ell a

s m

ajor

theo

ries

that

hav

e be

enpr

opos

ed th

roug

hout

his

tory

.

(IV

.A.1

)T

he s

tude

nt w

ill k

now

that

Des

crib

e ea

rth'

s at

mos

pher

e

plan

ts a

nd a

nim

als

prod

uce

offs

prin

g th

at a

re a

like

inm

ajor

way

s bu

t var

y to

be

and

expl

ain

why

it is

nece

ssar

y fo

r lif

e (I

V.1

1 I)

Iden

tify

vario

us ty

pes

of

f f i

i;in

divi

dual

s. (

S4.

1b)

wea

ther

phe

nom

ena

(IV

B 4

)

Not

e: F

luva

nna

and

Gre

ene

Cou

ntie

s us

e V

A S

OI,'

S a

s th

eir

curr

icul

um g

uide

in S

cien

ce a

nd H

ealth

.

Ell

MI

rN

M-

MI

-11

11M

O2

1111

1111

1111

1M11

1111

11,1

1111

1111

1111

1111

1111

1111

1111

111=

1101

1111

1111

1111

1111

1111

1111

1110

11B

LU

E R

IDG

E A

SSE

SSM

EN

T P

RO

JEC

T

Hea

lth/S

cien

ceV

ugin

ia S

OL'

SH

arris

onbu

rgR

ocki

ngha

snA

lbem

arle

Ora

nge

The

stu

dent

will

infe

r th

atso

lids.

liqu

ids,

and

gas

es a

rem

ade

up o

f tin

y bi

ts o

fm

atte

r ca

lled

mol

ecul

es a

ndat

oms.

(S

4.17

)T

he s

tude

nt w

ill id

entif

} th

edi

ffere

nt p

ans

of a

cel

l and

dist

ingu

ish

amon

g di

ffere

ntki

nds

of c

ells

in th

e bo

dy.

014.

1)0

The

stu

dent

will

exp

lain

the

stru

ctur

e of

the

circ

ulat

ory,

resp

irato

ry, d

iges

tive,

and

nerv

ous

syst

ems.

(11

4 19

)

As

unde

rsta

ndin

gT

he s

tude

nt w

ill o

bser

ve a

ndT

he s

tude

nt w

ill d

emon

stra

teT

he s

tude

nt w

ill k

now

that

Com

pare

and

con

tras

t the

The

stu

dent

will

obs

erve

patte

rns

and

desc

ribe

chan

ges

that

take

plac

e ov

er ti

me

in b

oth

that

kee

ping

hom

e, s

choo

l,an

d co

mm

unity

cle

an h

elps

keep

ing

the

hom

e, s

choo

l.an

d co

mm

unity

cle

an h

elps

met

hods

by

whi

ch p

lant

s an

dan

imal

s pe

rfor

m li

fean

d de

scrib

e ch

ange

s th

atta

ke p

lace

ove

r a

perio

d of

rela

tions

hips

.liv

ing

and

non-

livin

g th

ings

prev

ent d

isea

se. (

112

())

prev

ent d

isea

se. (

112

4)pr

oces

ses.

tune

in b

oth

livin

g an

d no

ntS

2 2)

The

stu

dent

will

rec

ogni

zeT

he s

tude

nt w

ill r

ealiz

e th

atE

xpla

in s

imila

ritie

s an

dliv

ing

thin

gs. (

2.5)

The

stu

dent

will

iden

tify

and

the

com

pone

nts

and

phys

ical

affe

ctio

n ca

n he

an

diffe

renc

es b

etw

een

livin

gT

he s

tude

nt w

ill c

lass

ifyde

mon

stra

te r

efus

al s

kills

(112

2)

The

stu

dent

will

iden

tify

and

func

tions

of m

ajor

bod

ysy

stem

s: s

kele

tal,

mus

cula

r,co

cula

tory

. dig

estiv

e (t

will

.

expr

essi

on o

f frie

ndsh

ip, o

fce

lebr

atio

n. o

r of

a lo

ving

fam

ily (

112

61

thin

gs in

var

ious

hab

itats

Des

crib

e ch

ange

s in

mat

ter

from

one

sta

te to

ano

ther

.

subs

tanc

es a

s so

lids,

liqui

ds, g

ases

and

des

cnhe

sim

ple

chan

ges

from

one

prac

tice

good

per

sona

lur

inar

y, r

espi

rato

ry, a

ndT

he s

tude

nt w

ill le

arn

iiiP

redi

ct w

heth

er li

ght c

anst

ate

to a

noth

er. (

2.9)

heal

th h

abits

. (11

2 3)

nerv

ous

(111

2)

iden

tify

1'V

adv

ertis

ing

that

trav

el th

roug

h a

sane

ly o

fT

he s

tude

nt w

ill d

escr

ibe

The

stu

dent

will

rec

ogni

zeT

he s

tude

nt w

ill id

entif

yap

peal

s to

our

em

otio

nsm

ater

ials

(so

lid, l

iqui

d, a

ndth

e ef

fect

of s

easo

nal

the

impo

nanc

e of

the

role

sgo

od n

utrit

iona

l pra

ctic

es to

rath

er th

an to

our

rea

soni

ngga

s).

chan

ges

on h

im/h

erse

lf an

dof

fam

ily m

embe

rs (

112.

7)pr

omot

e pr

oper

gro

wth

and

skill

s to

mak

e us

wan

tP

redi

ct d

iffer

ence

s in

sou

nds

the

envi

ronm

ent.

(2.1

0)T

he s

tude

nt w

ill o

bser

ve a

nddi

seas

e pr

even

tion

(113

3)

prod

ucts

. (11

2.7)

that

trav

el th

roug

h a

varie

tyT

he s

tude

nt w

ill o

bser

vede

scrib

e si

mpl

e ch

ange

s in

mat

ter

from

one

Sta

te to

he s

tude

nt w

ill r

ecog

nize

and

dem

onst

rate

the

The

stu

dent

will

rec

ogni

zeth

e im

port

ance

of t

he r

oles

of m

ater

ials

(so

lids,

liqu

id,

and

gas)

and

desc

ribe

basi

c lif

est

ages

of v

ario

us th

ings

and

anot

her.

(S

2.8)

prop

ertie

s of

mat

ter.

(S

3.5)

of fa

mily

mem

bers

. (11

2.10

)D

escr

ibe

the

hydr

olog

icde

mon

stra

te p

rope

r ca

re a

ndT

he s

tude

nt w

ill d

escr

ibe

the

The

stu

dent

will

des

crib

e th

eT

he s

tude

nt w

ill r

ecog

nize

cycl

eha

ndlin

g of

them

. (2.

13)

effe

ct o

f sea

sona

l cha

nges

sun

and

moo

ns' c

ontr

ibut

ion

stre

ssfu

l situ

atio

ns a

ndR

elat

e w

ind

mov

emen

t to

The

stu

dent

will

des

cnbe

aon

him

self

or h

erse

lf an

d on

to li

fe in

our

com

mun

itych

oose

hea

lthy

outle

ts to

dea

lla

nd fo

rms

and

air

give

n ob

ject

's p

ositi

on a

ndhi

s/he

r en

viro

nmen

t. (S

2.91

The

stu

dent

will

kno

w th

ere

gard

ing

heat

, lig

ht,

shad

ow, a

nd m

otio

n. (

S3.

6)w

ith s

tres

s. (

112.

12)

The

stu

dent

will

bec

ome

tem

pera

ture

.C

onst

ruct

exa

mpl

es o

f bot

hits

dire

ctio

n of

mot

ion

inre

latio

n to

sel

f. (3

.4)

basi

c lif

e ch

ange

s of

livi

ngT

he s

tude

nt w

ill id

entif

y th

eaw

are

of th

e ch

ange

saq

uatic

and

terr

estr

ial l

oot!

The

stu

dent

will

pla

ceth

ings

. (S

2.10

)ty

pes

of s

impl

e m

achi

nes

occu

rrin

g in

the

fam

ily li

fech

ains

and

illu

stra

te th

ena

tura

l eve

nts

in o

rder

and

The

stu

dent

will

obs

erve

and

and

thei

r so

urce

s of

ene

rgy.

that

affe

ct d

aily

livi

ng a

ndre

latio

nshi

ps o

f the

use

the

sequ

ence

to te

lldi

scus

s w

ays

that

eat

ing

(S3.

7)pr

oduc

e st

rong

feel

ings

orga

nism

s w

ithin

them

wha

t com

es n

ext.

(3.5

)af

fect

s ac

tivity

and

gro

wth

.T

he s

tude

nt w

ill r

ecog

nize

(112

.13)

Exp

lain

sim

ilarit

ies

and

The

stu

dent

will

kno

w th

at(1

12 1

1)ca

uses

and

effe

cts

of w

ater

.T

he s

tude

nt w

ill o

bser

ve a

nddi

ffere

nces

in b

ehav

ior

ofen

ergy

is n

eede

d to

mak

eT

he s

tude

nt w

ill e

xpla

inw

eath

er, e

xtin

ctio

n, a

nddi

scus

s w

ays

that

eat

ing

anim

als

in d

iffer

ent h

abita

ts.

thin

gs n

aive

and

des

crib

een

viro

nmen

tal f

acto

rs th

atpo

llutio

n on

the

eart

h's

affe

cts

activ

ity a

nd g

row

thth

e us

es o

f som

e co

mm

onaf

fect

hea

lth. (

112.

13)

surf

ace.

(S

3.10

)(1

12 IS

)so

urce

s of

ene

rgy.

( 1

6)

Not

e: F

luva

nna

and

Gre

ene

Cou

ntie

s us

e 1'

A S

OL'

S a

s th

eir

curr

icul

um g

uide

in S

cien

ce a

nd Il

eallh

.

$:11

.12

-34

BL

UE

RID

GE

ASS

ESS

ME

NT

PR

OJE

CT

Had

thac

ienc

eV

irgi

nia

SOL

'SH

arri

sonb

urg

Roc

king

ham

Alb

emar

leO

rang

e

The

stu

dent

will

rec

ogni

zeT

he s

tude

nt w

ill b

e ab

le to

The

stu

dent

will

exp

lain

Fin

d ex

ampl

es o

f sim

ple

The

stu

dent

will

iden

tify

the

how

dru

gs a

ffect

hea

lth.

drsc

nbe

the

basi

cen

viro

nmen

tal f

acto

rs th

atm

achi

nes

in c

omm

on o

bjec

tsm

ajor

com

pone

nts

of s

od

(113

.1)

com

pone

nts

of th

e so

lar

affe

ct h

ealth

. (1-

12.1

7)an

d ex

plai

n ho

w th

ey m

ake

and

desc

nhe

the

impo

nAnc

e

The

stu

dent

will

iden

tify

syst

em a

nd s

ome

of th

eT

he s

tude

nt w

ill b

ecom

ew

ork

easi

erof

soi

l to

life

on e

arth

.

com

mon

lega

l dru

gs a

ndbe

nefit

s of

its

expl

orat

ion.

awar

e th

at b

abie

s gr

owC

ompa

re th

e re

prod

uctiv

ein

clud

ing

way

s m

an h

as

thei

r ha

rmfu

l effe

cts.

(11

3 2)

(S4.

3)in

side

the

mot

her's

bod

y in

apr

oces

s of

var

ious

pla

nts

used

and

mis

used

It(3

MI

The

stu

dent

will

iden

tify

sour

ces

of a

ir po

llutio

n an

dT

he s

tude

nt w

ill h

e ab

le to

dem

onst

rate

an

spec

ial p

lace

cal

led

the

uter

us. (

112

19)

(flo

wen

ng, c

one

bear

ing,

mos

ses,

and

fern

s!.

The

stu

dent

will

des

crib

eth

e re

latio

nshi

p be

twee

n th

e

its e

ffect

on

heal

th (

113

41un

ders

tand

ing

of th

e w

ay in

The

stu

dent

will

rec

ogni

zeD

escn

be w

ays

in w

hich

orga

nism

s in

a s

impl

e fo

od

The

stu

dent

will

iden

tify

whi

ch e

ach

of th

e th

ree

that

cer

tain

beh

avio

rs m

aypo

pula

tions

of p

lant

s an

dch

ain

in b

oth

aqua

tic A

nd

sour

ces

of w

ater

and

land

pollu

tion

and

thei

r ef

fect

s on

clas

ses

of r

ocks

(ig

neou

s,se

dim

enta

ry, m

etam

orph

ic)

sign

al d

ange

r 11

12 2

21T

he s

tude

nt w

ill s

ee h

owan

imal

s in

a c

omm

unity

inte

ract

with

one

ano

ther

and

terr

estn

af e

nviro

nmen

ts(3

10)

heal

th (

H3.

5)is

form

edi S

4 4)

drug

s af

fect

hea

lth a

il 11

with

thei

r en

viro

nmen

t.T

he s

tude

nt w

ill k

letn

ity

The

stu

dent

will

infe

r th

eT

he s

tude

nt w

ill b

e ab

le to

The

stu

dent

will

iden

tify

Rel

ate

tem

pera

ture

to th

eso

me

char

acte

ristic

s of

poss

ible

cau

se a

nd e

ffect

tdev

alua

te a

per

sona

l die

t in

com

mon

lega

l dru

gs a

ndth

ree

stat

es o

f mat

ter.

maj

or g

roup

s of

pla

nt, a

nd

an e

vent

. (S

3 5)

rela

tions

hip

to a

bal

ance

dth

eir

harm

ful e

ffect

s (1

13 2

1D

istin

guis

h be

twee

n ph

ysic

alan

imal

s an

d w

ill r

ecot

gnite

The

stu

dent

will

iden

tify

diet

and

exp

lain

the

effe

cts

The

stu

dent

will

iden

tify

and

chem

ical

cha

nges

.th

at m

embe

rs o

f the

sai

nt'

sour

ces

of n

oise

pol

lutio

n &

of b

etw

een

mea

l eat

ing

sour

ces

of a

ir po

llutio

n an

dD

istin

guis

h be

twee

n ro

cks

spec

ies

are

alik

e in

mai

m

its e

ffect

on

heal

th. (

113

6)(1

14 8

)its

effe

ct o

n he

alth

(11

3 4)

and

min

eral

s.w

ays

but v

ary

enou

gh to

be

The

stu

dent

will

und

erst

and

The

stu

dent

will

be

able

toT

he s

tude

nt w

ill id

entit

yD

escr

ibe

how

foss

ils p

rovi

dein

divi

dual

s (3

I I)

vario

us w

ays

of c

ontr

actin

gde

mon

stra

te u

nder

stan

ding

sour

ces

of w

ater

and

land

evid

ence

of e

arth

's h

isto

ryT

he s

tude

nt w

ill d

esci

ilte

com

mun

icab

le (

infe

ctio

us)

of h

ow b

ody

ener

gy is

pollu

tion

and

thei

r ef

fect

s on

and

show

how

org

anis

ms

elec

tric

al s

ourc

es a

nd u

ses

dise

ases

. (11

3 71

!ela

ted

to e

atin

g (1

14 9

)he

alth

(11

3 5)

and

envi

ronm

ents

hav

e(4

.6)

The

stu

dent

will

des

crib

eT

he s

tude

nt w

ill b

e ab

le to

'!lie

stu

dent

will

iden

tity

chan

ged

over

tim

eT

he s

tude

nt w

ill d

escr

ibe

som

e fo

rms

of e

nerg

y an

did

entit

y an

d de

scrib

e th

eso

urce

s of

noi

se p

ollu

tion

the

rela

tions

hip

betw

een

tell

som

e w

ays

ener

gy is

func

tion

of th

e si

x m

ajor

and

effe

cts

on h

ealth

. (11

3 6)

tem

pera

ture

and

the

ilree

prod

uced

. (S

3 K

)cl

asse

s of

nut

rient

s an

d fib

erT

he s

tude

nt w

ill u

nder

stan

ddi

ffere

nt s

tate

s of

Mai

ler

The

stu

dent

will

rec

ogni

zean

d de

scrib

e th

e fu

nctio

nva

rious

way

s of

con

trac

ting

(4 K

)

that

fam

ily m

embe

rs a

rcan

d ha

zard

s of

food

com

mun

icab

le (

Infe

ctio

us)

The

stu

dent

will

des

crib

e

inte

rdep

ende

nt. 4

113

9)ad

ditiv

es a

nd p

rese

rvat

ives

dise

ases

. (11

3.7)

way

s in

whi

ch th

e ea

rth'

s

The

stu

dent

will

und

erst

and

(114

.1))

)T

he s

tude

nt w

ill r

ecog

nize

still

dce

Isci

IIIS

Iallt

ly

that

whi

te li

ght i

s a

The

stu

dent

will

be

able

toth

at fa

mily

mem

bers

are

chan

ging

and

how

thes

e

com

bina

tion

of m

any

colo

rs.

(S3

10)

iden

tify

basi

c flo

wer

par

ts,

thei

r fu

nctio

ns, e

dibl

e

inte

rdep

ende

nt. (

H3

CP

)

The

stu

dent

will

giv

ech

ange

s fo

rm th

e O

nce

clas

ses

of r

ocks

(4

91

The

stu

dent

will

des

crib

e th

epl

ants

, and

pla

nt p

arts

exam

ples

of h

ealth

y co

ping

The

stu

dent

will

kno

w th

e

sun

and

dem

onst

rate

that

it(5

4.11

)st

rate

gies

for

deal

ing

with

basi

c pa

rts

of p

lant

s an

d

prov

ides

hea

t and

ligh

tT

he s

tude

nt w

ill b

e ab

le to

feel

ings

pro

duce

d by

cha

nges

thei

r fu

nctio

nsS

tudy

whi

ch a

re n

eces

sary

for

life

defin

e th

e te

rmin

the

fam

ily (

113.

12)

shou

ld in

clud

e fu

nctio

ns it

on e

arth

. (S

3.I I

)"c

omm

unic

able

dis

ease

- an

dT

he s

tude

nt w

ill d

escr

ibe

the

root

s. s

tem

s, le

aves

, and

The

stu

dent

will

rec

ogni

zeid

entif

y w

ays

in w

hich

type

s of

beh

avio

r th

at e

nabl

eflo

wer

s an

d se

eds

with

the

impo

rtan

ce o

f acq

uirin

gdi

seas

es a

re tr

ansm

uted

and

hint

or

her

to g

ain

filen

& o

rem

phas

is o

n ph

otos

ynth

esis

hobb

ies

and

usin

g le

isur

etim

e ap

prop

riate

ly (

113.

111

prev

ente

d (1

14.1

4)lo

se fr

iend

s (1

13 I

3 i

The

stu

dent

will

he

and

repr

oduc

tion.

(4.

10)

'the

stud

ent w

ill d

escr

ibe

1 I

:t

The

stu

dent

will

iden

tify

the

1110

11co

mpo

nent

s of

soi

l &de

scrib

e th

e im

port

ance

of

soil

In li

fe o

n ea

rth

(S3

12)

cons

ciou

s of

how

com

mer

cial

s Ils

eel

1111

11i)

11%

III

mak

eU

Sw

ane

1110

41U

t I%

(113

141

way

s po

pula

tions

of p

lant

san

d an

imal

s in

a c

omm

unity

unm

et w

ith o

ne a

noth

er &

thei

r en

viro

nmen

t (4

I 1 I

Not

e: H

uvan

na a

nd G

reen

e C

ount

ies

use

VA

SO

L'S

u th

eir

curr

icul

um g

uide

in S

cien

ce m

ind

Hea

lth.

1')

ION

ON

INI

r111

ON

I E

N M

IU

M=

NM

I =

MN

IN

I2 -

- 11

11

I111

111

1111

1111

11M

il M

I MI O

M11

111

1111

1S

W O

MII1

BL

UE

RID

GE

ASS

ESS

ME

NT

PR

OJE

CT

ll if

eald

t/Sci

enee

Vir

gini

a SO

L'S

Har

riso

nbur

glto

drin

ghaa

sA

lbem

arle

Ora

nge

The

stu

dent

will

dra

w o

rT

he s

tude

nt w

ill r

ecog

nize

labe

l the

bas

ic s

tage

s of

the

that

the

use

of v

iole

nce

onw

ater

cyc

le (

S3

13)

TV

as

the

sole

or

pnm

ary

The

stu

dent

will

iden

tify

mea

ns o

f sol

ving

pro

blem

s is

food

s th

at a

re n

eede

d fo

rno

t acc

epta

ble

and

ener

gy a

nd g

row

th 1

113

lbap

pmpn

ate

in h

ealth

y hu

man

The

stu

dent

will

des

crib

ere

latio

nshi

ps (

113

15)

how

em

otio

ns a

nd e

atin

g ar

eT

he s

tude

nt w

ill r

ecog

nize

inte

rrel

ated

(113

141

the

impo

rtan

ce o

f acq

uirin

gT

he s

tude

nt w

ill o

bser

ve a

ndho

bbie

s an

d us

ing

leis

ure

desc

ribe

how

ani

mal

stim

e ap

pmpn

atel

y (1

13 1

7)be

have

in d

iffer

ent w

ays

RI

The

stu

dent

will

des

crib

em

eet l

ife n

eeds

(S

3 14

1ho

w e

mot

ions

and

eat

ing

are

The

stu

dent

will

rec

ogni

zein

terr

elat

ed. (

113.

19)

func

tions

of c

erta

in s

yste

ms

The

stu

dent

will

rec

ogni

zeof

the

hum

an b

ody

(113

INin

divi

dual

gro

wth

pat

tern

sT

he s

tude

nt w

ill d

escr

ibe

the

(113

.20)

rela

tions

hip

betw

een

two

The

stu

dent

will

rec

ogni

zeor

gani

sms

in a

sim

ple

food

that

all

hum

an b

eing

s gr

owch

ain

in b

oth

aqua

tic a

ndan

d de

velo

p in

a g

iven

tcrie

stria

l env

ironm

ents

sequ

ence

but

dia

l rat

es a

nd

(S)

1(1

patte

rns

vary

with

Die

stu

dent

will

kno

w th

atin

dis

;dua

ls. (

113

21)

spec

les

of p

lant

s an

dO

bser

ve a

nd d

escr

ibe

.111

1111

4IN

may

bec

ome

chan

ges

that

take

pla

ce o

ver

enda

nger

ed o

r ex

tinct

time

in b

oth

livin

g an

d no

niS

i 17i

livin

g th

ings

(I A

I)F

lue

stud

ent w

ill o

bser

ve a

nO

bser

ve a

nd d

escr

ibe

sim

ple

obje

ct o

r ev

ent a

nd m

ake

chan

ges

in m

atte

r fr

om o

nese

veia

l inf

eren

ces

rega

rdin

gst

ate

to a

noth

er 1

111

1) I

I

the

iden

tity

of th

e ob

ject

or

Des

cnbe

the

effe

ct o

f

plau

sibl

e re

ason

s fo

r th

ese

ason

al c

hang

es o

n hi

mse

lf

even

t (S

4 2)

and

his

envi

ronm

ent

The

stu

dent

will

con

stru

ct(I

V.A

.3)

sim

ple

cape

nnie

nt in

whi

chD

escr

ibe

how

nat

ive

only

one

var

iabl

e is

fonn

atio

ns m

ay h

ave

coni

c

man

ipul

ated

and

all

othe

rsin

to b

eing

. 11V

B 2

1

are

held

con

stan

t (S

4.4I

Iden

tity

the

sun,

moo

n, a

nd

The

stu

dent

will

def

ine

the

eart

h an

d th

eir

rela

tions

hip

term

"co

mm

unic

able

to th

e ot

her

plan

ets

(IV

C I

i

dise

ase"

(in

fect

ious

dis

ease

)O

bser

ve a

nd c

lass

ify o

bjec

ts

and

iden

tify

way

s di

seas

esin

to s

ets

and

subs

ets

of

are

tran

smitt

ed (

114

5)si

mila

r ch

arac

teris

tics

The

stu

dent

will

des

crib

e th

e(I

.A.I)

rela

tions

hip

betw

een

Pla

ce n

atur

al e

vent

s in

ord

er

tem

pera

ture

and

the

thre

ean

d us

e th

e se

quen

ce to

tell

stal

es o

f mat

tet 1

S4

IIIw

hat c

omes

nes

t. (I

.A.5

)

Not

e: F

luva

nna

and

Gre

ene

Cou

ntie

s us

e V

A S

OL'

S a

s th

eir

curr

icul

um g

uide

in S

cien

ce a

nd H

ealth

.

2- 3

E,

BLU

E R

IDG

E A

SS

ES

SM

EN

T P

RO

JEC

T

Hea

lth/S

cien

ceV

irgi

nia

SOL

'SH

arri

sonb

urg

Roc

king

ham

Alb

enrc

uie

Ora

nge

I1

1

The

stu

dent

will

des

crib

e th

eba

sic

com

pone

nts

of th

eso

lar

syst

em a

s w

ell a

sm

ajor

div

ines

that

bas

ebe

en p

ropo

sed

thro

ugho

uthi

stor

y tS

4 to

oT

he s

tude

nt w

ill r

ecog

nise

that

a b

alan

ce O

f dai

lyA

dis

ion

cont

ribut

e to

goo

dm

enta

l hea

lth i1

14 1

111

The

stu

dent

will

kno

w M

ays

the

exte

nded

fam

ilym

embe

rs, c

ontr

ibut

e to

the

imm

edia

te fa

mily

(11

4 12

1T

he s

tude

nt w

ill d

escr

ibe

war

s III

whi

ch th

e ea

rth'

ssu

rfac

e is

slin

g/fil

lyC

hAtIg

Illg

4S4

121

The

stu

dent

will

kno

w th

ebe

dc p

ins

of th

e pl

ants

and

thei

r N

M H

IM I

S4

111

The

stu

dent

will

re.

..4m

mth

e po

sins

e an

d [le

galis

ein

fluen

ces

of p

eer

grou

ps11

14 1

31

The

stu

dent

will

des

crib

ew

ays

III w

hich

pop

ulat

ions

of p

lant

s an

d an

imal

s in

aco

mm

unity

inte

ract

with

one

anot

her

and

with

thei

ren

viro

nmen

t (S

4 14

1T

he s

tude

nt w

ill u

nder

stan

dth

e di

ffere

nce

betw

een

rene

wab

le a

nd n

on.

rene

wab

le n

atur

al r

esou

rces

and

will

des

cnbe

way

s in

whi

ch p

eopl

e so

met

imes

mis

use

and

was

te th

e ea

rth'

s

reso

urce

s (S

4 13

)T

he s

tude

nt w

ill d

escr

ibe

how

eat

ing

betw

een

mea

lsre

late

s to

hav

ing

a he

alth

y

diet

(11

4 16

)

Des

crth

e th

e re

latio

nshi

pbe

twee

n th

e or

gani

sms

in a

sim

ple

food

cha

in II

I lat

haq

uatic

and

ICIT

CS

IIIii

envi

ronm

ents

ill A

2K

now

that

spe

cies

of p

lain

,nu

y be

com

e en

dang

ered

on

extin

ct 4

11 A

ItD

escr

ibe

the

rela

tions

hip

betw

een

the

orga

nism

s in

sim

ple

food

cha

in in

bot

haq

uatic

and

terr

estr

ial

envi

ronm

ents

DI B

1 i

Kno

w th

at s

peci

es o

f ani

mal

sm

ay b

ecom

e en

dang

ered

or

extin

ct. D

I B 4

1U

nder

stan

d th

at w

hite

ligh

tis

a c

ombi

natio

n of

man

yco

lors

. (11

1 C

)D

escr

ibe

a gi

ven

°biro

spo

sitio

n an

d m

otio

n in

rela

tion

to s

elf.

1111

.1:1

Iden

tify

the

maj

orco

mpo

nent

s of

soi

l and

desc

ribe

the

impo

rtan

ce o

fso

il to

life

on

eart

h (I

V B

I i

Des

crib

e m

ount

ains

and

valle

ys a

nd h

e ab

le to

expl

ain

grad

ual c

hang

es th

atoc

cur.

(IV

.B.2

)T

race

his

toric

al c

hang

es in

cons

umpt

ion

and

pack

agin

gin

eve

ryda

y lif

e. (

IVD

1O

bser

ve a

n ob

ject

or

even

tan

d m

ake

seve

ral i

nfer

ence

sre

gard

ing

the

iden

tity

of th

eob

ject

or

plau

sibl

e re

ason

sfo

r th

e ev

ent.

(I.A

1)

Con

duct

sim

ple

expe

nnkn

isin

whi

ch o

nly

one

varia

ble

ism

anip

ulat

ed a

nd a

ll ot

hers

are

held

con

stan

t. (I

.A.3

)K

now

the

bast

e pa

rts

ofpl

ants

and

thei

r fu

nctio

n.(I

LA .1

1

.

111J

Not

e: li

usan

na a

nd G

reen

e C

ount

ies

use

VA

SO

L'S

as

thei

r cu

rric

ulum

gui

de in

Sci

ence

and

Hea

lth.

BE

ST C

OPY

AV

AIL

AB

LE

En

SI N

S M

I N

M N

E I

ON

MI

NM

IN

IIII

I11

011

MS

NM

En

NB

'3_

I= M

I MI

1111

illIM

O11

1111

MI M

IE

llIM

PB

LU

E R

IDG

E A

SSE

SSM

EN

T P

RO

JEC

T

Hea

lth/S

cien

ce1

ragi

nia

SOL

'SH

arri

sonb

urg

Roc

king

ham

Alb

emar

leO

rang

eD

escr

ibe

way

s po

pula

tions

of

plan

ts a

nd a

nim

als

in a

com

mun

ity in

tera

ct w

ith o

nean

othe

r an

d w

ith th

eir

envi

ronm

ent (

ILA

2)

Kno

w th

at p

lant

s an

dan

imal

s pr

oduc

e of

fspr

ing

that

are

alik

e in

mai

m w

ayi

but v

ary

enou

gh to

he

Illt1

IMIU

ZIS

(II

8 I

)D

escr

ibe

the

rela

tions

hip

betw

een

tem

pera

ture

& th

ree

stat

es o

f m

atte

r (I

II A

1)

Iden

tify

the

effe

cts

of th

eea

rth'

s ro

tatio

n. (

IV A

21

Des

crib

e th

e ea

rth'

sat

mos

pher

e an

d ex

plai

n w

hyne

cess

ary

for

life.

(IV

IS

I1D

escr

ibe

way

s th

e ea

rth'

sat

mos

pher

e is

con

stan

tlych

angi

ng. (

IV C

1)

Des

crib

e th

e co

nditi

ons

nece

ssar

y fo

r th

e fo

rmat

ion

of ig

neou

s, s

edim

enta

ry, a

ndm

eunx

oplin

: roc

ks (

IV (

' 21

Und

erst

and

the

diff

eren

ces

betw

een

rene

wab

le a

ny n

onre

new

able

nat

ural

res

ourc

esm

ut w

ill d

escr

ibe

way

s in

whi

ch p

eopl

e W

INC

IIII

ICS

IIII

MIS

C a

nd w

aste

the

eart

h's

reso

urce

s (I

V I

))

As

impr

ovin

g lif

eT

he s

tude

nt w

ill s

hare

The

stu

dent

will

iden

tify

and

'Die

stu

dent

will

iden

tify

and

Stud

ents

will

iden

tity

The

stu

dent

will

resp

onsi

bilit

ies

and

task

s an

dre

spon

d to

tire

hat

ards

inde

mon

stra

te r

efus

al s

kills

com

mon

dru

gs a

nd th

eir

dem

onst

rate

the

prop

erco

ping

and

saf

ety

use

mat

eria

ls in

a s

afe

the

envi

ronm

ent (

112

I)(1

12 2

1ef

fect

s on

the

body

met

hods

of

hand

ling

skill

s th

roug

hm

anne

r. (

Si.

)T

he s

tude

nt w

ill d

emon

stra

teD

ie s

tude

nt w

ill id

entit

y an

dSt

uden

ts w

ill d

emon

stra

teco

mpu

ter

soft

war

e (2

II

expl

anat

ion

and/

orT

he s

tude

nt w

ill k

now

that

keep

ing

the

hom

e, s

choo

l,pe

dest

rian

. tra

ffic

, and

bicy

cle

safe

ty 1

112

21pr

actic

e go

od p

erso

nal s

kills

(112

1)

refu

sal s

kills

to d

rugs

'gis

tsa

y no

'"D

ie s

tude

nt w

illde

mon

stra

te r

espo

nsib

ility

dem

onst

ratio

n. (

ie.

and

com

mun

ity c

lean

hel

psT

he s

tude

nt w

ill id

entif

yD

ie s

tude

nt w

ill d

ewith

e an

dSt

uden

ts w

ill id

entit

y go

odw

hen

wor

king

inm

enta

l and

phy

sica

lpr

even

t dis

ease

. (11

2.4)

proc

edur

es to

fol

low

III

cas

epl

Aill

t.0 a

ltitu

des

and

pers

onal

hea

lth h

abits

coop

erat

ive

grou

ps. (

2.3i

The

stu

dent

will

des

enhe

of a

n ac

cide

nt o

r su

dden

beha

vior

s 11

131

1114

11C

illie

aSt

uden

ts w

ill id

entif

yT

he s

tude

nt w

ill u

sehe

alth

, soc

ial s

kills

,an

d pr

actic

e an

itude

s an

dbe

havi

ors

that

mak

e on

e a

illne

ss (

112

31T

he s

tude

nt w

ill id

entif

y an

dgo

od f

amily

men

der,

clas

smat

e. a

nd f

rien

d (1

12 N

)pr

actic

es th

at p

reve

ntdi

seas

e.m

ater

ials

in a

sal

e m

anne

r.(2

41

safe

ty)

good

fam

ily m

embe

r,cl

assm

ate,

and

fri

end.

02.

5)de

mon

stra

te s

afe

habi

ts in

the

scho

ol e

nvir

onm

ent.

(112

.4)

The

stu

dent

will

mak

ede

cisi

ons

Col

ILC

MIl

lg d

aily

activ

ities

(11

2'1)

Stud

ents

will

dem

onst

rate

coop

erat

ive

beha

vior

and

com

mun

icat

ion

skill

s

Not

e: F

luva

nna

and

Gre

ene

Cou

ntie

s w

e V

A S

OL

'S a

s th

eir

curr

icul

um g

uide

in S

cien

ce a

nd I

leak

h.

1 '

t ,I

2-38

BL

UE

RID

GE

ASS

ESS

ME

NT

PR

OJE

CT

Hea

ltio/

Sden

ceV

irgi

nia

SOL

'SH

anis

onba

rgR

ocki

ngha

mA

lbem

ade

Ora

nge

The

stu

dent

will

mak

eT

he s

tude

nt w

ill id

entif

y an

dT

he s

tude

nt w

ill d

emon

stra

teS

tude

nts

will

und

erst

and

the

The

stu

dent

will

obs

erve

deci

sion

s io

ncen

ung

daily

dem

onst

rate

goo

d pe

rson

alan

aw

aren

ess

of fe

elin

gs in

fam

ily.

and

desc

ribe

basi

c lif

e

activ

ities

. (11

2 61

heal

th h

abits

. (11

2 5)

self

and

othe

rs. (

112.

111

Stu

dent

s w

ill id

entif

y th

est

ages

of v

ario

us th

ings

and

The

stu

dent

will

dem

onst

rate

The

stu

dent

will

dem

onst

rate

The

stu

dent

will

rec

ogni

zeba

sic

food

gro

ups

and

dem

onst

rate

pro

per

care

and

an a

war

enes

s of

feel

ings

inse

lf an

d ot

hers

(11

2 81

that

kee

ping

the

hom

e,sc

hool

, and

com

mun

ity c

lean

stre

ssfu

l situ

atio

ns a

ndch

oose

hea

lthy

outle

ts to

dea

ldi

scus

s go

od n

utrit

ion

and

itsef

fect

s.ha

ndlin

g of

them

(2

131

The

stu

dent

will

sha

re

The

stu

dent

will

rec

ogni

zehe

lps

prev

ent d

isea

sew

ith s

tres

s. (

112.

121

Stu

dent

s w

ill b

e ta

nulia

rre

spon

sibi

litie

s an

d ta

sks

stre

ssfu

l situ

atio

ns a

nd(1

12 6

)T

he s

tude

nt w

ill s

elec

tw

ith e

nviro

nmen

tal f

acto

rsan

d us

e m

ater

ials

in a

sat

e

choo

se h

ealth

y ou

tlets

loT

he s

tude

nt w

ill r

ecog

nize

nutr

itiou

s sn

acks

that

that

affe

ct h

ealth

.m

anlie

r. (

3 I)

deal

with

str

ess.

(112

9)

stre

ssfu

l situ

atio

ns a

ndpr

omot

e go

ad h

ealth

,S

tude

nts

will

lear

n ba

sic

The

stu

dent

will

iden

tity

The

stu

dent

will

iden

tity

the

choo

se h

ealth

y ou

tlets

toes

peci

ally

den

tal h

ealth

.sa

fety

and

firs

t aid

ski

llsan

d se

lect

task

s an

d

fond

gro

ups

and

a va

riety

of

deal

with

str

ess

(112

.7)

(112

.16)

(tra

ffic,

lire

, inj

ury,

gen

eral

resp

onsi

bilit

ies

and

use

hita

ls fr

om e

ach

grou

p an

dT

he s

tude

nt w

ill id

entit

y th

eT

he s

tude

nt w

ill p

ract

ice

haza

rds)

.m

ater

ials

in a

saf

e m

anne

r

plan

a w

ell b

alan

ced

Mea

lfo

od g

roup

s an

d ac

cord

ingl

ypr

oper

car

e of

the

sens

eS

tude

nts

will

und

erst

and

1112

10)

sele

ct n

utrit

ious

food

s th

ator

gans

. (11

2.18

)he

alth

y us

es o

f dru

gs.

The

stu

dent

will

dem

onst

rate

prom

ote

heal

thy

bodi

es a

ndT

he s

tude

nt w

ill p

ract

ice

safe

Stu

dent

s w

ill id

entit

y so

urce

s

prop

er c

are

and

hand

ling

ofte

eth.

(11

2.8)

habi

ts in

the

scho

olat

pol

lutio

n ar

id th

e ef

fect

s

livin

g or

gani

sms

alai

q11

1WT

he s

tude

nt W

ill id

entif

yen

viro

nmen

t. (1

12.2

1)on

per

sona

l hea

lth

[cla

m fo

r lif

e (5

2 11

Idi

ffere

nt k

inds

of p

ollu

tant

sT

he s

tude

nt w

ill d

escr

ibe

Stu

dent

s w

ill d

evel

op

The

stu

dent

will

%el

mt

in th

e en

viro

nmen

t and

will

resp

onsi

ble

proc

edur

es fo

rin

terp

erso

nal s

kills

nutr

itiou

s 'm

ails

s th

atsu

gges

t pos

sibl

e m

etho

ds fo

rpe

rson

al s

afet

y w

hen

Stu

dent

s w

ill u

nder

stan

d ho

w

prom

ote

good

hea

lth,

espe

cial

ly d

enta

l hea

lth

redu

cing

them

in th

eim

mun

ity. (

12.9

)un

supe

rvis

ed. (

112

.23

)

The

stu

dent

will

kno

w a

ndm

oniti

on a

ffect

s he

alth

.S

tude

nts

will

rec

ogni

ze b

asic

ill: 1

21T

he s

tude

nt w

ill id

entit

ypr

actic

e fir

e dr

ill p

roce

dure

sfu

nctio

ns o

f cer

tain

bod

y

Ilie

stud

ent w

ill k

now

dui

good

nut

ritio

nal p

ract

ices

loat

hom

e an

d sc

hool

(11

2.24

)sy

stem

s

ther

e al

e ili

ttete

nt k

inds

of

111(

1[11

1de

prop

er g

row

th a

ndT

he s

tude

nt w

ill p

ract

ice

Stu

dent

s w

ill r

ecog

nize

pollu

cini

s in

the

dise

ase

prev

entio

n (1

13 3

)tr

affic

and

bic

ycle

saf

ety

syni

ptor

ns th

at r

elat

e to

ellY

1101

1111

e111

;Pk!

will

The

stu

dent

will

list

and

(112

.25)

spec

ific

illne

sses

sugg

est p

ossi

ble

med

uals

for

dem

onst

rate

rul

es a

ndT

he s

tude

nt w

ill a

dvan

ce in

Stu

dent

s w

ill id

entit

y w

ay s

sedu

cing

thet

a la

his

or

het

prec

autio

ns fo

r pe

rson

alre

adin

ess

to s

ay "

no"

and

toge

rms

are

tran

smitt

ed

tiMIII

IMIII

)15

2 11

/si

lkily

at h

ome,

sch

ool,

and

tell

a tr

uste

d ad

ult,

such

as

aS

tude

nts

will

list

the

stud

ent w

ill p

ralin

epe

dest

rian.

hal

ite, a

ndbi

cycl

e sa

fety

1112

IC)

in o

ur c

omm

unity

(13

4)

The

stu

dent

will

iden

tify

and

prac

tice

rule

s of

pare

nt, t

each

er, m

inis

ter,

gran

dpar

ent,

guar

dian

,gu

idan

ce c

ouns

elor

, or

beha

vior

s /a

ltitu

des

that

cont

ribut

e to

pos

itive

men

tal

heal

th.

'Ilie

stu

dent

will

iden

tity

cons

erva

tion

in o

rder

todo

ctor

in p

rivat

e ab

out

Stu

dent

s w

ill r

ecog

nize

inot

edul

es in

follo

w in

cas

epr

otec

t the

ear

th's

res

ourc

esin

appr

opria

te a

ppro

ache

spo

sitiv

e/ne

gativ

e in

fluen

ce o

f

of a

ll A

LL k

han

or s

udde

nill

ness

111

2 16

)

(113

II)

The

stu

dent

will

be

able

tofr

om s

tran

gers

, nei

ghbo

rs,

fam

ily m

embe

rs, a

nd o

ther

spe

er g

roup

sS

tude

nts

will

rec

ogni

ze th

e

The

stu

dent

will

pra

ctic

ede

scrib

e an

d id

entit

y(1

12.2

6)in

fluen

ce o

f the

med

ia

safe

hab

its in

the

salm

iem

erge

ncy

and

first

aid

The

stu

dent

will

kno

w a

ndS

tude

nts

will

eva

luat

e th

eir

envi

ronm

ent 1

112

171

proc

edur

es a

nd b

asic

saf

ety

prac

tice

stra

tegi

es to

"lu

stpe

rson

al d

iets

.

'Ile

stud

ent w

ill te

iogn

iteril

es. (

114

6)sa

y no

to d

rug

use.

(11

3.3)

Stu

dent

s w

ill id

entit

y

that

cer

tain

beh

avio

rs m

ayT

he s

tude

nt w

ill b

e ab

le to

The

stu

dent

will

dem

onst

rate

diffe

rent

kin

ds o

f cel

ls in

the

1. .

sign

al d

ange

r (I

ll 18

1de

scrib

e sk

ills

and

beha

vior

sa

sens

e of

bel

ongi

ng in

body

and

how

they

wor

k

'the

stud

ent w

ill k

now

and

that

are

use

ful f

ur c

opin

ggr

oup

wor

k an

d pl

ayS

tude

nts

will

rec

ogni

ze

prac

tice

fire

dnll

proc

edur

esw

ith b

eing

hom

e al

one.

(113

Iii

dang

ers

of fi

rear

ms

and

at h

ome

and

scho

ol (

112

21)

1114

7)

othe

r w

eapo

ns

Not

e: F

luva

nna

and

Gre

ene

Cou

ntie

s us

e V

A S

OL'

S a

s th

eir

curr

icul

um g

uide

In S

cien

ce a

nd H

ealth

.

11.1

11.1

1.11

1111

.1.1

1011

1111

1111

1111

1111

1111

1111

.1=

111.

1111

1=11

.111

1111

1111

1211

.

10II

.IS

MO

Nil

111.

21.1

1M

IB

LU

E R

IDG

E A

SSE

SSM

EN

T P

RO

JEC

T

Hea

lth/S

cien

ceV

irgi

nia

SOL

'SH

arri

sonb

urg

Roc

king

ham

Alb

emar

leO

rang

e

The

stu

dent

will

sha

re ta

sks

The

stu

dent

will

be

able

toT

he s

tude

nt w

ill e

xpre

ss

and

resp

onsi

bilit

ies

and

use

eval

uate

a p

erso

nal d

iet i

nw

hat h

e or

she

like

s ab

out

mat

enal

s in

'a s

afe

man

ner.

rela

tions

hip

to a

bal

ance

dhi

mse

lf or

her

self

to

(S3

11di

et a

nd e

xpla

in th

e ef

fect

sco

ntin

ue d

evel

opin

g a

The

stu

dent

will

rec

ogni

zeof

bet

wee

n m

eal e

atin

g.po

sitiv

e se

lf-im

age.

(13

.11)

how

dru

gs a

ffect

hea

lth11

14 K

)T

he s

tude

nt w

ill g

ive

(H3

1)T

he s

tude

nt w

ill d

emon

stra

teex

ampl

es o

f hea

lthy

copi

ng

The

stu

dent

will

iden

tity

know

ledg

e of

food

saf

ety

stra

tegi

es to

dea

l with

the

com

mon

lega

l dru

gs a

ndpr

actic

es. (

114

12)

feel

ings

pro

duce

d by

cha

nges

thei

r ha

rmfu

l effe

cts

1113

.21

The

stu

dent

will

he

able

toin

the

fam

ily. (

113.

12)

The

stu

dent

will

kno

w a

ndre

cogn

ize

sym

ptom

s th

atT

he s

tude

nt w

ill d

escr

ibe

the

prac

tice

stra

tegi

es to

"JU

ST

may

indi

cate

illn

ess,

alle

rgic

type

s of

beh

avio

r th

at e

nabl

e

say

noto

dru

g us

e. (

113

31re

actio

n, o

r to

xic

reac

tion

him

or

her

to g

am o

r lo

se

The

stu

dent

will

rec

ogni

ze11

4 Ili

blen

ds (

113

131

vario

us w

ays

of c

ontr

actin

gT

he s

tude

nt w

ill d

emon

stra

te

com

mum

cahl

e (I

nfec

tious

)ap

prop

riate

inte

rper

sona

l

dise

ases

(11

3.7)

prob

lem

sol

ving

ski

lls

The

stu

dent

will

iden

tity

(Ili

lb)

way

s iii

pre

vent

the

Spr

ead

The

stu

dent

will

(le

st ti

he M

ill

01 d

isea

se (

1131

4)de

in)n

stia

ie h

ow to

res

pond

The

stu

dent

will

dem

onst

rate

to g

ood

touc

hes

and

how

ill

appr

opria

te in

terp

erso

nal

hand

le in

appr

ilini

ate

prob

lem

sol

ving

ski

llsap

proa

ches

Mer

l %I!

ange

l s

1111

111

1ne

ighb

ors.

,rel

thov

es, a

nd

The

stu

dent

will

rec

ogni

zeot

hers

(11

1 22

1

the

impo

rtan

ce il

l,t

quiti

ligT

he s

tude

nt w

ill m

inim

ize

hotli

nes

and

usin

g [c

ism

eth

at e

very

one

has

...ne

uriti

s

nine

arn

tlipi

mie

ly 1

113

I II

dud

wea

knes

ses

and

Mai

all

The

stu

dent

will

des

crib

e th

epe

tson

s ne

ed to

be

acce

pted

iy li

es o

f beh

avio

r th

at le

adan

d ap

prec

iate

d as

to m

akin

g, k

eepi

ng. m

idw

orth

whi

le. (

III 2

1)

losi

ng fr

iend

s 11

13 1

21T

he s

tude

nt w

ill d

escr

ibe

and

The

stu

dent

will

des

crib

ede

mon

stra

te th

e co

rrec

t

and

dem

onst

rate

the

corr

ect

proc

edur

e in

rep

ortin

g an

d

proc

edur

e in

rep

ortin

g an

dre

spon

ding

to a

n em

erge

ncy

resp

ondi

ng to

an

emer

genc

y11

3.24

1

(13.

17)

The

stu

dent

will

exp

lain

The

stu

dent

will

kno

w r

ules

traf

fic s

afet

y pr

actic

es

and

prec

autio

ns fo

r le

isur

e11

13.2

10

mile

act

iviti

es 1

113

18)

The

stu

dent

will

pra

ctic

e

The

stu

dent

will

kno

w r

ules

pede

stria

n sa

fety

(113

29)

and

prec

autio

ns o

f wat

erT

he s

tude

nt w

ill le

arn

way

s

safe

ty 1

113.

191

to r

ecog

nize

pot

entia

l

The

stu

dent

will

iden

tify

dang

ers

in fa

mili

ar p

ersi

sts

dang

ers

in th

e im

med

iate

and/

or s

tran

gers

(11

3 .1

1)

envi

ronm

ent (

113

211)

The

stu

dent

will

pra

ctic

eho

me

safe

ty ti

des

(111

12)

Not

e: F

lutta

tuta

and

Gre

ene

Cou

ntie

s (e

re V

AS

I)I.'

S a

s fli

ck c

urric

ulum

gui

de In

Sile

nce

and

Illra

lib,

1.)

1 U

2- 4

1)

BL

UE

RID

GE

ASS

ESS

ME

NT

PR

OJE

CT

Hea

lth/S

cien

ceV

irgi

nia

SOL

'SH

arri

sonb

urg

Roc

king

ham

Alb

emar

leO

rang

e

The

stu

dent

will

exp

lain

traf

fic s

afet

y pr

actic

es.

Sha

re r

espo

nsib

ilitie

s an

dta

sks.

(1.

B.1

)

(113

.21)

The

stu

dent

will

pra

ctic

epe

dest

rian

safe

ty (

113.

22)

The

stu

dent

will

hav

ekn

owle

dge

of s

kills

and

attit

udes

that

are

use

ful f

orco

ping

with

bei

ng h

ome

alon

e. (

113.

23)

Use

mat

eria

ls in

a s

afe

man

ner.

(1.

112)

Dem

onst

rate

pro

per

care

and

hand

ling

of a

nim

als

to s

how

resp

ect f

or th

eir

lives

.(1

1.1.

3)U

se m

ater

ials

in a

saf

em

anne

r. (

1.13

.1)

The

stu

dent

will

lear

n w

ays

to r

ecog

nize

and

res

pond

topo

tent

ial d

ange

rs o

f fam

iliar

pers

ons

and/

or s

tran

gers

.

Sha

re ta

sks

and

resp

onsi

bilit

ies.

(1.

13.2

1U

se m

ater

ials

in a

saf

em

anne

r. (

1.8.

1)

(113

24)

The

stu

dent

will

iden

tity

and

sele

ct ta

sks

and

resp

onsi

bilit

ies

and

use

mat

eria

ls in

a s

afe

man

ner.

Iden

tify

and

sele

ct ta

sks

and

resp

onsi

bilit

ies.

(I.1

.2)

Iden

tify

met

hods

of

ster

iliza

tion

in r

elat

ions

hip

tosc

ienc

e an

d m

edic

ine.

(I.1

.3)

154

11

The

stu

dent

will

rec

ogni

zeth

e da

nger

s of

usi

ng a

lcoh

ol,

toba

cco,

and

oth

er d

rugs

.t1

14 2

)T

he s

tude

nt w

ill d

iffer

entia

tebe

twee

n po

sitiv

e an

dne

gativ

e pe

er p

ress

ure

and

will

dem

onst

rate

ref

usal

skill

s. (

114

3)T

he s

tude

nt w

ill r

ecog

nize

sym

ptom

s th

at m

ay in

dica

tean

alle

rgic

or

toxi

c re

actio

nor

oth

er s

erio

us il

lnes

s.(1

4.4)

The

stu

dent

will

iden

tify

the

body

's d

efen

ses

agai

nst

com

mun

icab

le (

infe

ctio

us)

dise

ases

. (11

4.6)

The

stu

dent

will

rec

ogni

zeth

at a

bal

ance

of d

aily

activ

ities

con

trib

utes

to g

ood

men

tal h

ealth

. (H

4.10

)T

he s

tude

nt w

ill d

emon

stra

teso

cial

ly a

ccep

tabl

e ha

bits

1!,)

1'

..,an

d m

enta

lly h

ealth

yal

titud

es Io

wan

' suc

cess

and

disa

ppoi

ntm

ents

(11

4 11

)

Not

e: H

avan

na a

nd G

reen

e C

ount

ies

OM

VA

SO

L'S

as

thei

r cu

rric

ulum

gui

de In

Sci

ence

and

Hea

lth.

MO

ON

OE

M11

11/./

.111

./. M

OM

=

I= N

M M

NO

M N

M N

MO

NM

I N

M11

1.B

LU

E R

IDG

E A

SSE

SSM

EN

T P

RO

JEC

T

Hea

lth/S

cien

ceV

ugin

ia S

OL'

SH

arris

onbu

rgR

ocki

ngha

mA

lbem

arle

Ora

nge

The

stu

dent

will

rec

ogni

zeth

e po

sitiv

e an

d ne

gativ

ein

fluen

ces

of p

eer

grou

ps.

(114

.13)

The

stu

dent

will

rec

ogni

zeth

e po

sitiv

e an

d ne

gativ

eIn

fluen

ces

of th

e m

edia

on

one'

s pe

rson

al h

ealth

choi

ces

(114

14)

The

stu

dent

will

des

crib

eho

w e

atin

g be

twee

n m

eals

rela

tes

to h

avin

g a

heal

thy

diet

. (11

4.16

)T

he s

tude

nt w

ill d

emon

stra

tekn

owle

dge

of fo

od s

afel

ypr

actic

es (

114.

17)

The

stu

dent

will

iden

tify

and

expl

ain

first

aid

pro

cedu

ies

for

emer

genc

ies

(114

21)

The

stu

dent

will

des

crib

esa

fety

rul

es fo

r bi

cycl

ing,

mom

rbi

k m

g , h

ikin

g, a

ndca

mpi

ng (

114

221

The

stu

dent

will

des

crib

esk

ills

and

beha

vior

s th

at a

teus

eful

for

copi

ng w

ith b

eing

hom

e al

one.

(11

4.23

)

As

appr

ecia

ting

'The

stu

dent

will

iden

tity

the

body

's d

efen

ses

agai

nst

com

mun

icab

le (

infe

ctio

us)

dise

ases

. (11

4.6)

The

stu

dent

will

rec

ogni

zeth

e di

ffere

nce

betw

een

scie

ntifi

c fa

cts

and

mis

conc

eptio

ns a

s th

eyre

late

to d

isea

se. (

114

8)T

he s

tude

nt w

ill d

escr

ibe

the

basi

c co

mpo

nent

s of

the

sola

r sy

stem

as

wel

l as

maj

or th

eorie

s th

at h

ave

been

pro

pose

d th

roug

hout

hist

ory

(S4

Ill)

The

stu

dent

will

he

able

tode

scrib

e th

e ba

sic

com

pone

nts

of th

e so

lar

syst

em a

nd s

ome

of th

ebe

nefit

s of

its

expl

orat

ion.

(S4.

3)T

he s

tude

nt w

ill b

e ab

le to

iden

tity

and

desc

ribe

the

func

tion

of th

e si

x m

ajor

clas

ses

of n

utrie

nts

and

fiber

and

desc

nbe

the

func

tion

and

haza

rds

of fo

odad

ditiv

es a

nd p

rese

rvat

ives

.11

14 1

(11

The

stu

dent

will

be

able

tore

cogn

ize

the

diffe

renc

ebe

twee

n sc

ient

ific

lath

s an

d

mis

conc

eptio

ns a

s th

ey r

elat

eto

dis

ease

111

4 IS

)

Kno

w th

ere

are

diffe

rent

kind

s of

rio

lluta

nts

in th

een

viro

nmen

t and

will

sug

gest

poss

ible

met

hods

for

redu

cing

them

in th

eco

mm

unity

. (IV

I))

Kno

w th

at s

peci

es o

f pla

nts

may

bec

ome

enda

nget

ed li

rex

tinct

. (11

.A I)

Kno

w th

at s

peci

es id

ani

mal

sm

ay b

ecom

e en

dang

efei

l in

extin

ct (

II H

41

Des

crib

e th

e ba

skco

mpo

nent

s ut

the

solo

syst

em is

wel

l As

mai

mth

eorie

s th

at h

ave

been

prop

osed

diti

nylu

iiii !

fishi

ly(I

V A

li

The

stu

dent

will

des

crib

epo

ssib

le m

etho

ds fo

rre

duci

ng d

iffer

ent k

inds

of

pollu

tant

s in

the

loca

l and

glob

al e

nviro

nmen

t (I,

IIT

he s

tude

nt w

ill k

now

that

diffe

rent

pop

ulat

ions

of

plan

ts a

nd a

nim

als

are

foun

d in

diff

eren

ten

vinn

unen

ts a

nd th

at s

hay

may

bec

ome

elat

ion/

mil

illex

tinct

(1 1

31T

he s

tude

nt w

ill d

es' O

leev

ents

in a

nd b

enel

its o

fsp

ace

stud

y (4

5)

and

unde

rsta

ndin

gth

e na

ture

of

disc

over

y (i

mpa

cts

on s

ocie

ty,

reco

gniti

on o

fon

goin

g pr

oces

ses.

and

prop

erly

exam

inin

g va

lidity

of n

ew d

isco

veri

es).

Not

e: F

luvi

stin

o an

d C

rreu

r C

ount

ies

use

VA

SO

L'S

as

thei

r cu

rric

ulum

gui

de in

Sci

ence

and

14

BL

UE

RID

GE

ASS

ESS

ME

NT

PR

OJE

CT

Hea

lth/S

cien

ceV

irgi

nia

SOL

'SH

arri

sonb

urg

Roc

king

Iro

nA

lbem

arle

(han

g.T

he s

tude

nt w

ill d

escr

ibe

som

e m

ajor

eve

nts

and

cont

ribut

ors

to s

pace

expl

orat

ion

and

know

mim

ein

dire

ct b

enef

its o

f the

spa

cepr

ogra

m. (

S4

111

Des

crib

e so

me

maj

or e

vent

san

d co

ntrib

utor

s to

spa

ceex

plor

atio

n an

d kn

ow s

ome

indi

rect

ben

efits

of t

he s

pace

prog

ram

. (IV

A.3

)

The

stu

dent

will

rec

ogni

zeth

e po

sitiv

e an

d ne

gativ

ein

fluen

ces

of th

e m

edia

on

one'

s pe

rson

al h

ealth

.

Cho

ices

. (11

4 14

)

As

inve

stig

atio

nT

he s

tude

nt w

ill s

hare

The

stu

dent

will

mak

eT

he s

tude

nt w

ill r

ecog

nize

Pre

dict

whe

ther

ligh

t cal

lT

he s

tude

nt w

ill o

bset

se

thro

ugh

resp

onsi

bilit

ies

and

task

s an

dus

e m

ater

ials

in a

sat

eob

serv

atio

ns o

f din

osau

rs,

wea

ther

, and

oce

ans.

(S

2.10

)th

at a

ll hu

man

bei

ngs

grow

and

deve

lop

m a

giv

entr

avel

thro

ugh

a va

riety

of

mat

eria

ls (

solid

, liq

uid.

gas

)an

d de

scrib

e ch

ange

s th

atta

ke p

lace

ove

r a

pettO

d at

expe

rien

tial

man

ner

(S2

I)T

he s

tude

nt w

ill c

reat

ese

quen

ce b

ut th

at r

ates

and

Pre

dict

diff

eren

ces

in s

ound

stim

e in

bot

h liv

ing

and

non

met

hods

.T

he s

tude

nt w

ill o

bser

ve a

ndhy

poth

eses

reg

ardi

ngpa

ttern

s va

ry w

ithth

at tr

avel

thro

ugh

a ta

ws

livin

g th

ings

(2

5)de

scrib

e ch

ange

s th

at ta

kedi

nosa

urs.

wea

ther

, and

indi

vidu

als

(113

.21)

of m

ater

ials

(so

lids.

liqu

ids.

'Ile

stud

ent w

ill r

ecor

d an

dpl

ace

over

tim

e in

bot

hoc

eans

. (S

2.11

)O

bser

ve a

nd d

escr

ibe

and

gas)

.de

scrib

e ga

ther

edliv

ing

and

non-

livin

g th

ings

The

stu

dent

will

col

lect

dat

ach

ange

s th

at la

ke p

lace

ove

rP

redi

ct th

e be

havi

or o

fin

tom

iatio

n. (

2 6)

(S2

2)on

din

osau

rs, w

eath

er, a

ndtu

ne in

bot

h liv

ing

and

non

heal

ed a

irT

he s

tude

nt w

ill m

ake

The

stu

dent

will

teco

nf a

ndoc

eans

. (S

2 12

)liv

ing

thin

gs. (

1.A

.1)

Dem

onst

rate

sep

arat

ion

ofin

fere

nces

afte

r ob

serv

atio

nsde

scrib

e in

fom

iatio

nT

he s

tude

nt w

ill c

reat

eS

elec

t the

app

ropr

iate

mix

ture

s.of

an

obje

ct o

r an

eve

ntga

ther

ed fr

om o

bser

vatio

nsex

perim

ents

fron

t the

stu

dyin

sim

men

ts u

sed

to m

ake

Dem

onst

rate

use

of t

he s

ix12

.7)

or m

easu

rem

ents

(52

.4)

The

stu

dent

will

mak

eof

din

osau

rs, w

eath

er, a

ndoc

eans

(S

2 13

)m

easu

rem

ents

of l

engt

h,w

eigh

t, vo

lum

e.si

mpl

e m

achi

nes

Pre

dict

ada

ptat

ions

of

The

stu

dent

will

obs

erve

phys

ical

eve

nts

and

pred

ict

inle

renc

es a

fter

obse

rvat

ions

The

stu

dent

will

dra

wte

mpe

ratu

re. I

I A 2

)or

gani

sms

whi

ch w

ould

he

thei

r ou

tcom

es. (

2.8)

iii a

n ob

ject

or

even

t. (S

2.5)

The

stu

dent

will

obs

erve

conc

lusi

ons

abou

t din

osau

rs,

wea

ther

, and

oce

ans

Rec

ord

and

desc

ribe

info

rmat

ion

gath

ered

fron

tfo

und

in v

ario

us b

iom

es01

11S

1111

1.1

a ci

rcui

t usi

ng a

The

stu

dent

will

con

duct

expe

rimen

ts in

volv

ing

plos

ical

eve

nts

and

pred

ict

The

stu

dent

will

rec

ogni

zeob

serv

atio

ns a

ndba

ttery

, bul

b, a

nd w

irese

para

tion

of m

ixtu

res

thei

r ou

tcom

es (

S2

b)an

d de

mon

stra

te th

em

easu

rem

ents

. (I.A

1)

whi

ch c

onta

ins

a sw

itch

and

(2I I

)

'Mc

stud

ent w

ill o

bser

ve a

ndpr

oper

ties

of m

atte

r. (

S; 5

)M

ake

infe

renc

es a

fter

circ

uit b

reak

er.

The

stu

dent

will

des

crib

ede

st ti

tle s

impl

e ch

ange

s in

The

stu

dent

will

he

able

toob

serv

atio

n of

an

obje

ct o

rM

ake

and

dem

onst

rate

all

and

dem

onst

rate

son

icm

atte

r fr

om o

ne s

late

toid

entif

y an

d se

lect

task

s in

aev

ent.

(1.A

.4)

elec

trom

agne

t Min

g a

batte

ry'

gene

ral c

hara

cter

istic

s of

anot

her.

(S

2 14

)sa

fe M

anne

r (S

4 I)

Obs

erve

phy

sica

l eve

nts

and

and

wire

stat

ic e

lect

ricity

(2

121

The

stu

dent

will

obs

erve

and

The

stu

dent

will

he

able

topr

edic

t the

ir ou

tcom

es.

Des

crib

e th

e be

havi

or o

fT

he s

tude

nt w

ill o

bser

vedi

scus

s w

ays

that

eat

ing

use

the

5i:w

ithin

: met

hod

to(1

11.A

.1)

mag

nets

.an

d de

scrib

e ba

sic

life

affe

cts

activ

ity a

nd g

row

thso

lve

pnib

lent

s (5

4 21

Obs

erve

phy

sica

l eve

nts

and

Cre

ate

a m

odel

of t

he e

arth

'sst

ages

of v

ario

us th

ings

and

(112

.11)

The

stu

dent

will

he

able

Ill

pred

ict t

heir

outc

omes

.in

terio

r.de

mon

stra

te p

rope

r ca

re a

ndT

he s

tude

nt w

ill c

ondu

ctid

entit

y, d

escr

ibe,

and

ihe

(III

I) II

Cre

ate

a m

odel

of t

he s

olar

hand

ling

of th

em 1

2 11

1ac

tiviti

es in

volv

ing

sepa

ratio

n of

com

bine

del

ectr

ical

con

duct

ms,

insu

lato

rs, s

impl

e C

IR ti

lls.

Con

duct

act

iviti

es in

volv

ing

sepa

ratio

n of

com

bine

dsy

stem

.

Con

stru

ct e

xam

ples

of t

he'1

1w s

tude

nt w

ill d

evel

opha

ste

skill

s us

ed in

the

,

mat

enal

s (m

ixtu

res)

. 152

.141

The

stu

dent

will

sha

re ta

sks

thy

cells

tene

tgy

win

ces)

,bu

lbs

(ene

rgy

tece

iver

s), a

ndm

ateu

als

(Ill

11.3

)D

escn

be a

nd d

emon

stra

tesi

x si

mpl

e m

achi

nes

Des

ign

and

carr

y ou

t an

seie

ntifi

t pro

cess

11

21llw

stu

dent

will

use

bas

ic

Ihan

d re

spon

sibi

litie

s an

d us

em

agne

ts (

54 S

)so

me

gene

ral c

hara

cter

istic

sac

tivity

whi

ch p

rimes

that

am

etric

uni

ts o

l ine

asut

emen

tm

ater

ials

in a

saf

e m

anne

r.(S

3 1)

of s

tain

ele

ctric

irv.

(III

('I

diss

olve

d so

lid is

stil

l in

the

liqui

d.in

Id:o

smiu

m a

nd te

al m

old

situ

atio

ns (

4I)

Not

e: F

luvo

nno

and

Gre

ene

Cou

nlie

s us

e V

A S

OL'

S is

thei

r cu

rric

ulum

gui

de In

Sci

ence

and

hea

lth.

17

MN

MI

MO

OM

1.1

OM

OM

EN

MO

4 M

B

MIN

WI

BL

UE

RID

GE

ASS

ESS

ME

NT

PR

OJE

CT

Hea

lth/S

cien

ceIr

agin

ia S

OL

'SH

arri

sonb

urg

Rod

dngl

sam

Alb

emar

leO

rang

eT

he s

tude

nt a

ill u

se b

ask

Obs

erve

and

des

crib

e si

mpl

eD

esig

n, te

st, a

nd e

valu

ate

The

stu

dent

will

des

crib

e a

met

ric u

nits

of m

easu

rem

ent

chan

ges

in m

atte

r fr

om o

nese

para

tion

met

hods

for

two

give

n ob

ject

's p

ositi

on a

ndin

cla

ssro

om a

nd r

eal w

orld

stat

e to

ano

ther

. (Ill

.i)It

diffe

rent

mix

ture

s.its

dire

ctio

n of

mot

ion

insi

tuat

ions

153

31

Use

the

ther

mom

eter

tore

latio

n to

sel

f. 13

.4)

The

stu

dent

will

mol

d an

dm

easu

re h

eat (

111.

1) 2

1T

he s

tude

nt w

ill id

entit

y th

ede

-Aub

e in

hum

atio

nId

entif

y th

e te

lesc

ope

asty

pes

of s

impl

e m

achi

nes

g m

imed

111

1111

his

t han

deq

uipm

ent u

sed

byan

d de

mon

stra

te th

e us

e of

expe

l:ew

es (

SI 4

1as

tron

omer

s. (

IV.C

.21

each

. (3.

7)'Il

e st

uden

t will

inte

r th

eO

bser

ve a

nd c

lass

ify o

'nec

ts'li

te s

tude

nt w

ill o

bser

vepo

ssib

le c

ause

and

elte

Lt 0

1in

fo s

ets

and

subs

et%

of

and

desc

ribe

how

ani

mal

san

eve

nt (

51 S

isi

mila

r ch

arac

teris

tics

beha

ve in

diff

eren

t way

s to

The

stu

dent

will

iden

tify

the

II A

.1)

mee

t the

ir lif

e ne

eds.

(3

121

type

s of

sim

ple

mut

inie

sIls

e ba

sic

met

ric u

nits

of

The

stu

dent

will

use

and

dem

onst

rate

the

use

ofm

easu

rem

ent i

n cl

assr

oom

scie

ntifi

c pr

oces

s. in

clud

ing

cull

(51

9)an

d re

al w

orld

situ

atio

ns.

colle

ctin

g da

ta fr

om s

impl

eT

he s

tude

nt w

ill u

nder

stan

d(I

.A 2

)ex

perim

ents

as

a to

ol o

fth

at w

hite

ligh

t is

aR

ecor

d an

d de

scrib

epr

oble

m s

olvi

ng. (

4.2)

xi:in

timat

ion

of 1

1111

1) 1

. IIII

IISin

forin

atio

n ga

ther

ed fr

ont

The

stu

dent

will

sel

ect t

he1S

3 lo

tfir

st-h

and

expe

rienc

es.

appr

opria

te to

ol, t

ake

aT

he s

tude

nt w

ill d

esct

ibe

the

(I.A

.3)

mea

sure

men

t, an

d re

port

Itsu

it an

d de

mon

stra

te th

at it

Use

see

ds to

dem

onst

rate

usin

g th

e ap

prop

riate

uni

tpr

ovid

es h

eal a

nd li

ght

how

new

pla

nt p

opul

atio

ns14

.3)

whi

ch a

re n

eces

sary

for

life

can

be fo

rmed

. (11

.A 5

)T

he s

tude

nt w

ill n

ame

basi

con

ear

th (

St I

I I

Obs

erve

and

des

crib

e ha

wcl

oud

form

atio

ns a

nd w

illT

he s

tude

nt w

ill o

bser

se a

ndan

imal

s be

have

in d

iffer

ent

reco

rd d

aily

wea

ther

desc

ribe

how

ani

mal

sw

ays

to m

eet t

heir

life

cond

ition

s us

ing

hast

ebe

have

in d

itter

ent w

ays

tone

eds

(II 1

3I I

inst

rum

ents

of w

eath

erm

eet f

ile n

eeds

(S

3.14

)D

escr

ibe

and

dem

onst

rate

pred

ictio

n us

ed b

yT

he s

tude

nt w

ill id

entit

y an

dse

lect

task

s an

d

resp

onsi

bilit

ies

and

use

mat

eria

ls s

afel

y. (

S4.

I IT

he s

tude

nt w

ill o

bser

ve a

nob

ject

or

even

t and

mak

ese

vera

l inf

eren

ces

rega

rdin

gth

e id

entit

y of

the

obje

ct o

rpl

ausi

ble

reas

ons

for

the

even

t (S

4.2)

som

e ge

nera

l cha

ract

eris

tics

of c

urre

nt e

lect

ricity

(III

A)

Des

crib

e th

e su

n an

dde

mon

stra

te th

at it

pro

vide

she

at a

nd li

ght w

hich

are

nece

ssar

y fo

r lif

e on

ear

th.

(W.A

.!)O

bser

ve a

nd In

vest

igat

eso

me

of th

e ge

nera

leh

arac

tens

tics

of s

tars

.

met

eoro

logi

sts.

(4.

7)

__

The

stu

dent

will

con

stru

ctqu

estio

ns a

nd a

nsw

er th

emby

col

lect

ing

and

inte

rpre

ting

data

. (S

4 1)

The

stu

dent

will

con

duct

sim

ple

expe

rimen

ts in

whi

chon

ly o

ne v

aria

ble

Ism

anip

ulat

ed a

nd a

ll ot

hers

are

held

con

stan

t (54

4)

OV

.A.2

1O

bser

ve a

n ob

ject

or

even

tan

d m

ake

seve

ral i

nfer

ence

sre

gard

ing

the

iden

tity

of th

eob

ject

or

plau

sibl

e re

ason

sfo

r th

e ev

ent (

I Al)

.

Con

stni

ct q

uest

ions

411

11

answ

er th

em b

y co

llect

ing

and

inte

rpre

ting

data

(i A

2)

vm.

Not

e: F

luva

nnia

and

Gre

ene

Cou

nt e

s us

e V

A S

OL'

S a

s (h

eir

curr

icul

um g

uide

in S

cien

ce a

nd H

ealth

.

BE

ST C

OPY

AV

AIL

/41;

1EI.

I

-44

BL

UE

RID

GE

ASS

ESS

ME

NT

PR

OJE

CT

Hea

lth /S

cien

ceV

bgbs

ia S

OL

'SH

arri

sonb

urg

Roc

king

/stu

nA

lbem

arle

Ora

nge

...._

The

stu

dent

will

use

_C

ondu

ct s

impl

e ex

penm

ents

colle

cted

dat

a iii

Mak

ein

whi

ch o

nly

one

varia

ble

isIn

fere

nces

in p

ledm

itins

man

ipul

ated

and

all

othe

rs(S

4 51

ate

held

con

stan

t. (I

.A.3

1T

he s

tude

nt w

ill s

elet

.i th

eU

se c

olle

cted

dat

a to

mak

eap

prop

riate

tool

, lak

e a

infe

renc

es o

r pr

edic

tions

.m

easu

rem

ent,

and

repo

rt it

(I A

.4)

usin

g th

e ap

prop

riate

uni

tId

entif

y, d

escr

ibe,

and

use

(S4

61T

he s

tude

nt w

ill id

entit

y.el

ectr

ical

con

duct

ors,

insu

lato

rs, s

impl

e ci

rcui

ts.

desc

ribe,

and

use

ele

Ctli

Cal

cond

ucto

rs, i

nsul

atot

s,si

mpl

e ci

rcui

ts, d

ry c

ells

dry

cells

(en

ergy

sou

rces

),an

d bu

lbs

(ene

rgy

rece

iver

s).

(Ill

B I)

(ene

rgy

sour

ces)

, and

hul

ksS

elec

t the

app

ropr

iate

tool

.(e

nerg

y re

ceiv

ers)

. (S

4 7)

take

a m

easu

rem

ent.

and

The

stu

dent

will

obs

erve

repo

rt n

usi

ng th

eba

sic

clou

d to

rmat

ions

and

appr

opria

te 1

1111

1.I I

ll.('

Iw

ill r

ecor

d da

ilyO

bser

ve b

asic

clo

udte

mpe

ratu

re a

ndfo

rmat

ions

and

rec

ord

daily

prec

ipita

nt's

' ove

r a

shor

tte

mpe

ratu

re a

nd p

reci

pita

tion

perio

d of

tim

e (5

4 91

os e

t a s

hort

per

iod

tit li

ttle

The

stu

dent

will

eva

luat

e a

(IV

li 2

)pe

rson

al d

iet i

n re

latio

nshi

pco

mpa

re a

nd c

ontr

ast

.

10 .1

bal

ance

d di

et (

14 1

5)st

uden

t's 1

4(11

11).

10U

:1W

)

The

stu

dent

will

kno

w th

atob

serv

atio

ns w

ith th

ose

inpl

ants

and

ani

mal

s pr

oduc

eof

fspr

ing

that

are

alik

e in

mai

or w

ays

but v

ary

enou

ghto

be

indi

vidu

als

(S4

Ito

the

med

ia (

IV 1

1.3)

the

stud

ent w

ill in

ter

that

milk

's. I

nitia

ls, a

nd g

ases

arc

mad

e up

ill t

iny

hits

of

II W

WI C

alle

d 11

1111

eCill

eS a

nd

atom

s (5

4 17

)

Not

e: F

luva

ium

and

Gre

ene

Cou

nt is

me

VA

MX

'S a

s th

eir

curr

icul

um g

uide

In S

cien

ce a

nd H

ealth

.

)

MI

=I

4111

111

Director),

ENGLISH LANCLJACE AR1S

Oral Commwucations

NIL Rce

Task Assessments for Research and ItcyartIng skills

pole s.it,ti:: l7

Reading with Fluency and understanding

1.v Rimier Herr preN:lier 2.3

Reading for Information

N1,11.1,1 L.01:' 33

Lartfi4sitte Arts Portfolio Assessment

l0.111 TcaLlio. 33

Assessment for Readittg workshop

Ffor Dro,11e?

Reading workshoy: An individualized Reading Program

writing Assessment

!'y pie Hitt),41, aid carol, Lear

Assessing student Use of the venting Process

."' K.1' ill 1-1101,1A'11

Assessment for utter-Writinti Skills

w BaN.u:po e

52

(11

8;

!Hue Ridge 11%e svment Promet

Directory

Creative writing t)evelopient Assessment

13:11111

MATE IEMATICS

Math as Problem-solving

.7. Dolma Hol:Fits loc::c CrOUC

al

A Probability and statistics Assessment

,tarle 104

Analyzing Data by thinil statistical concepts and Processes

1".

Assessing children's ihrnkutil ustsi conservation

17. C,110:i

Patterns

%,/111:e

Economic Community

clriqpic coic

Using Patterns to Count Monty

cipbtple Coie

Money Assessment

.Vi111.\' L.01. 1)0111111 13,11!'ir .11hi S11,11'11

I I U

124

117

1 37

130

lihe Ridge Iv+ectment Pro/ect II

Directory

Counting tuvi spending Money

!r: Alm Bohn dn,i

Making "cents- at snacktimc

P.1111,T.

Measurement Through Cooking

pet te 'one

Measurement and Group work

Doni B,p+er

Bulletin Board ers

11,v N.Illiv Laht

Evaluating Measurement Through Alternative Assessment

1.1.7 LE,.1 C011'111

Cieontetry

Belled mcKce

graphing skills

SOCIAL STUDIES

Apples From Tree to Tiihk

14o

148

1;3

100

lo4

175

18o

103

Blue Ridge Asves vment Project

Directory

Earik Care Assessment Project

l;',11011 I LIS

POPIlltitilll Indian Autobiography and Artifact

1.,v Betsy B1,11:.6 '05

Tidewater Region and criiic41 Thinking skills

fy Betsy Bistlis

Jason V Project

!.' bole D.Iwel

Cooivrative Leanng Croups

!v p.m itutilleo

SCIENCE/HEALTH

Investiejative Skills

!iv Priv 0,6 laiis

Improving observation skills

108

I I I

115

110

2 3 2

Blue Ridge Assessment Project IV

OUR ASSESSMENTS

Assessments and instruction are closel linked. et assessment is morethan and different from instruction. All instruction should he directed towardenhancing student performance toss ard achieving excellence. Assessment mustmeasure something against a &tined standard. and for most aspects of Its mg andlearning, real world standards exist. We can name world class athletes.doctors. authors, scientists. educators. and whittlers, and we can articulate whatis world class about their work. these models of excellence serve as guides forall of us in education whether we're teaching subtraction in elementary schoolor research methods in araduate school. We are striving to enhance our studentsperformance so they might one day make world-class contributions which aremeaningful and valuable for themselx es and for the greater good.

An of the assessments in this solume were written by teachersparticipating in the Blue Ridge Assessment Project, a collaborative effort of theHarrisonburg. Albemarle. Rockingham. Greene, Orange. and Fluvanna Schools.Teachers from these school dis [skins worked together in 1993-1994 to study.design and test assessment for classroom use. The focus of our efforts was tolearn about the complexities of assessment in order to become better assessors.

Becoming assessors of student learning and progress is a process ofdes elopment. Each of our participants came to this work with varying degreesof previous experience and knowledge about assessment. As such, our work.presented here, is an artifact of our efforts to become assessors. Theassessments represent various levels of sophistication, complexity, andauthenticity. The assessments include carious forms and types includingchecklists, portfolios, performance tasks, product assessments, projects andsimulations.

In becoming assessors. we've discovered that assessments evolve. thatassessing is a process and that as assessors we must constantly be askingquestions of our work. which tools to use and how to use them. Thus, we inviteou to review our work and to use it as you see fit. We hope and expect our

assessments w ill trigger ideas for ou. We hope that as you become an assessorou will use our work in was that make sense for your learners in your setting.

Each of the assessments included here was piloted with children in the classroomof the assessment author. Mans of the assessments were used by other teachersas well. Each assessment is also ke!.ed to a curriculum analysis that showscommonalities between the Vireima SOL's and the local curriculum of theparticipating school divisions.

Blue Ridge Assessment Project 3-I

6

English Language Arts Oral Communication

ORAL COMMUNICATIONby Barbara McKee

AGE LEVEL Elementary. Middle or HaehSchool

TYPE ChecklistFOCUS Language Arts as oral

communication skills, effect's ecommunications in conversation anddiscussion.

Language Arts1 . 1 Communicate effect's ely in conversation and

classroom discussion2 I Produce clearly the basic speech sounds

i Participate in storytelling and choral reading, Paraphrase oral communicatumI Increase vocabulary through speaking

experiencesOther curricular SOL'slasers grade level has an SOL that uses terms like

ReciteExplainFell how and whyIdentify different wasDemonstrates courtesyActively participatesState in your own words;Ise an example

Sumtnarire

ASSESSMENT PURPOSEX Making instructional decisions

This assessment aids teachers. students, andparents in 'nuking informed decisions aboutti hat kind of reading material is appropriatefor individual students. Filling out thechecklist as students read. followed Inquestions to check for understanding, adultsand students are able to see weak areas.from this tiley can make more informedinstructional decisions and choose literaturethat is on the appropriate instructional levelfor the sntdenrs.

Monitoring student progress in the classroomBs using this checklist three times a

soever. teachers and parents are able tosee improientent oter time, or note where

continued focus is needed.Communicating and using suinmause es aluationMonitoring student progress externallyValidating student achievement

This assessment also validates studentachievement by recording progress over timeand noting improvement in reading fluencyand understanding.

Evaluating programsAddressing Accountability

SETrINCI his assessment was used in a classroom of 26heterogeneously grouped students at third grade levelThe classroom is set up to allow for acme studentparticipation. Students work together. workindependently, and work with adult assistance Twostudents receive Chapter I services and four studentsreceiye Learning Disabilities help. The less capablemembers of our class work together with assistancefrom their group.

The Harrisonburg City School's primaryreport card has two areas where oral communicationis graded. Accountability is necessary lor theseareas, instead of "I haven't noticed an speakingproblems for this child."

A IM 1 IN ISTRATIONFor Teachers

Prepare a "look-fors" chart and post it to theclassroom.Make sure the students understand the "lookfors" and what is expected of him, her.

3. Make one copy of the teacher checklist foreach student. Indicate which type of

communication your are assessing at this

time. (conversation, discussion, presentation.performance)

4. When using the teacher checklist. it is

important to keep in mind the two essentialrequirements for observational assessment

Several observations of each child shouldoccur over a period of time to ensure thatyour observations arc representatise set the

Blue Nuke Alit viinem Project 3 2

English Language Arts Oral Communication

5.

child's overall ability. The observationsmay occur at random or may be based ontime sampling.

observations should occur duringdifferent kinds of activ ities and in differentsettings. Some children respond better toformal assignments; others respond betterwhen they can choose what thet want to do.The checklist, student stave!. and parentresponse should he kept together to providea picture of each individuals strengths andweaknesses.

Since the teacher checklist requiresnab:mental observations, the results can heused in planning follow-up activitiesdesigned to improve the child's attitudetowards speaking.

or 1.earnershe look tors are explained. discussed.

Lhanged, or w ritten so everyone understandsw hat is expected in good oralcommunication.Students are given a student survey. It is

important to stress that they should answerthe questions as well and as truthfully as[het. can. However, they should not worryabout getting the "right- answers. Theirresponses are not marked right or wrong.

LOOK-FORSSPEAKING

Place these on a chart or the top of an:len% Hy page Students should help write the looktors. However. they will probably he very similar tothe ones listedI. I:se td voice

My voice is clearI speak loud enough that I can he heard. but nottoo loudI speak at the 'Iglu speed so that I amunderstood.

2. I maintain eye contact.3. I trt to use new words when I am speaking.4 I show courtesy to others in a conversation by

taking turns, when appropriate.5. I tell more about my topic when I am asked a

question.

LISTENING1. Pays Attention

Eyes WatchingAttentive

2. PostureBody on chairHands QuietFeet QuietMouth Closed

3. ProcessConcentratingThinking

4. AnalysisElaborationRequests Information

SCORINGThe scoring for this assessment is ongoing. Thescoring standard I used is needs to improve. (NI)satisfactory, (S) or excellent E. The terms used inscoring could be changed depending on the activity.Since a checklist is being used. no final score is

necessary. This assessment indicates strengths andweaknesses of individual students.Scoring Standard:C= Consistently uniform responses, stays with thesame action. voice. etc.I= Inconsistent changing form. response or actionwhile being observedN= Never

RECORD-KEEPINGThe teacher keeps the checklist, the parent responseform and the student survey to determine thestudent's progress. Comparisons over time arebeneficial to monitor growth, to help make

instructional decisions, and to communicate needs toparents.

['AREN'T INVOLVEMENT1. The parents should fill out the parent's

response form honestly and return it toschool.Results of the assessment will he discussedat parent-teacher conferences.

Blue Ridge ssecsment Project 3.3

WO

In I=

NM

NM

MI M

N M

al O

M M

I Mil

NM

INN

IMO

MI O

M

Loo

k-

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In S

peak

ing

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On

a ch

art o

r on

the

top

of a

n ac

tivity

pag

e. S

tude

nts

shou

ldhe

lp w

rite

the

Loo

k-

Fors

. The

y sh

ould

be

sim

ilar

to th

eon

es li

sted

.

1.Il

se o

f th

e V

oice

Cle

ar V

oice

App

ropr

iate

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ume

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ropr

iate

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d

2. M

aint

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3. E

labo

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the

spac

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C =

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3-6

1;5

Student Survey. Name

1. Do you try to use new words when you are speaking?

never once in awhile sometimes most of the time always

2. Do you listen tolerantly and thoughtfully to what others are saying?

never once in awhile sometimes must of the time always

3. Do you respond to others' conversation?

never once in awhile sometimes most of the time always

4. Do you have a purpose before speaking?

never once in awhile sometimes most of the time always

5. Do you like to participate inYes No

Choral readings?Book talks?Plays?Role-playing?Discussions?Presentations?

6. When you are speaking before a group. do youYes No

Have good eye contact?Speak clearly?Use proper gestures?Stick to the topic?Answer listeners' questions?

7. When you are having a conversation. do youYes No

Have good eye contact?Speak clearly?Take turns?Stick to the topic?Express your opinion?

8. %hat are your strengths as a speaker?

n o3-7

9. As a speaker. what things do Ou need to work on?

10. What would bou like to talk about

%1ith the teacher?

%%ith a friend?

In front of the class?

ith your parent or guardian?

Blue Ridge Assessment Project 3-8

:"4

Name

Parent ResponseOral Communication

At what times do you engage your child in conversation?

Breakfast SupperLunch EveningAfter School Before Bed

Has your child shown the ability to

Yes NoMaintain eye contact?Use a clear voice?Elaborate on a topic?Take turns when speaking?

Has your child explained to you our project on speaking appropriately?

Yes No

How would you describe your child's attitude toward speaking in front of a group thisyear?

Positive Neutral Negatise

How would you describe your child's attitude toward speaking in front of a group now?

Positive _Neutral _Negative

I am interested in hearing any comments you would like to make. especiallyrecommendations for improving and strengthening oral communication skills.

As we learn to be better speakers, your child should become more comfortableduring conversation and when making presentations. The class is trying to speak clearlywith appropriate volume and speed. They are learning to maintain eye contact and to becourteous during conversations and discussions. When making a presentation, studentsare trying to use appropriate expressions with their faces. voices and gestures.

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Student Survey Name

1. Do you try to listen carefully to %hat the speaker is saying?

ves no

2. Do you listen patiently and thoughtfully during discussion?

yes no

3. Do you ask for additional information about the topic thatis being discussed?

yes no

4. Do y ou daydream or lose track of the topic when listening toa speaker?

yes no

5. Do you like to listen toyes

Guest speaker?Teacher?Other children?Stories?Debates?Assemblies?

6. When you are listening, do youyes

Watch the speaker?Keep hands and

feet quiet?Sit correctly?Think?Keep your mind

on the topic?

no

no

7. When you are listening to a friend, do youyes no

Have good eyecontact?

Participate inthe discussion?

Take turns?Think aboutquestions to ask?Form an opinion?

8. What are )our strengths as a listener?

9. As a listener. %hat things do )ou need to %tork on?

10. What do you like to listen to

At home?

At school?

ith a friend?

On the 14eekend?

'Remember: "Talking is sharing, but LISTENING is caring."

Parent Response NameLISTENING SKILLS

At what times do you expect your child to be a good listener

Before school? Club meetings?During school ? Dinner?Church? Before bedtime

Has your child shown the ability to

Pay attention to a speaker?Exhibit good posture when listening?Think about what is being said?Discuss a topic thoroughly?

Yes No

Has your child explained the importance of being a good listenerto you? Yes No

How would you describe your child's listening skills?Failure Needs to Improve Satisfactory Outstanding

How would you describe your child's attention span? (ability to concentrateon a topic)Failure Needs to Improve Satisfactory Outstanding

I am interested in hearing any comments you would like to make, especiallyrecommendations for improving and strengthening listening skills.

As we learn to be better listeners, your child should become betterinformed, better able to follow directions, and a better communicator. Theclass is learning to pay attention, exhibit good posture, process the spokenword, and analyze what they've heard. The children are trying to listencarefully to the teacher and to each other.

Blue Ridge Assessment Project 3-16

148

Language .-trts Revearch

TASK ASSESSMENTS FOR RESEARCH AND REPORTING SKILLSby June Battaile

E LEVEL Primary to High SchoolTYPE Product PortfolioFOCUS English Language Arts as Critical

thinkingThe students mil del el.!) skills tor finding specifictactual information in %%mien material. creatingineaniti,) from tt. and sharing their 'earning in writtenfOrm. Besides fostering a "lifelong learning" skill,this research process allIm.v the teacher anopportunity to a/inlet:malls as secs many Language.4rts and one Social Studies SOL. The 1;u us is on theseries of steps from resource .selec non through roughdraft. The 'Animal Report Checklist' that folio,;,lists the steps or "look-fors" The neatnest,

curd illustrativ quality of the final draft areimportant publishing tasks. but are nor the Units ofthis assessment. Criteria .tar publishin tasks areincluded in a letter hating assessment /maulelsewhere in this publication.

Following are the SOL's that can he assessedthrough observation of this process and product.They arc listed by the numbered sequence of the"look-fors" that they support:

1- Choosing an interesting. understandable bookLA ;.3 The student will read independently withcomprehension.

2- Finding written information (using strategies!LA It) The student will use textbook aids andreference skills.('reanng an organizer

L.\ 3.14 The student will organize information.4 Record information (not sentences) in organizer

SS ; 15 Students k% ill use resource materials tocompile mtormatton for reports.LA 2 5 The student will find and INC factualIntormation in reading.

site organizer to write rough draft9 Hie student will write hriet fictional and

non I ictional narratives1.A 4 It) The student will use the writing

process to develop paragraphsLA 4 14 The student will give orally and in

writing dear, understandable directions and

explanauothh- Res ise. edit. proofread rough draft

LA 3.8 The student will revise amen workLA 4.12 The student will edit and proofreadwritten workLA o.4 The student w ill press rile. ss rite. rev 1C:-

edit. and proofread compositions of more thanone paragraph.

A seventh step would he recor.11112 the reworkedrough draft using a computer or neat. Ierihie i HimThis is supported 1..1 Sol 's ' 'Criteria tor this step can be iound ui ihe I enorWriting Assessment' ul this publicationThere are num opportunities to obscie I .1

-The student will follow multi step Mal and 111411

instructions," through this assessment

ASSESSMENT PURPOSE:Making instructional deusions

Observing process and prodm I as student,move through the sequem e of tasks informsthe teacher as to %%Inch skills need

instruction and reviett either as a tholeclass or individually.

X Monitoring student progress in the classroomThe research and reporting pro( esc is a searlong experience. Students %t ill researchmans topics and report in brief and length%reports. After an mural introduction andpractice period, students will be guidedthrough the process wilt independence asthe ultimate goal. When students feel thatthey are independently successful wr %thenthe teacher thinks it is necessary), individuallook furs can he assessed and recorded inthe scoring grid for the student (copsjoilottsi. It frills be that the initial scoringprocess %withl only assess a few look -hers.NA mot assessed) can be entered intounasvessed areas on the grid. Within -4-.S

,seeks, the student will choose anotherprotect to he assessed. When the teacherscores that project and records scores on the

Blue Ridge Assessment Project 1 17

119

English Language Arts Research

grid. progress can be obsened. Thissconn; :s done attar the student. Book

choice. research questions. organizers, andreseartned information remain In a "units'spiral no: ei7ook The re ititil draft, final copscur coy. ),' it, and Liecklist stall reacher andstudent sconng are kept in the student'sportfolio

X Communica:Ing and usu.,. = summative evaluationDensed ^rum scoring on the grid andreferrinz back to stored student materials,still be shared Itith parents during reportperiod conferences Students conferecnestair the :eacher more often than parents.The ela::.ation is re "ected in the students'report card under :he .'ollossing subjects:

Reading - Look-.Fors I and 2Writing - Look :'ors 3, 4. .5. and 6

Monitonng srcdent progress externallyValidating sr..dent actueementEvaluating programsAddressing kccountabilir:.

SETTINGThis assessment was tested in the third grade'extension" class of a 3-5 school using parallel-blockscheduling. There were seen homeroom classes.One hundred fart} -five of the 174 third grade

students parti,:ipated. Students receiving LD

language set,. Iczs did not participate. Thiselementary schooi serves the entire rural county.

ADNIINISTIUTIONFur TeachersOtten. but not alss as s. research topics are determinedhs s,:ence, heali.n. and social studies SOL's. In thirdgrade one topic is animals with an emphasis onhabitat Before the students began searching forbooks, we brainstormed as a group the questions wewanted answered by our research. We thencategorized the questions and arranged them for easyreference. The children developed these categoriesfor animals Bods . Shelter Habitat, Food. Activities,Babies Each ca:egory and its questions were postedon a separate piece of paper on the wall to guideresearch t i e Nit*: color' texture? weight'? shape?Ienght' varieties' male. female differences?) In mysituation it was necessary to provide a large numberul hooks about many animals on varied readinglock Our media center is not available for

research, but I can check out books for rm.

classroom. Our local public library allows about 36books per topic to one teacher. I own many tradebooks on the topics we usually research. RangerRick. Zoubooks. and World supplement animalresearch. Groups of 25 szudents had over WUresources to choose from.

Each look-for was modeled before childrenbegan. Students helped me formulate scoring criteriafor each look-for after they became familiar with thetask, and as I modeled each task I tried to closelyapproximate in play-acting what type of performanceearned scores of 1-5. The first research projectsrequired so much guidance that assessment wasalmost impossible for one person to do. Once moststudents could perform the look-fors independently .I visited with them individually to assess look-fors 1and 2. By asking students to rind answers to three orfour specific questions. I could assess look-for 2. Byasking them to read and summarize. answer I couldassess look-for 1. It didn't cake long and a grid iseasily set.

Tasks 3-6 were assessed later based onInformation in spiral. touch draft. "ProofreadingChecklist" and 'Animal Report Checklist". The"Animal Report Checklist' is kept in the spiralnotebook and students assess each task as it is

performed. Students bring it to conference and storeit later in their portfolio with the drafts. It is verydifficult to get to all the children. It would help tohave a parent or aide assess while you help studentsor visa versa. Maybe only half of your group will beassessed on 1 and 2 each time. Spiral notebooks areused for all prewriting and organizing. Looseleafpaper is used for rough and final draft (unlesscomputer used). "Proofreading Checklist" and"Animal Report Checklist' are kept in students'portfolio.

Materials*books appropriate for reading levels and topicinterests*spiral notebooks. pencils. stapler. note=book paperfor draft and final copy.' "Report Checklist". "Proofreading Checklist".'Scoring Grid"*tasks and criteria posted in class for student use*research areas, questions posted*dictionariesithesaurus*optional: computers and word processing

Rime Rulge Assessment Project 1 5 0 3 -IS

En1,4iNh Language Arts Research

sottwaie printer

1.00K-FORSI or Research and Reporting

expected pertormance-7 -7 hey and expected pertormance

) Student selected a hook they found interesting andeasy to lOmprehend.

75 Shows unusual degree 01 interest in topicand selected hook comprehends indepth interest drises search for moreIesources on same topic.-4 (looses a hook about the topic hook isinteresting to student reads fluently and withunderstanding.3. Make's a thoughtful decision hook ontopic interesting to student can read most ofthe words. but hook's too difficult for fullcomprehension.2. Chooses a hook about the topic interestedin it has great difficulty reading the words.I May look at hooks doesn't choose

one chooses one. but not about the topic2) Student is able to find answers to report questionsin selected hook )Strategies include: table ofcontents. index. pictures. headings, and titles. i

seal ses strategies to locate all informationas ailahle interest drises search fur otherresources may assist others able to applystrategies to new . more complex researchmaterials des clops new strategies"-1 I sex strategies to locate all as amiable

information mat assist others; [ses table of contents, index. pictures.headings to find nearly all mailableinfortimation2. Beeintunit to use locating strategies.mainly picture search, tinds a minor portionof as tillable informationI 1-mds no or almost no intormanon

t) Student set up an et ticlent orgalitzer in their spiralnotebook

as Organizer met all expectations and wenthe and by demonstrafing an inventive, yetpractical feature. or student des iced a newI to them) organizer of equal practical %attic'4 Neatly arranged organizer includes allsubtopics from class-generated list sufficientspace fin information.

All subtopics separated into areas. but

either space is insufficient or care and

neatness lacking.2. Organizer attempted but has maior flaw -topics missing. insufficient space. yenmessy . or Illogical arrangement.I. No or almost no organizer.

41 Student wrote short ideas from their hook in theappropriate area of their organizer. no sentences)

aS Notes met all expectations and wentbeyond in their thoroughness, conciseness.and arrangement and phrasing for meaning-4 Notes are brief, clear as to meaning.located appropriately, and include allas ailahle information.3. Notes are in appropriate areas minorportion of available information omitted orunclear..2. Some notes in all or most subtopics maynot he related to subtopic may has e usedsentences collected minor portion ofavailable material unclear.I. No or almost no notes are in organizer.

5) Student changed organizer information intosentences arranged by topic into paragraphs. (roughdrain

a5 Met expectations and went beyond inserhal ability demonstrated in convertingideas into sentences, combining ideas.and or creating unusually well. sequenced.thorough. and focused paragraphs.-4. Draft arranged Into paragraphs aboutseparate topics sentences complete and

grouped logically all organizer informationpresent

; Majority ol organizer information inMatt minor omission of information. oralsone paragraph, or small number ofmiolnplete sentences2 Dratt contains elements it organizer but ismissing matority of information. sentencesare incomplete, or no paragraphs ines thence.

I No or almost no attempt at rough drab(» Student proofread rough draft and made changesas suggested by checklist it needed

S Met expectation and went beyond inet tort and patience with improving dratmay hase sought peer input perhaps usedthesaurus or dictionary unusual moll% at ion toimprove spelling, wording, and punctuation

Blue Ridge Assessment Project

151.It/

English Language Arts Research

'4 Draft was reread checklistattached ex idence of three or moreimproxements in punctuation. wording. orspoiling

Draft reread checklist attached ex idence otone or two improxements.

Draft was reread no checlist attachedI Draft wasn't reread checklist notattached.

RECORD-KEEPINGreacherRecord assessments on "Teacher Scoring Grid".Copy reports for portfolios. Guide and super\ isestorage ot research data in porttolio.Students place spirals 'topic organizer notes,. rough(Iran. Lhecklists final copy in porttolio

P %RENT INVOLVEMENTI Send a note home before the start of the researchand reporting protect explaining the topic. look-fors.sLoring. and henetits to their child. Enclose a copyin the report checklist.

2 olunteers to Lome to school and help guidestudents toward expected performance on look torsParents could score as well \faking the library tripto Bolles t a hatch of hooks on the topic and bringingit:sour...es twin home would he a good help too

Fikourage patents to litetk Mil tit puraase nonti iion trade hooks on %tibia's ot 'laciest to theirLhlldren Ilelp them understand how to tell whentheir ihlld is Nadine at a Lomprehension line! so thatihe, IA ill select appropriate resources Stiogest hastehook making. supplies (stapler. paper. pent II.

craons1 he kept hand% for children to make booksabout their interests

4 Suggest sass parents can participate in thislearning process. Parent and child can research thesame subject together. adding to the same orgamzerfrom different resources. Parents can help their childbecome more aware of what interests them the mostsimpl by making a comment like. "You haze talkedabout that fish a lot this morning. You may have aspecial interest to sharks. Would sou like to go tothe librar and see if they has e any hooks aboutshares'"

5 Send home a questionaire to parents to see if they

!lase noticed their child exhibiting an of the lookfors at home. on could ask: 'Hale you noticedyour child reading more at home [awl!, ' Has !.ourchild used a table of contents. glossan,. index. ordicuonar to 'sour presence or discussed them' %Lehave been researching iumnal in class Has sourchild told ou am informationanimal.' It so. what '"

about a specific

6 V d eo tap ng the class during the research andreporting process pros ides home entertainment toreach child to take for an oxemielit Parents wouldreall< see the "picture" then

Sharing a hooklist and display tug examples 01 ageappropriate non-fiction trade books duringconferences steers parents tow aids some goodchoices. Perhaps a local bookstore would allowdiscount to parents twin %kmt lass pni,hasing nonfiction children's hooks

Blue Ridge Assessment Project 3-20

English Language Arts Research

am Date

\\1\11l. REPOR r CHECKLISTSbit uk 1),«Irtrmoon not sure, may need help

reacher Seorc Student Score

I I Lhose a hook I am interested in and I understand

2. I ,an find the as%%ers to report questions by using the table of contents, index, or byreading through the book and lookine, at pictures.

3. I created lin iii spiral notebook) a scat to organize and %%rite the intormation I find inin hook. iThe method is called an "on:miter":

4. I entered %%ords and short ideas from my hook into the "organizer." (no sentences)

5. I %% rote a rough draft by reading my "organizer" and changing the information intosentences and paragraphs. la paragraph for each main tdea

6. I prootread in% rough draft, filled out the Proof- reading, Checklist, and stapled it to thedrat

I did each task for this report as wellas I could and I thoughtfully chose themost true symbol to place on each line.

signed

Blue itulge Acsec(ntent Project 3 21153

English Language Arts Research

Research and Reporting Scorme ;rid

Student's Namena=not assessed at this time

I opit.

LOOK FORS DATE

student selected a hook the toundinteresting and easy to comprehend

student is able to tind answers to reportquestions in selected book

student set up an efficient organizer in theirspiral notebook

student wrote short ideas from their hook inthe appropriate area of their organizer

student changed organizer information intosentences arranged b) topic into paragraphstrough (Irani

student proofread rough draft and madechanges as suggested b checklist if needed

Nue Ridge ,Accestment Project

154

3-22

English Language Arts Research

PROORE \DING ROLC;H DRAFT CHECKLIST 'Animal Report)

Name

Date

Place a check on the first line in front of each item that ou hate done. t

hate reread int paper to he sure it makes sense.

2 I have put a period t at the end of each sentence it% herever I come to a lull stop)

; I hate put ,t question mark t ') at the end of ea,.11 question

4 I hate hegtin all sentences tt ith a capital letter Intel

5. I hate begun all names of persons ot pl.kes (proper nouns) tt nh a capital letter. tDkei

hate circled the tt ord. that I 111111k ma!, he misspelled kat

I checked for cornett spellings of circled tt, ords in a dn.tionar,. glossary. or IA ith a friend. kat cat

q. I Indented at the ,tart of each paraeraph

Blur Bulge Assessment Proya

1 0

English Language .arts Research

Resear,:h and Reporting E aluation

Name

1 Ilin% do % ou knoi.% it ou understand .1 hook

2 What is our lawrite %%a% to rind information in a hook' Wh '

Could in one eke %trite a eood rough draft b!. using our oreanuer ' or %%h not'

sliar an% tricks ou do to make short. easy -to-read notes in our orizanLier.

5 What do ou ento most about research and reporting? Least?

t It you could report on anything and there %%ere plenty of interesting. easy -to -read hooks to choose front. k hattopic %%ould %ou choose: Why?

t Ridge .4 vet 'tient Project 3-24

English Language Arts Reading

READING WITH FLUENCY' AND UNDERSTANDINGby Jennifer Herr Drescher

I ill. and I ppet I lementarsI' 1 loinianto. Chet. k list and

I anguage rs Lompiehensioncreatise processes. critical

thinking. process skills and storyoncepts

\ h.14 1)einonstrate beginning oral reading skills.I I ies clop L omprehens ion skills

I ind and use tactual information in aleading selectionItlentIR Nc(pieme tit es entsRead independently v. ith comprehensionI Ind the main idea Shen it is stated in arealllllg selCeilonl se surd attack skills to read andunderstand the meaning ot surdsWass Lonelusions from information obtainedtwin owl or sritien materials.idenut% detids stench support the main ideaI se 1., 01110X1 tIties to aid comprehensionIdenins and desribe the setting. characwrsand plot in storiesIncrease s oL abulary through reading.'A I limo. speaking and listening experiencesDeiennine the nun idea %%hen it is impliedIna readiu selectionIieteimulle ltiilcal relationships tound in

selectionsink:Island the meanings ot nos corks

sk 1111111 the It'sl

ssi ss I, NI I pi RIBOSE

ak

Iht P/OroNt' of Al+ illititn,int to to (adrein lie' purest in nuilni!nrorMil 1/01110M ahoit %ilia! kind Or

,eatlinL, material i% appropriate foridlial %indent% lit tillinv out t. z) e

he( kbst as stialenis read. ollossed bsquestdins to (heck for tinderstanilinit. uthelltand %ft:ikon% are able to tee is eak areas and

tan make more vitormed ins:magmaidctithms ana choose literature that is on theappropriated instructional level for thestudents.

\ Monitoring student progress in the classroomtIonitorig student progre.ss in theilassroom is also the purpose of thisaAverrment. at using this checklist threetones a semester. teachers and parents areable to see improvement over time. or noteareas that need improvement.

Communicating and using summane evaluationIonnoring student progress externall!.

\ Validating student achievementMt.% LlAlo3men; also salulates studentathietement bs being able to look atprogress ()ter a rears time and noteintpri)sement in reading fluency andunderstanding.

Es :Muffing programs\ddressing Accountability

SETTINCThis assessment ss as initiall, used in a classroom of2 1 hewmgeneousl grouped students a third gradelevel One student spoke English as a secondlanguage Tsso students received learning disabledsell ices from a resource teacher. Four students sereChapter I students. Fhe Chapter I teacher comes intothe Llassroom and assists the tour students intolloss mg the classroom teacher's plans. The schoolis the oldest of four elementary schools in a ruralLommunits ot approximately 30.004 residents\pprosunatels 4-10 students attend the school.

111)111\ ISTKATIONFor 'teachers11w student brings self selected reading material tothe reading conference ss ith the teacher or the teacherma choose the reading material. The teacher,1100,es a passage for the student to read and ma!,also ask the student to choose a passage. The teachermarks the checklist on fluency while the student is

Blue haler issessinent Protect

157

3 25

English Language Arts Reading

reading Following the reading the teacher asks thestudent questions from the question sheet that she hechooses to hest demonstrate the studentsunderstanding 01 the passage that was read 1.xtra

blanks are on the checklist to write in questionsasked I he teacher should make notes of whatquestions were asked during the questioning periodand the student's understanding of the questions. Theteacher may choose to make comments in the

comments area of the checklist during the conferenceor at a later time. The teacher might comment on thety pe of errors made during reading or during thequestioning time, the behaviors of the child duringthe conferee e. or on the appropriateness of thematerial being read. Notes on materials orinstructional ideas might also be noted in the

comment section. A copy of the cover of the hookand a page from the hook will he included with theassessment in the student's portfolio.

LOOK-FORS FOR TEACHERSFor Fluency

1. Student (I) read without pausing often tofigure a word out.

Student alt did pause for a period orcomma.3 Student di read with expression for ! ora

4. Student (1) read at an acceptable rate ofspeed.5. Student (I) substituted words that madesense.

For understanding1. Student (I) went hack and corrected formeaning.

Student lIi changed voice when a

character was speaking.3. Student t l i can stop and predict what willhappen next.4 Student (I) demonstrates understanding ofstory Kee attached sheet for questions).

For LearncrsI ogether as a class the students and teacher discussthe I wok tors the look-tors are posted in the roomand reterred to often. The students become familiaryy ith the look tors and come to understand what theymean through discussion and use. the students usethe look tors as they assess themselves by recordingtheir reading on tape. The students either selfselect

a hook or the teacher may select it for them 1 he

student then reads I part of the hook or the wholehook on to the tape I he student either sell assessesor the student and teacher may listen to the (ape andassess it together. 1 he tape nasty then he sent limetor assessment by the parent the assessment of thetaped reading may become part of the pot tloho

LOOK FORS FOR LEARNERSFor fluency:t. I often paused to ligure out a word.

I did pause w hen there was a period orcomma.I read with the right expression when I sawa ! or a '.

4. I did not read too fast or too slowly .For Understanding1. I changed my y owe when a stun character

was talkingIf something didn't make sense. I went hackand tried to change it.I can retell the story in my own word,.

4. I can stop and guess what %Atli happen nest.

RUBRICNo rubric is used in thl,. assessment. Rather achecklist is used to determine student progress, makeinstructional decisions, and validate studentachievement.

SCORINCThe scoring for this assessment is ongoing. No finalor absolute score is required, rather each time thestudent is assessed, the assessment becomes part ofthe whole picture of what the child is capable ofdoing. The assessments may he compared over timeto note progress 110k ever. because there is no finalscore. parts of the assessment may he compared toone another thus making it more specific for the childin question.

RECORD-KEEPINGThe teacher will use the teacher checklist for recordkeeping. It is advised that this assessment he done atleast three times a semester. Some may choose touse it during the weekly conference. the checklistmay he kept in a three ring hinder along with otherrecord-keeping items. Included in the record keepingis the students self assessment of the taped readingand the parent checklist.

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English Language .4 rts Reading

PARENT INVOLVEMENTDear Parents.

I hope that we can become partners as wewatch your child i.trow as a reader this year. Dunnethis process there arc certain reading behaviors thatwe all look tor. Included on the attached checklistare things that we as adults and the students can"Look for" to measure reading progress.

Please take some time to read with yourchild and fill out the checklist using as many of thelook-fors as you would like. You may want to focuson 2 look -tors now and SCkeral others at anothertime You may also has e a tape of sour child tolisten to that both your child and I will assess withthe ,ame checklist.

As you listen to your child read. rememberto he supportRe and encouraging to them Readingis a process and no matter where y our child is not.we %%ant to help them to move forward.

Alter you have tilled out the checklist.discuss it s uh s our child. The children are alsoat are of what to look-for in reading progress. Theyhave or w ill have an opportunity to use the samelook-fors in scoring themselves by listening to a tapeof their reading.

Your assessment of how your child isreading is important to me as I gather data to plan myfuture instruction. Therefore. I will be asking you tofill the checklist out two more times this year. Pleasereturn this checklist by

Thank you for your support and imokementin the learning process of your child.

Sincerely

Jen Drescher

00%

Blue Ridge Assessment Project 1.27

1 5 9

English Language Arts Reading

Name

Reading Fluency and Understanding

Grade Teacher

Objectke: the student v.111 read with fluency and understandine.

Look-Fors: FluencyDate:Book:

COMMENTS

Date

Book:

Student read n.ithout pausing totigure out a m,ord.

,

Student did pause when thereV. as a period or comma

'student lead vLith correoexpression tor ' or a

fludeni read at an aLeeptablelate of Teed

Student substituted v.ords thatmade enso

Lon{ -Furs: Understanding

Student %%era hack and selt,oire,ted for meaning..

Sindent chan5ed 1,oice %%hen a

L Kara, ter 'a as speaking

Student can snip and predlcit% h.it s di happen next

Student demonstratedunderstandim: of stor. isee

attached sheet).

Blue Rule c ..ts in smut Project 3-28

1

English Language Arts Reading

Nly Child As A ReaderParent Assessment

Student Name Date

Book read tape listened toTeacher

Do,

Look-Fors: Fluent:

Reads w ithout pausing.

Pauses when there is a period or acomma.

Reads with the right expressionwhen an ! or is used.

Dees not read too fast or tooslow Ix .

Look-Fors: Understanding

Stops and predicts what will happennext.

If something doesn't make sense.rereads to make sense.

Retells the story in his her onwords.

Changes voice when a storycharacter is talking.

CONLMENTS

Parent Signature

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English Language Arts Reading

Taped Reading Assessment

Name DateTitle Author

Look-Fors: Fluency

Z:

2

=.=

S;;-.

6= 1

:.'.

I read without pausing often or stumbling over words.

I did pause when there was a period or comma.

I read with the right expression when I saw an ! or ?.

I changed my voice when a person was talking.

I did not read too fast or too slow lv.

Look-Fors: Understanding

I tried to figure out a word when I got stuck.

If something. didn't make sense. I went back and tried tochange it.

I could retell the story in my own words.

NI y Comments:

Blue Ridge Assescment Pnyeet 3-3u1 6 2

English Language .-ins Reading

Teacher's comments:

Retelling:

Blue fluke Assessment Project

1633-31

Engli.sh Language .Arts Reading

Thinking About my Reading Response Ouestions

About the author1. Why do sou thing the author wrote the book?2 What is the author trying to tell us?3 What do we learn about the personality or the interests of the author'4. What did the author have to know to write the book?Characters5 What kind of people are the main characters!

Do oil like dislike them? Why'?Why are they important in the story?

S by did they behave as they did?9 Do ou know anyone like them? In what ways are they alike?lo How do they change throughout the story'?11 Ilow are the characters in the story alike different?12 Was the behavior of a character right or wrong?The Story

PLOT13. What happened in the story?14. What might have happened if a certain action had not taken place'?15. W;ere you able to predict certain parts? Why could; couldn't you predict?In. What other way might the story have ended?17. Which chapter do you think is the most important to the story'? Why?

SETTINGI. Where did the story take place? What was it like?19 Could there actually he a place like this? Do you know of a place like this?20 When did the story take place? (past. present. future) How can you tell?21 Which part of the story best describes the setting?22 Where in the story does the writer create the atmosphere for the setting?23 Are there any particular words that create this atmosphere?

1001)24 I low did you feel while reading this book? Why did you feel that way?2s. What was the saddest.funniest/most exeitingiunusual'mysterious incident?2 I low did the author make you feel the way you did?2- Does the mood of the story change? How?

STYLE'S 1los% did the author describe the characters?29 Were there any unusual ways of saying things'30 Does the am hor give you enough information?31 I low does the author keep you interested or lose your interest?3' What special words does the author use to help you see, smell. taste, feel, hear'?33 What "pictures" has the author's writing left in your mind? (not pictures on the pages)34 What strengths dues the author has c? What do you like about his/her style?

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3-32

English Language .arts Reading

READING FOR INFORMATIONby Marida Lamb

AGE karly ElementaryTYPE Performance TaskFOCUS Language Arts as Research SkillsLanguage Arts3. It) 'The student IA ill he able to use textbook aids

and reference sources to locate information.I Iii The student w ill communicate ideas in

%k ntten torm.Our voal is to gather information Ithen Ile read.Later on in the tear. tie hill expand to itesagang"hat Re read to demand verification.

ASSESSNIENT PURPOSEX Making instructional decisions

Ntonitoring student progress in the classroomCommunicating and using summative evaluationIonitorme student progress externallyValidating student achievement1:% aluating programsAddressing Accountability

SETTINGI he setting is Nathanael Greene Elementary Schoolin Rural Gieene County. There arc approximatelyi-10 students in grades 3 5. This third grade,lassroom consists of a group of 24 children with%dried abilities

11)NIINISTRA7'IONFor TeachersI his assessment could he done in conjunction with aunit of studs or within language arts. A teachermight des clop a file of question sheets to accompanymany hooks commonly used in the classroom. Booksat a variety of levels, covering a variety of topics areideal. This assessment looks specifically at readingfor mfortnation. As a child progresses, reading forinformation is likely to progress beyond one book tomany sources. Specific teacher directions includegi% ing each child a page of questions. As an examplethe questions for Tonne de Paola's book. ThePopcorn Book arc provided here.

LOOK-FORSI read the questions.

2. I read the hook all the way through, looking forthe answers.I try to get the answers by reading the words.and looking at the pictures and re-reading.

4. I read the hook again to find answers that werehard to find out.

5. I asked for help after I tried on my own threetimes.I tried to find the answer in more than oneplace.I answered each question completely

SCORING.'

4

3

Unusually high persistence and

focus on excellent work.Consistently works through all

questions. Does not give up onhard-to-find information. Realtiesthere are questions that this hookmay not provide an answer for.Student puts forth high effort:perseveres through questions untilseven are answered. asks for helpafter giving hest effort.Student is persistent enough toanswer the easiest questions. butdoes not put forth effort on themore difficult ones. Five or sixquestions are answered.Student show persistence some ofthe time, inconsistently. Gives upeasily. Three or four questionsanswered.Student puts forth no or littleeffort. Lack of persistence was ablock to answering questions. Onlyone or two questions answered.

!Hue Ridge Assesvenr Preyed 165 333

1

English Language Arts Reading

What Do I Know About Popcorn?

1. Where does popcorn come from?

2. Who told the Pilgrims about popcorn?

3. Where is the most popcorn grown?

4. What are unpopped kernels called?Why don't they pop?

5. What other kinds of corn are there?

6. Draw a picture showing one of the earliest ways to pop corn.

7. Something I want to know or a question I'd like to ask.

8. flow could you use corn to make a friend'?

Blue Ridge .1%secAment Project

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Eng li4t Language Arts Reading, Writing. Spelling

AGE LENTYPEFOCUS

LANGUAGE ARTS PORTFOLIO ASSESSMENTby Joan Hutchens and Second Grade Team of Teachers

ElementaryPortfolioAssessing for student instructionalneeds in the Language Arts area htmaintaining a portfolio.

ASSESSMENT PURPOSEX Making Instructional decision,

Alonitoring student progress in the classroomCommunicating and using summarise ex:dilationMonitoring student progress externailt

X Validating student achio einemE% aluating programsAddressing Accountability

SETTINGThe assessment is used by a team of live secondgrade level teachers in a rural school. Each classcontains approximately twenty-one studentsheterogeneously grouped. The classes all containcome students who are served by Chapter I and or theLearning Disabled programs.

ADNIINISTRATIONFor TeachersThe entire Language Arts' assessment is given byeach classroom teacher at the beginning, middle, andend of the school sear. During the year, the studentsadd their own samples of work with a briefexplanation of it's choice to the total portfolio. Atalternate grading periods, the students are asked totill out a personal evaluation sheet which is added tothe portfolio. Thus, the Language Arts Portfoliocontains three teacher assessments and the child'schoice of work samples throughout the year as wellas the child's personal assessments.

The Language Arts Assessment consists of theadministration of the following by the teacher:I Spelling: leveled lists of words are given to the

class. Testing is continued to the next lo.el listas long as the child spells tilt( percent of thewords correctly.1,Vord Study Patterns: From the spelling errors

made, the teacher determines the word patternsneeded for instruction.\ rd recognition in isolation highest loel of

word list that a child says seventy percent of the,surds correct

4 ur.il Reading level is determined by the highestlevel at which the child reads a one-hundred

ord passage v. ith nlnctl -five percent accuracy)ral Reading Comprehension level: is

determined by the highest level at which theink.' answers seventy percent of the questions

ttr.tls alter reading the passage.Silent Reading Comprehension level: is

determined bs the highest level at which thechild ans% ers seventy percent Of the questionscorrectly alter reading the passage.Writing: a writing sample is taken from thechild and scored holistically. (Domain scored)

8 Handwriting: a handwriting sample is takenIrom the child and evaluated by observingneatness, spacing and letter formation.

MaterialsI Pocket folder for each child to use as portfolio' Cos er sheet for recording assessments and

commentsIndex cards for children to write explanation for

inclusion of work sample in portfolio4 Student self-assessment sheets5. Sample Informal Reading Inventory of reading

leveled word lists and passages with questions.Li:Acted spelling lists

3

For LearnersI My portfolio shows what I have learned this

ear.portfolio contains three self assessments that

reflect how I feel about my progress.Mx portfolio contains at least three samples ofnix work completed during the year.

LOOK-FORSThrough the use of the portfolio, the child shows

Blue Ridge Assesvineni Project 3-35

16?

English Language Arts Reading, Writing, Spelling

continued =pro% ement oYer the period of the year inthe area of Language Arts. the portfolio offers acontinuous snapshot of the child's doelopment in theareas of Language ArtsStandards set by teachers the t011owine set ofstandards were determined by the team, instructionoccurred based on these concepts followed by theassessment 10% en at the three intervals during thesear.

Writing Process. English and Spelling1. Using correct format

a headingh. skipping linesc. title - proper capitalization

2. Sentence formationa. begins sentence w ith capital letter (S01. 2.14)b. use of correct ending punctuation (SOL2.14 VLT)c. correct word order within a sentenced. expanding basic sentences by combining shortsentences (SOL 2.14)

3. Mechanicsa. use of developmentally appropriate spelling(SOL 2.11)b. show ing one paragraph - indentation. mainidea, and details (SOL 2.9 VLT)c. capitalizing proper nounsd. avoiding random capitaliiation (VLF)e. legible manuscript writing (SOL 2.12)

4. Usagea. proper use of singular and plural forms ofnouns and verbsh. subject-verb agreementc. proper use of pronounsd. use of I and mee :raid overuse of AND VLT)

5. Sts lea. apparent '% Dice' of the child (SOL 2.13 and2.16)h List of do. elopmentally appropriate%ocabulary to show !MIMI' and vividness (SOL

2.8)6. Composing

a. main idea supported throughout (SOL 2.9)h. orgamied beginning. middle and ending[SOL 2.15)c. elaboration of the main idea (S01. 2.14)

Focus Correction Areas(for second grade writing)

1 Proper headingSentences that make senseBegin sentences w ith a capital letter

4 End sentences w uh appropriate punctuation5. All sentences relate to a main idea6. Sentences in proper sequence

Use of colorful, descriptive wordsFApand simple sentences to compound sentencesISOL 2.14)l'se of developmentally appropriate spelling andsocahulary (SOL 2.1W

10 To w rite a paragraph (SOL 2.9)11. Legible manuscript handwriting (SOL 2.12)

WORD SKILLS(SQL's 2.4, 2.8, 2.1(1)

EXPANSION AND USE OF VOCABULARYWordsorts:

Identify beginning consonantsWord familiesShort vov elsHigh frequency short s. long vowel patterns

ith some beginning blendsLow frequency vowel patterns with somebeginning blends and ending consonant unitsConsonant doubling with suffixesConsonant doubling with suffixes and singlemorphemesOne syllable open closed and two sy liable openand closed (From Nelson-Gill JN1UReading ('enter)

IDENTIFY WORD RELATIONSHIPSidentification and use of:

Compound wordsContractionsSynonyms, antonyms, homophonesMultiple meaningsClassificationAffixes (Prefix and suffix, comparatives andsuperlatives, possessives, verh,nouninflections. spelling changes)Context clues

COMPREHENSION( SQL's 2.4, 2.5, 2.6, 2.7. 2.11)

l).

INTERPRET INFORMATIONPredict outcomesDraw conclusionsParaphrasing

RECOGNIZE LOGICAL RELATIONSHIPSSequence

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163

English Language .4rts Reading. Writing, Spelling

Cause and effectProblem and Solution

ELEMENTS OF FICTIONCharacter traitsSettingPlotCharacter goal

ELEMENTS OF NONFICTIONTopicMain IdeaDetails

STUDY SKILLSiSOL's 2.2. 2.5. 2.17)

USE OF ALPHABETICAL ORDERFirst letterSecond letter

ORGANIZE AND RECALL INFORNIAHONLikenesses and differences

APPLY INFORMATIONFollow directions

USE CONTENT-AREA TEXTSTitle pageTable of contentsIndexGlossaryMaps

SCORINGScoring is done as basic to an Informal ReadingInventory- as described earlier for the teacherassessment. Writing samples are scored in domains.Handwriting is judged for neatness, spacing andcorrect letter formation.

RECORD-KEEPINGA cover sheet is filled out three times a year by theteacher.

The child fills out a self-evaluation sheet at leasttwice a year.

An individual checklist of second gradc

Language Arts' skills is kept by the teacher.

PARENT INVOLVEMENTPortfolios become an important reporting tool ofpupil progress during parent-teacher conferences.Parent comments may be added to the portfolio.

STUDENT INVOLVEMENTThe student meets with the teacher in a conferencefor the portfolio, the student adds pieces of work to

his her portfolio with 1 nu e n reason on index cardfor inclusion attached. and the student adds the sell

aluation at least twice a %ear to the portfolio

/line Ridge Assessment Project 3 37

169

English Language Arts Reading, Writing, Spelling

Third Grade Teacher

Second Grade Assessment

Name Ace Second Grade Teacher

.anguae Arts Assessment

Test September January May

Spell ill2ListLevelSense of A'ord

Word Recognition in IsolationDolchGrade leveled list

Word Recognition in ContextOral Reading LevelOral Reading Comprehension Level

Silent Readinv,Comprehension Level

Writina

Handwriting

COMMENTS-

Blue Ridge Assecyment Project

1 70

3 -38

Engli Alt Language Arts Reading, Writing, Spelling

DOMAINS AND SCORING RUBRICFOR PAPERS

I lie tollow lip4 domains of writing were used for scoring our paper. This will he a constantfor scoring w !Then %kork for this course.

Composing I he w ricer' focused on structuring and elaborating to construct an effective messagefor the reader I he paper is crafted to present a message that is well organized. Features are:

Central ideaIda borat in'nit,

Ur:Nun/at ion

St le The writer purposefull shaped and controlled language, focusing on rhythm. vividness,and speed icity. Features arc:

Selected vocabularySentence varietyToneVoice

Sentence Formation This domain reflect the writer's ability of form competent sentences toform his her thoughts. Features are:

CompletenessStandard word orderExpansion and embedding with modifiers

The writer's word level features written language that is appropriate and acceptable firstandard discourse. Features are:

Standard agreementWord meaningConventionsStandard inflections

Mechanics - The writer includes the standard system of symbols and cuing devices to helpreaders make meaning. Features are:

CapitalizationPunctuationFormattingSpelling

Blue Bulge ..1%tec cotent Project

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English Language Arts Reading, Writing, Spelling

WRITINGScoring Rubric for each Domain

4= Consistent, not necessarily perfect, but controls most of domain'sfeatures

3= reasonable, but not consistent, control of most domains

1 inconsistent control of several features

1 = little of no control of most domains's features

COMPOSING

STYLE

SENTENCE FORMATION

USAGE

MECHANICS

Moe Ridge Assessment Project 3-40

English Language Arts Reading, Writing, Spelling

Student Self Evaluation

Name Date

1= Very Good 2= Pretty Good 3= Not So Great

Subject Rating Comments

Reading class

Silent Reading atSchool and at home

Math class

Spelling

Handwriting

Daily Edit

Writers' Workshop

1= Very Good 2= Pretty Good 3= Not so Good

BEHAVIOR RATING COMMENTS

Following Rules

Working Quietly

Getting alongwith others

Mae Ridge Assessment Project

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3 -4 1

English Language Arts Reading, Writing, Spelling

WORK HABITS RATING COMMENTS

Getting Right toWork

Turning inassignments

Organizing deskand materials

One thing I am especially proud of

One thing I want to work hard to improve

My teacher could help me by

Mom/Dad could help me by

Blue Ridge 4ccsssmenl Project

1 43-42

English Language .4 rts

AGE I.vEi.

FOCUS

Readine Workshop

ASSESSMENT FOR READING WORKSHOPby Jennifer Herr Drescher

Earls and Upper ElementaryPerformance and PortfolioLanguage Arts as creatise process,critical thinking, and process skills

Language .Arts3 I Participate in story telling and choral reading3 3 Read independently w ith comprehension.3 12 Draw conclusions from information obtained

from oral or written material!leading Workshop is developmentallyappropriate for earls and upper elementarystudents. Learners are allowed to select theirnt n literature and make decisions about how

they will respond %tali the teacher's supportthrough conferences. Students must learn to heresponsible during their it ork time and to( 'loose literature that is appropriate for them.

ah teacher titadan«. it hen needed. Therefore.the teacher needs to spend a significant timeoutwits to vet up their workshop atmosphereand to teat h the routine's and behaviors of the

(eei,shop Student% pill be taught Main waVS ofleyiahliiie to literature and tit!! then he able toboost' it response or (irate their emit.

1 tomples eel responses int hale doing a BookI (ilk, at one out a see son 01 the story. poem orplan, making a ;toiler to sell the book. creating

nett coler for the book, and mans., manmore. Their responses should show insight.feeling. perception and creativity. Studentsstork individually or in groups to makeresponses.

ASSESSNIENT PURPOSEX Making instructional decisions

.1 teacher uses the data front this assessment toadiust instruction for individual learners andgroups by reviewing the processes and productsto the assessment on a regular basis alone andnth the reader.

X Monitoring student progress in the classroom. teacher uses the data front this assessment tomonitor student progress by reveting the

;int, e and products of the assessment on areivilur basis alone, it 1th the reader and thereader's parents

X Communicating and using soinm: tis c es aluat ionData from the checklist and portfolio arc' used toreport progress at 1:1Vell reporting periods.Monitoring student progress externallyValidating student achievement

valuating programsTeat hers supervisors or admonwrenor, wield((dlect data from various teachers andclassrooms to assess the strengths andtt eaknesses of reading it orkshop as allin.struaional strategy far language art, Data.dept in folders could be compared to anticipatedprogress.Addressing Accountability

SETTINGThis assessment was initially used in a classroom of21 heterogeneously grouped students at third gradelevel. Two students spoke english as a secondlanguage. Two student received learning disabledservices from a resource teacher. Four students wereChapter I students. The Chapter I teacher comes intothe classroom and assists the four students infollow mg the clascrcr'im leacher's plans. The schoolis the oldest of four .lementary schools in a ruralcommunity of approximately 30.000 residents.Approximately 550 students attend the school.

ADNIINISTRATIONFor TeachersThe Readine Workshop lasts one hour and twentyminutes. It begins with a 15-20 minute mini-lessonwith the class gathered at the carpet. During thistime the teacher shares different literature with thestudents, goes over routines, logistics, or teachersskills, and strategies. Next is a 25-30 minute periodof Sustained Silent Reading (SSR). During this timethe children are reading hooks of their choice and theteacher is holding reading conferences withindividuals. After SSR the children selLselect books

Blue Ridge Assessment Project 3.41

English Language Arts Reading Workshop

and respond to them as well as complete work stud)assignments and any other tasks (he teacher has

iven. i.e. literature log responses. Students are alsoin% ols ed in group and individual conferences w ith theteacher. The workshop ends with a 15 minutesharing time at the carpet where 2-3 students sharetheir responses to literature they Use read. Goodresources py reading workshop are Read-on bsDavid Hornsby and Creating Classrooms of Authorsby Carolyn Burke. Jerome Harste. and hats GnagevShort.

The Look-Fors for student responses arc postedut the room and discussed in depth with the students.The grading scale and rubrics are also posted anddiscussed. Each student is expected to give a teacherevaluated response at least once every six weeks.The student decides what response is evaluated, byletting the teacher know at least three days in advanceusing the response planning sheet. The teacherevaluates the student and the student also evaluateshis. her own response. Both teacher and student usethe response planning sheet in the packet. Theteacher shares her evaluation with the student. A

chart is kept in the room for the students and theteacher to monitor and record the completion of theirresponses. The teacher evaluation and the studentself-assessment are shared with the parent inconferences or through the portfolio.

MaterialsA class library of 400-500 hooks either teacher -owned, borrowed from libraries, or from theschool trade hook library. Having a sufficientamount of books is a must in an individualizedreading program.A reading folder for each student for theirReading Record chart. Conferences Attendedsheet, and Responses Given sheet.Literature response logsNotebooks of poems collected by the studentsThe teacher may want to use a three-ring binderto record conference notes. books that studentsarc reading and teaching points to consider.

For LearnersFor Reading Workshop to run smoothly the

students must he as well organized as the teacher.Each student has a reading folder which contains aReading Record Chart and Responses Given Sheet.

The Reading Record Chart is for students to till outthe* read. The Responses Given Sheet helps them

keep track of what responses they have given andw hen.

To help students keep track of their daily work.the teacher lists on the hoard the tasks that are to hecompleted in order of priority. Students learn tocheck the board as they finish each task. When tasksare tinished students have a time of choice when theyare free to explore hooks and work on responses.

Modeling responses is important in helping thestudents understand what is expected of them.Periodicall the teacher can model different responseduring the mini-lesson time of the ReadingWorkshop. As each response is modeled, thestudents and teacher look at the planning andresponse look-fors and informally score the teacher.This helps students internalize the look-tors and betterunderstand how to score them.

initially the teacher may want to present theplanning and response assessment forms as

checklist. As the students become more competentin their responses and better able to understand thequality of their work, the teacher could move intousing the rubric with the four point scale.

LOOK-FORSFor planning1. I used a planning sheet.2. I wrote down my ideas to each of the questions.3. My responses showed the main idea of the

hook.4. I listed all the materials I would need.5. I chose a response idea that is creative for me.

For reading response:1. I shared the main idea of the book so others

would know what it was.2. I shared why I chose the book.3. I gave at least two examples of what I liked and

did not like about the book.4. I shared my feelings about the hook.5. I brought all the things I needed to give my

response.

RUBRICI did my very best. I thought about what Iwas doing and saying. I took my time anddid my best work so others could understand

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3-44

English Language Arts

what I planned and shared M work wasreal is e I slimed about the hook with more

than two examples. Including ins feelingsabout the hook and the hook s main idea.I did well I did eY y thing that was askedof me I ease one Or Istu examples of whatI liked or duln t like about the hook, inIt:clings. and the main idea. Some of nnwork could has e been neater and moreLlear.

2 = I did ok I did 1110,4 what was expectedof me but I lets some out, or didn't do themall

-= I didn't do what was w anted I left outmore things than I did I needed to thinkand do more than I did.

SCORINGIh - Excel lent11 I - l 5 = Good5 _ OkayO 5= Needs Improvement

RECORD-KEEPINGIncluded in the record keeping may he the conferenceform used by the teacher during conferences. Thiscould include specific forms to check fluency andunderstanding and or running record form. Alsoincluded is an Individual Conference Log used torecord anecdotal records.

PARENT INVOLVEMENTAt the beginning of the year. a letter is sent home toparents explaining the Reading Workshop and it'scomponents according to the teacher and how theyhave chosen to set it up. Included in the letter wouldhe an explanation of why responding to literature isa valid way for students to use their time. Theplanning and response look-fors would be shared withparents as well as the scoring rubric. Planning andResponse assessment sheets would then be part of thestudent's portfolio to he shared with parents.

Reading Workshop

Blue Ridge Assessment Project 3 45

17

English Language Arts

RESPONSE PLANNING SUFI-

\ anis: of ht)Ok

Date ot re,,ponseIroda date

What I am one to do:

What I am o.on,.. to a about the book 011'1)1011N. main idea

Items I 1/4 dl need tor inl% response:

\tta,hisient I

Reading Workshop

Blue Hoke Assessment Project

1 7 8

3-46

English Language Arts

N.11111.:

MY READING LOG

Reading Workshop

Date Author Title Pages

'Fakett From: Jack' n. N. with P New York: Scholastic, 1992

Blue Rulge Assecsment Project

1. 7

3-47

English Language .arts

Name

BOOK SHARING ASSESSNILNI I-ORNI

Uteri:1111V

Reading Workshop

Date Respon,,e pe

Planning look-fors:

1. I planned my response in advance by filling out aplanning worksheet.

My response planning sheet responses are complete.

3. My responses showed the main idea of the book.

4. I listed all the materials I would need.

5. I chose a response idea that is creative for me.TOTAL

Response look-fors:

1. I shared the main idea of the book so others wouldknow what it was.

I shared why I chose the book.

3. I gave at least two examples of what I liked and didnot like about the book

4. I shared my feelings about the book.

5. I brought all the things I needed to give my response.TOTAL

Blue Ruh; e .4 s e vment Project

1 c;

.4M

1

English Language Arts

Student Name

Reading Workshop

STUDENT'S READING RECORD*Descriptors for Reading Stages

E: EmergentT: TransitionF: Fluent

Date Title Of Book Literary I nderstanding Reading BookStage Reading

Questionts) Asked Yes No *ElTIF Level

Blur Rake Acwisment Project 3 40

English Language Arts

NameINDIVIDUAL CONFERENCE LOG

Reading Workshop

Date Tide, Author Comments

Blue Ridge .4Aseitment Project

1s

1-51)

English Language Arts

RESPONSES

Reading Workshop

Date Book Response

Blue Bulge Asiessmeni Project 3 -5

c.

English Language Arts Reading Workshop

READING WORKSHOP: AN INDIVIDUALIZED READING PROGRAMhy Marie Graham

AGE LEN El. I arI [dement:tryTyrE Performance and PortfohoFOCUS Language Arts as creause process,

critical thinking. and process skillsorruomii The student will become a thoughtfulreader who reads for meaningful and self-chosenpurposes in the real world: who chooses to read forpleasure and information and who assimilatesknowledge thoughtfully .

ASSESSMENT PURPOSELiking instructional decisions

Alonnoring student progress in the classroomX Communicating and using summit's c es aluation

Monitoring student progress externallyX Vandaung student achiesement

Es :Miming programsAddressing. Account:thinsThe assessment 1001 can he used Or seteral

purposes First. it an he used to make instructionaldecisions that enable the teat her to identify strengthsand teaknesses. and modili instruction Second. Itcan «mununicate to students and parents studentpro(voc Last it can be used to validate studenttit Nei C/P:enl. Student's readtliV, skills are assessed Ina made tuners of performance tasks under a turretsof circumstances so that %te can make generalizationsanon! student performance on other similar tasks.

SETTINGThis assessment tool is being used with a group ofMent -third graders in a rural school ofapproximately 350 students. Included in the thirdgrade group are two gifted students, three remedialreading students. and one student who is receivingL I) resource services.

.UMINISTRATIONFor TeachersThe following is a description of the components ofReading Workshop with an explanation of the wayeach component is assessed. The purpose of Reading

orkshop is to inch% idualize reading. It takes upapproximately one third of the total reading program.Reading Worksboo lasts about :20 minutes each dayexcept on Fridays w hen it is extended to

approximately one hour.

SUSTAINED SILENT READINGOn Monday through Thursday mornings

students have Sustained Silent Reading. 1SSR)

Students self-select reading material prior to SSRtime. They place their selection on their desks sothat they will be prepared at starting time. At 9:00students "log in" by recording. on their log sheets.the date. author, and title of the hook they arereading.

Should students not has e hooks selected. theywill read stories from the basal or from a libraryhook. Students are not permitted to leave their desksto find a hook during SSR. Students are, however.permitted to make "Lit Log" entries into their1ournals.

A little before 9:2.0. \s hen SSR time is up,

students "log out" by recording the number of pagesthey read during silent reading.

BOOK CONFERENCEDuring SSR the teacher conferences with one

student at a time for the purpose of assessing studentperformance in three different areas - oral readingfluency. literary understanding and reading journalreview. The student brings to the conference thetrade book which he she is reading and the readingiournals which includes a sample Reading Summarysheet. the Reading Lug sheet, and "Lit Log" entries

ORAL READING FLUENCYStudents select a page or two from their trade

hooks to read orally . The teacher assesses oralreading expression. understanding of punctuation

hue Ridge Assecsment Project

1' _, 4

3-5'

English Language .4rts

readint, \pression. understanding of punctuationmarks. and knov.iedge of language structure.

I IIIR MO I NDI-RSTANDINGI he leashes asks the student questions that

requite the applftation of a literary element to thestudent's seleded book. Sample questions are listedon the Sample Questions- sheet.

RE.\D1NG JOURNAL REVIEWI he teacher checks the student's reading inurnal

for Reading Log Sheet entries. for Reading Sunmansheets. and for -Lit Log" entries.

I RID \Y READING WORKSHOP PROJECTOn l'ru.las from 10-00 - 11 110 students have

ida Reading Workshop. Students are firstrequired to till out a Reading Summary sheet. On

this torah students record the hook they have beenreading during the ,seek. to color an icon that \killindicate \\ hat genre the hook is. to Write a summarof the hook, and to rate the hook. Students may thenhas e a choice of item Hies in 11lich the can

participate The may choose to base SustainedSilent Reading. or the!. can vork on a ReadingWorkshop Project \s hitch may he an oral hook report.an indi (dual class presentation of a trade book. or agroup skit During each sta: weeks too ridas areset aside for presCillilliOns and old] teptiris Students

are required to present on Reading \\ iikshnp PioieLtto the class each si ,seeks Students are assessed onthe oral presentation and the \mite!' prow

NlatCrialstrade books toldetN hold student %kink.

re,ordkeeping twins

LOOK-FORSPlease see the attaLlied m.ordkeeping torms for thelook lois.

RUBRIC5 = Re ond ewe._ lat ion4= Consistent

\lost of the tune2 Sometimes1= \ of often

SCORING

OutstandingSatisfactor 41) - 51

Sat isfacto 1" luSat isfacton - 14

Needs Impro einem I)

Reading Workshop

13

RECORD-KEEPINGPlease see the attached form.

PARENT INVOLVEMENTPlease see the attached parenJ report form

Mete Rulge 11.swneili Propel 3 -c3

ii )

:/: 2, :: 77

-: :.> F = .....

..i. Z _. :Z

. 7-- < ....

.0-

-,,- =

r Reads silenth :/: Le.

for extended periods. et .. .- 2 7 = = 2, Chooses to read %she:: ,

- = gh en free choice.

5E. et :-

Reads a wide varien of styles and topics.

Reads aloud with expression.

Self-corrects using 7.;

knowledge of language.

Shows understanding of 5=

punctuation marks. ,-. ... - Recalls events and .=

characters from text. F -, .: et Retells, discusses and = 7:.

expresses opinions. E..

= Knows theme of hook. as

Makes and shows comments feelings about the characters. .....-

a n Rewrites information .----.

from text in own words. = - a.7'.

Writing shows meaning inferred from the text.

States main idea of the .4- ..c

story. =

Tells plot of the 7' ;- et :, story. -= Tells own idea about

a book.

,-...

= = = r: = 7-

'so

English Language Arts

Student's Name

Reading Workshop

READING ASSESSNIENTParent Report

The follow in_' is a checklist of the reading act': Ines that see do in our classroom during the course of the week.As I hear the children read, observe their independent reading habits. talk to them about the books the read, checktheir reading log. read their journal entries. etc , I use this checklist to keep a record of the quality of performanceso that I 'ill he able to conference \Nith them about their m.ork. I am sending a cops to you so that ou canreinforce the learning activities that we do at school. I would like to suggest that you and your child look at thelist together and talk about items that deserve praise and also those that need improvement.

Teacher Comments

Sustained Silent ReadingReads %demi\ for extended periods.Chooses to read % hen gi% en tree choice.Reads V. IdC s armies of topics.

Oral ReadingReads aloud w oh expression.Sh(111s understanding of punctuation inarksSe It corrects using knowledge of language sitimuto

I.iter.trs UnderstandingRetells. discusses and expresses opinions on his he] 110,4,Recalls (nem. and characters spontaneousl nom textKntms the theme of his her hook.

Reading .Journal\lakes comments and expresses teelings about i lima, letsWritinc snows meaning mieried Irons the testRewrites information tram text in own %%oldsInc. IN complete and kept up to date

Book Reports - Oral and 11rittenStates main ideas of the sum.Tells own idea about a hookTells plot of the stor .

SC()RiN(; C()i)I Well doe. the ttid,mt mit

lies,' id4 (' nst.tentl%

the mil;2 ti,metime.I \

Parent Comments

Blue Ridge' AsAec,:llient Project

145

English Language Arts

\4111:

READING LOG

Reading Workshop

Date Author Title Pages

Circle sour page number with a red crayon when >ou have finished reading your hook.

Blue Ridge .1%%e%srrtent Project 1.5(1

1.s

Name DateREADING SLAINIARY

Title

Author Pages Read

SUNINIARY

Rate Your BookDraw Stars to showhow well you likeyour hook.One star: not \er good. Two stars: pretty good.Three stars: super.

Kind of Literature Circle one

Biograph

Fiction

ster

1H l.i

English Language Arts Readine Workshop

Name

CONTRACT

READING WORKSHOP

I AM GOING TO READ FOR MYREADING WORKSHOP PROJECT.

I CHOSE THIS BOOK BECAUSE

I WILL HAVE THE BOOK READ BY

MY RESPONSE PROJECT FOR THE BOOK WILL BE

I WILL HAVE IT READY TO PRESENT BY

hue Ridge Assessment Project 1-58

1.91

English Language Arts Reading Workshop

SA\IPLE QUESTIONS FOR STUDENT-TEACHER BOOK CONFERENCE

What is the title of your hook?

Who is the author?

What can you tell about the author by reading this book?

Who are the main characters in your hook?

Choose one character. Why is this character important in the story?

Is there a character that you like more than the others? Why?

Is there a character that you dislike more than the others? Why?

What is your hook about?

Tell the main things that happened in the hook.

Where does your story take place?

What was the place like?

Did it happen long ago or could it have happened now'?

Was there a funny part?

Was there a sad part?

What was your favorite part?

Do you think there is a message in the story?

Would you recommend this hook to a friend? Why?

Blue Ridge Assessment Project 3-59

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English Language .4rts Reading Workshop

SAMPLE "LIT LOG" PROMPTS

The part of the hook that I liked best was

I liked that part because

The part of the hook that 1 did not like was

I did not like that part because

The character in this hook reminds me of somebody I know because

The character reminds me of myself because

If I were (name of character) I would have

The situation reminds me of a similar situation in my own life. It happened when

This story reminds me of another story I read. It was about

I would like to read another book like this one because

I really don't understand this part because

Blue Ridge Assessment Project 3-60

19 3

English Language Arts Writing

LEvEl.Tv m.:Focl'ti

WRITING ASSESSMENTby Jane Daniel, Linda Hutson, and Carole Lear

K 12

Holistic ChecklistEnglish Language Arts as WritingProcess. Holistic evaluation of theyy riting process and observation ofwriting samples using live domains:Composing, (organization I style.sentence. formation. usage. andmechanics. correlates w ith January1994 Draft of English LanguageArts Curriculum Guide County ofAlbemarle. Virginia. (Writing andGrammar Usage. Mechanics) andthe Virginia Literacy. Passport restfor Writing.

ASSESSMENT PURPOSEX Making instructional decisions

.4 teacher uses the data form this assessmentmake instructional decisions for individuallearners and groups (mini-lessons) by revievtingthe processes and products of the assessment inan ongoing basis. (alone and Ivan the writer,

X Monitoring student progress in the classroomA teacher uses the data from this assessment tomonitor student progress by reviewing the

process and products of the assessment on aregular basis alone. with the writer and thecanter's parents.

X Communicating and using summative evaluationIn this type of scoring, the observation ofwriting is divided into five domains (categories).each of which is comprised of various features.Each domain is evaluated holistically, with thedomain score indicating the extent to which thefeatures appear to be under the control of thewhale domain and is not a counting ofdemonstrated features.

X Monitoring student progress externallyIn this type of scoring, the observation ofwriting is divided into five domains (categories).each of which is comprised of various features.Each domain is evaluated holistically. with the

to

domain score indicating the extent to which thefeatures appear to be under the control of thethole domain and is not a counting ofdemonstrated features.

X Validating student achievementIn this type of scoring, the observation of

ruing is divided into five domains (categories).each of which is comprised of various features.Each domain is evaluated holistically. with thedomain score indicating the extent to which thefeatures appear to be under the control of thewhole domain and is not a counting ofdemonstrated features.

X Evaluating programsEducators and administrators could collect datafront various classrooms to assess the strengthsand weaknesses of the writing process. Data,kept in folders or portfolios could be used toevaluated programs.

X Addressing AccountabilityIn this type of scoring, the observation ofwriting is divided into five domains (categories),each of which is comprised of various features.Each domain is evaluated holistically, with the(lomat scare indicating the extent to which thefeatures appear to be under the control of theIlltole domain and is not a counting ofdenumstrated features.

SETTINGThis assessment could be used in classroomsheterogeneously or homogeneously grouped on anygrade level.

This assessment was initially used in K-1, 2 and4 classrooms at Woodbrook School. WoodbrookSchool in Albemarle County, Charlottesville, Virginiais a small community school with an enrollment of200 children in kindergarten- fifth grades. Theschool is nestled in the middle of the subdivision.Woodbrook has three K -1 classes, two second, twothird, one fourth, one fifth, and one fourth/fifth gradecombination classes. Our school does not qualify forChapter I. Parents are actively involved ifi our

flue Ridge Assessment Project1 9 4

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English Language Arts Writing

school through the P.T.O. and %olumeer programs.

ADMINISTRATIONFor Teachers

Each student has a conference w ith her histeacher to select %.% [itch paper from the student'sportfolio to submit for assessment purposes. All ofthe papers were developed b the students in variousstages of the writing process.

Students may use this selected paper to create asmany or as few rough drafts as they see necessan tocomplete their final writing sample for assessment.

Novice and beginning writers may choose to createa single draft to submit for their writing sample.

The holistic writing scale is completed by theteacher and then attached to the writing sample. Theteacher and student discuss the writing assessment indepth. The teacher and student then set goals (one ortwo) for future writing based on the five domains.The teacher assessment and the student goals could beshared with parents.

Writing samples should be administered two-three times yearly. Some teachers may choose tohighlight with different colors for each observation.In this way growth (or stability) may be shown overtime. Although highlights do not stack upconsistently under one stage. an 0 - 5 score or%%Thin,: stage may be determined by averaging thefeatures for each observation.

Throughout the year writing should be analyzedaround one or two specific features in a domain basedon instructional needs of the student. (For example:.\ teacher could plan a mini-lesson emphasizing theuse of descriptive language (Style domain) PatriciaPolacco's hooks such as Chicken Sunday provideexcellent examples in developing the concept offigurative language: "...flat as a hen's tongue....""...a voice that sounds like slow thunder and sweetrain." In these instances, writing would be observedaround one feature. Students are given time andvarious opportunities to practice the feature usage injournals and writing.

GLOSSARYt' on emions:

Generally accepted practices Ilse. a. an. them. those:Nly hiend and I)

II.rhoianon.Espiessing ideas in greater length or detail: throughdevelopment

amhment.the iunning os Cr 01 a senteme into anothei !chile('sentence run ns

FormatA plan iii the )11 ganuation and arrangement ofomething he. poems. letters. play s. etc

Insight-

the ,:.tpdot to understand the nature of a 11U.111011.d iscernment. !mu m% eness.

Standard AgreementCorrespondence of 'elated parts of sentences in gender,number. and Case i.eI subject-verbagreement. agreement of pronouns with theirantecedents)

Standard Inflections:Alteration of the form of a verb. noun. pronoun. oradiectie to indicate different grammatical andsy ntactical relations C i.e. tenses. possessives. plurals'

Temporar% Spelling:Phonetic spelling by beginning spellers: replacedincrementally by correct spellings as childrenmaster spelling patters (also termed inventive spelling)

Tone:General quality of atmosphere or mood conveyed by acomposition

Transition:the achies einem of unity in a composition by referenceto ideas that precede or follow.Transitional devices include use of words such as first.aver. meanwhile, because. besides. hut.lumes er. and although: repetition of repeating a wordused earlier: use of synonyms or pronounteterence.

Voicethe skiver's personality that comes through incomposition

Writing Sample::\ piece of writing that has been drafted. revised. andedited to the best of the writer's ability

DOMAINS AND HOLISTIC SCORING SCALEFOR WRITING SAMPLES(From the Literacy Passport)

Composing - The writer focused on structuring andelaborating to construct an effective message for the reader.The paper is crafted to present a message that is wellorganized. Features include:

Central ideaI:labor:10OnI'nityOrganization

Style - The writer purposefully shaped andcontrolled language, focusing on rhythm, vividness,

Blue Ridge Assessment Project 3-62

1 9 S

English Language Arts Writing

and specificity. Features include:Selected vocabulanSentence varietyBaleVoice

Sentence Formation - This domain retlects theIA niers ability to form competent sentences to formhis her thoughts. Features include:

CompletenessStandard word orderExpansion and embedding with modifiers

Usage - The writer's word level features writtenlanguage that is appropriate and acceptable forstandard discourse. Features include:

Standard agreementWord meaningConventionsStandard inflections

Mechanics - The writer includes the standardsystem of symbols and cuing devices to help readersmake meaning. Features include:

CapitalizationPunctuationFormattingSpelling

MaterialsTeacher use folders, three ring hinders. notebooks.post it notes. file cards, etc. to record data such asconference notes. writing in progress, student andteacher goals and plans for mini-lessons.*A writing folder or portfolio for each student*Holistic evaluation scoring scale*various writing materials (markers, pencils, pens.liquid paper, correction tape, various kinds of paper,blank books, staplers. highlighters. writingnotebooks, paste. glue, scissors, rubber stamps, datestamps. ink pads, self stick or gummedreinforcements, paper clips,brads.)*dictionaries. thesauruses, a sufficient variety ofclassroom books, writing samples from a variety ofstudents

LOI1K-FORSSee Albemarle Holistic Scoring Scale for descriptorsand rubric. (Also included on pgs 3:70.3:71 is

Virginia's Literacy Passport Test for Writing:

What's Scored and Why. This shows a relationshipbetween this framework and the LPT).

SCORINGRefer to Administration.

RECORD-KEEPINGWriting samples are kept in folders or portfolios ineach classroom. This data moves with the studenteach year. The Albemarle County Holistic EvaluationScoring Scale is attached to the writing sample. Eachassessment is dated and highlighted differently.Separate scoring sheets may be attached to eachsample assessed or the same sheet may be used forall samples assessed in a given year, highlightingdifferently for each observation.

PARENT INVOLVEMENTI. Data from this assessment are shared with

parents and writer through conferences on aregular basis.Goal setting includes all the "shareholders:"parent, writer and teacher. These goals aredynamic, changing as they are met and based onwriter's individual needs.

Blue Ridge Assessment Project

1963-63

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English Language Arts Writing

Vriting and Grammar, Usage. and MechanicsThe writing strand of the curriculum has as its

purpose the development of students who like to writeand who write effectively for personal and functionalpurposes. The following diagram. illustrates thetypes, purposes, and forms of writing that make upa comprehensive writing program. Students at allgrade levels should do writing of each of the threebasic types: expressive (writing to express oneself),poetic (writing to create), and transactional (writingto communicate with others).

r. ws cir%Irking: 1:x resise Poetic 'transactional

.iiihence Sell Interested reader Receptis e readerssho needs tounderstand content

PtImilyL Reseal nature Create ssork it an Explain. Informand Persuade

Pro ate Writing

Frees% ming

Illustration.MonologuesDialogue%Notes to selfN.oetakingListsJournals. Diaries

Pohl'. Public WritingWriting

Screenplay ExpositionStones Description

Poetry ArgumentationFiction Narrationhon stones Logs-nos eletics Dialogue Journals

-nos el. Memo writingLetters: FriendlyBusinessResearchInterviewSpeechwritingAds ertismentTechnical WritingSummary.

tel Janie. BrittonI .incoace and Learninglincland Penguin Books. 197(1

Children differ markedly in the time that theytake to develop writing abilities, writing stages areindicated, The stages are adapted from holisticw hung assessment tools developed by Albemarleteachers several years ago.

Though grammar. usage, and mechanics are apart of reading and oral language as well as writing,most concentrated teaching of these concepts occursin conjunction with the teaching of writing.Therefore the content and goals of grammar. usage,and mechanics are listed here.

At all stages, the following content should beemphasized:

Types of writing -- expressive. poetic. andtransactional

writing for personal purposes- writing to create

writing to communicate with othersProcesses of writing

" generating ideas through various strategiesusing computer or word processor for composingsharing of writing with adults and peersresponding orally to shared writingpublishing (definition of publishing variesdepending on purpose and level)

Content is further categorized by the domains ofholistic scales for evaluating writing:Composing,organization. Style, Sentence Formation.Grammar & Usage. and Mechanics. The "AlbemarleCounty: Holistic Scoring Scale." developed by JaneDaniel and Carole Lear as part of their work on theBlue Ridge Assessment Project, is in this document.

Kindergarten: Preliterate Stage of WritingCharacteristics of students at this stage:Preliterate writers are learning to form letters andwords. They may choose to scribble, draw, imitateclassroom print, or produce random letters. Theirexperience as writers has been limited. Their writingmay or may not be intended to carry meaning. Thesestudents need a great deal of support with writingexpectations of the classroom.

Content:Types of writing --

* explaining scribbles, drawings, etc.* labelling objects

Processes --* generating ideas for writing

Mechanics' forming letters of the alphabet

Goals:+ Students understand the purposes of writing.+ Students develop an appreciation for their own

and others' writing.+ Students progress in their ability to form letters

and work.

First Grade: Novice Stage of WritingCharacteristics of students at this stage:

Novice writers have learned to expressthemselves with letters representing sounds to the

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English Language Arts Writing

extent that what they write can increasingly he readby themselves and by others. met may write just aword. a phrase, or a short sente.ace or two. Theyw rite primarily for themselves. though they may wantto share their writing with others. They assumemuch knowledge on the part of their reader. Theirwriting is often a retelling of experiences, which mayhe expressed as a basic listing of details. They mayimitate classmates' ideas; rarely, if ever, generatingideas for themselves. Novice writers often focus oncompleting a task rather than writing to convey amessaee.

Content:Types of writing

` writing lists. freewriting. pattern poems andstories. messages. letters

Processes" focusing on purpose for writing' using drawing to focus thinking

rereading what has been written- publishing writing by posting on classroom w all

or in class hooks (unedited)Mechanics --

(mining letters of the alphabetdifferentiating between words w ith spaces

Goals:4- Students write fluentl for personal purposes.4- Students are able to reread what they have

written.4- Students increase their ability to write to

communicate.

Second and Third Grades: Beginning Stage ofWriting

Beginning writers are beginning to feelcomfortable with writing, discovering experiencesabout which to write, and developing a repertoire ofwriting strategies. They show an increasedawareness of different types of writing. They showless focus on task completion and more focus oncommunicating a message. Their writing carriesmeaning.

Content:Types of writing

" examining models of different types of writing* writing notes. journals, pattern stories, fantastic

stories, personal narratives, poetry. letterrs, reports

' introducing mine for specific audiences:teacher. peers. parents. public

Processesprew ruing strategies (examples: brainstorming.drawing. discussing. collaboration)ref ising: considering ideas suggested by others.making minor additions and deletions.reorganizing information with adult helpediting with support for capitalization.punctuation, and spelling concepts that have beentaught (see list below under "mechanics" and seespelling curriculum)

Composition. Organization --" focusing on a central idea- introducing organization of writing: introduction.

body, conclusionSentence Formation

" writing in complete sentencesUsage--

- using capitalization: first word of sentences.names of people and pets, and the pronoun I

* using terminal punctuation: periods

Goals4- Students' writing features understandable central

idea.+ Students begin to organize their personal

narratives and stories with conventionalorganizational patterns (chronological order;beginning middle, end).

4- Students usually use complete sentences.+ Students usually capitalize the first word of

sentences and names.Students use periods at the end of sentences.

-- Students use writing to express themselves andto learn.

+ Students write fluently.

Fourth and Fifth Grades: Intermediate Stage ofWriting

Reaching the intermediate stage of writingmarks an important step toward reaching competencyas a writer. intermediate writers are able to focus onwriting for an audience other than themselves, and tomanipulate information to affect a reader. They aregradually becoming more adept at organizing theirthoughts and selecting information to make theirwriting communicate better and interest readers.There is a heavy emphasis on composing. style. andmechanics at this stage.

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English Language Arts Writing

Content:Types of writing

- examining models of different types of writingruing notes. journals. personal narratives.

poetry, stories. letters. memos, reports. answeringquestions. giving directions

- emphasizing writing for specific audiences:teacher, peers. parents. public

Processes-* practicing a variety of prewriting strategies" drafting using a computer or word processor- sharing writing with adults and peers- revising to make writing more understandable

editing for usage and mechanics concepts thathave been taught

CompositionlOrganization--* organizing paragraphs: topic sentence, supporting

sentences, conclusionformat of personal letters: date, salutation. hod) .

closing, signatureStyle

* using dialogue* using interesting. less general vocabulary to

increase reader interestSentence Formation --

" writing in complete sentences"' combining sentences

Grammar & Usage-* introducing parts of speech: nouns. %erbs.

pronouns. adjectives, adverbs, prepositionsemphasizing agreement of subjects and verbs

Mechanics --" using capitalization conventions: names of days of

week. names of months. names of holidays.names of places. initials, names of books

Goals:+ Students use writing to express themselves and

to learn+ Students' transactional writing exhibits clear

central idea.+ Students support the central idea with some

relevant details.+ Student writing shows evidence of knowledge of

organization patterns (introduction, body.conclusion.

+ Students use some descriptive words andfigurative language.

+ Students write sentences that make sense.+ Students use some variety m sentences.

Students begin to use paragraphs.Students increase the mechanical correctness of

their «siting I see content list- Students w rite fluently.

Skill. Se% enth, and Eighth Grades: CompetentStage of 11'riting

Competent w Titers communicate effectively withothers in many type., of writing. Their ideas are wellexpressed. organized. and mechanically correct so asnot to interfere with the reader's comprehension.From this point. the focus of instruction in writing isto help them gain sophistication in expressing morecomplex ideas.

Grade 6 Content:Types of writing-

* examining. models of different types of writingemphasizing exposition and narrationwriting short stories, brochures, memos. "howto's", advertisements, research reports

- reinforcing writing for specific audiences:teacher. peers. parents, publicProcesses --

- practicing a variety of prewriting strategicsdrafting using a computer or word processor

- sharing writing with adults and peers- editing for usage and mechanics concepts that

have been taughtComposition. Organization --

* organizing paragraphs: topic sentence, supportingsentences, conclusion

- emphasizing organizational patterns in expositoryriting: spatial order, order of importance of

ideas. logical orderprioritizing informationformat of personal letters: date, salutation, body.closing, signature

Style* using dialogue* using interesting, less general vocabulary to

increase reader interest* showing. not telling

Sentence Formation --* writing in complete sentences: recognizing

fragments and run-on sentences* combining sentences* recognizing and using four kinds of sentences:

declarative, imperative. interrogative, andexclamatory

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English Language .arts Writing

titaininar & Usage' introducing conjunctions. interjections

emphasizing nouns (common and proper. singularand plural. verbs (present. past. and futuretenses: irregular: verb to be"). pronouns.adiecties, adverbs. and prepositionsreinforcing agreement of subjects and predicates.compound subjects and predicates

Mechanics' reinforcing use of capitalization cons entions.

titles. family relationships, deity; proper nouns.including names of cities. states, places.organizations, holidays: first word of quotation.salutations and closings of letters

* reinforcing use of punctuation:- question marks- exclamation marks- commas in series, in dates, between city and

state, after noun of address, in introductoryphrases and clauses. in apposition. in salutationand closing of lettersquotation marks in dialogue: in names ofarticles, poems, songsunderlining names of books. magazines

- colon- apostrophe in possessives, contractions

Grade 7 Content:Types of writing --

* examining models of different types of writing* emphasizing exposition and narration* writing journals, notes. personal evaluations.

tn ills. short stories, news reports. researchpapers

* reinforcing writing lor specific audiences:teacher, peers. parents, public

Proc*

practicing a %ariet of rewriting strategies* drafting using a computer or word processor* sharing writing with adults and peers" re% 'sing to make writing more understandable

evaluating writing qualities in model composition.and in their own and classmates' compositions

* editing for usage and mechanics concepts thathave been taught

Composnion.Organization* developing main ideas with pertinent details and

examples* perfecting paragraph development and structure* emphasizing organizational patterns in expository

w ruing: spatial order, order of importance ofideas. logical orderprioritizing information

Sts le. -

using figurative speech. dialogue, dialect, humorusing interesting vocabulary and unusualexpression to increase reader interest

Sentence Formation --= %%ruing in complete sentences: recognizing

fragments and run-on sentences- varying sentence types

Grammar & Usagereviewing uses of the eight parts of speech

* emphasizing verbs (appropriate use of tenses:principal parts of irregular verbs, linking verbs, verbphrases, pronouns (case forms, agreement with

antecedent, adjectives (comparative andsuperlative forms)introducing complements: direct and indirectobjects. predicate nominatives and predicateadjectives

* avoiding double negatives* avoiding redundancy

Mechanics--reinforcing use of capitalization conventions:

titles, family relationships, deity: proper nouns,including names of cities. states, places.organizations, holidays: first word of quotation.salutations and closings of letters

* reinforcing use of punctuation:terminal punctuation

- commas with quotations. with conjunctions, innon-restrictive phrases and clauses, in series, indates. between city and state, after noun ofaddress, in introductory phrases and clauses. inapposition, in salutation and closing of letters

- quotation marks in dialogue: in names ofarticles, poems. songs: single quotationsunderlining names of books, magazinescolon in business letters, with letters of thealphabetsemi-colons

- hyphensapostrophe in possessives, contractions (not inplurals)

(trade 3 Content:Types of writing --

* examining models of different types of writing* reviewing paragraph development and structure

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English Language Arts Writing

writing journals. notes. personal evaluations.short stories. news reports. research papers.

sun eys, recommendations, persuasive essays,business letters. speechesreinforcing writing for spathe audiences:teacher. peers. parents. public

Processes

' practicing a s army of Kew ruing strategiesdrafting using a computer or word processorsharing writing w ith adults and peersrex ising to make writing more understandable

" editing to correct mechanical and syntacticalerrors

-omposition Organizationperfecting paragraph do elopment and structurereinforcing organizational patterns in expository

V4 mine: spatial order, order of importance ofideas. logical order

Sty le--

using figurative speech, dialogue. dialect. humorusing interesting vocabulary and unusual

expression to increase reader interestSentence Formation-

- writing in complete sentences: recognizingfragments and run-on sentencesvarying sentence types

Grammar & Usage' reviewing uses of the eight parts of speech* emphasizing consistency of verb tenses: case

forms of pronouns in compound sentence:agreement of pronouns with antecedents

* emphasizing usaec of complements: direct andindirect objects: predicate nominatives and

predicate adjectivesMechanics --

" editing for correct mechanics in writtencomposition

(10:11S.

4- Students use writing to express themselves andto learn.4- Students write fluently.+ Students experiment with different types of

writing.+ Students arc able to write a well-organized

paragraph in which they make a point and supportit

+ Students write with clear voice and awareness ofaudience.

4- Students manipulate vocabulary and information

to affect the reader.Students state ideas accurately and fluently.

+ Students' writing exhibits use of transitions,Students use the revising and editing processes to

improve their writing.4' Student writing improves in mechanical

correctness (see content list above.

Extension Strand: Advanced Stage of WritingAdvanced writers have mastered basic written

form. They consistently write interesting andeffective pieces. with a clear organization andsufficient supporting detail. They adapt their writingstyle to various audiences. use a variety of sentencetypes. and exhibit few grammatical, usage. ormechanical errors. The content of the writing forthese unters focuses on more advanced topics.

Content:Ty pes of writing

* expressive writing - writing to think, writing tolearn

poetic writing--creative writing* transactional writing essays, persuasive essays.

speeches. literary analysis, research papersProcesses --

" studying examples of quality writingbecoming more proficient with the revising andediting processes

Composing `Organization --* avoiding errors in reasoning

Sty le* studying author's effect and how it is achieved

Grammar & Usage --* coordinating and subordinating phrases and

clauses* placing modifiers appropriately* using parallel structure

Goals:+ Students use expressive, poetic. and transactionalwriting to fulfill their own purposes.

+ Students write multi-paragraph papers with clearideas and well-developed elaboration.

+ Students write in personal. distinctive style thatis appropriate to the intended audience.

+ Students use innovative techniques such asfigurative speech, dialogue, humor.

+ Students can distance themselves from their ownwriting and reflect on a piece objectively.

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English Language Arts Writing

Students adapt the writing process to suit theirstyle needs.

Students use revision and editing to produceclear. mechanically correct work.

Ha nth% riting

K-1 Goals:+ Students develop and use motor skills essentialfor manipulating writing tools+ Students form legible manuscript letters and

numerals from memory.

2-3 Goals:+ Students write legibly in manuscript and in

cursive.+ Students begin to use the keyboard of a computeror word processor.

4-8 Goals:+ Students refine their skills with manuscript andcursive writing.+ Students write neatly and legibly in manuscript

and cursive.+ Students become adept with keyboarding and use

of the computer or word processor for composing.

THE 1.1TERACI PASSPORT TEST FORWRITING WHAT'S SCORED: HOW AND WHY

WRI1 11'( ASSIGNAIENT

IV, tie afh Pia %net 14'11 friend M01111.1: (min. Use yourplanning tone to think about ishat you will write.Imagine that sour best friend has told you that he orshe is ill be mating to another school in just twoiteeks Think about how you will feel after yourfriend has gone. Think about how you became bestfriends, and what you will miss most about yourfriend. Think about wars to tell about how you feelabout sour best friend moving assay. Use the scratchpaper your teacher gave you to make notes or to listideas.

Mien von finish planning, begin writing your paperon pace 1 of the Writing Page. Write about yourbest friend flawing (ar. The people who will readyour paper are adults. like you teacher. Be sure towrite so that these people will know how you feelabout tour best friend moving away.

When vou finish writing, read your paper to be sureit makes sense. Be sure that you have used the bestvords to say what you want to say. Make all of thechanges that rou think will help your paper. andcorrect all the mistakes that you can find. Make yourchanges and corrections neatly so that your paperstill be easy to read.

CHECKLIST FOR WRITERS

I planned my paper before writing it.revised my paper to be sure that

the subject of my paper was clear:everything in my paper told about mysubject:my paper was logically organized so readerswould understand my message:my words and information made my paperinteresting to readers: andmy sentences made sense, sounded like me,and read smoothly

I edited my paper to be sure thatI used good grammar:I used capital letters and punctuation markscorrectly;I let my readers know where I started newparagraphs; andI made my spelling correct.

I proofread my paper to make sure that my paperwas the way I wanted readers to read it.

DOMAIN SCORINGIn this type of scoring, the observation of

writing is divided into five domains (categories), eachof which is comprised of various features. Eachdomain is evaluated holistically, with the domainscore indicating the extent to which the featuresappear to be under the control of the writer. Thus,the score is a judgement of control of the wholedomain and is not a counting of demonstratedfeatures. While some skilled scorers can score for alldomains after one complete reading. most scorerswill re-read the whole or portions in order to makescore decisions about domains.

All papers are read by at least two readers, withthe final score being the total given in both readings.When the two readers' domain scores are non-adjacent, the paper will be read by a third reader.The final score in the disputed domain is the sum of

Blue Ridge Assessment Project 3-70

English Language Arts Writing

the third reader's score plus the previous identical orhigher score. Composing and Style domain scoresare weighted in final tabulations to reflect theirfundamental developmental importance.

Final total scaled scores and raw scores for eachof the five domains are reported. A scale score of25(1 is passing: this represents a total raw score offrom 43-47. depending on a particular year's prompt.The complete total determines pass: fail orcompetent: needs remediation. However, the fiedomain scores, along with an awareness of thefeatures comprising each domain, are useful in

planning developmental or remedial instruction foreach student.

Scoring ScaleEach domain is scored independently. using thefollow ing scale. (Domain weighting is accomplishedby computer programming after optical scanning ofreaders' scores.)4- The writer demonstrates consistent, though not

necessarily perfect. control* of almost all thedomain's features.The writer demonstrates reasonable control* ofmost of the domain's features. but enoughinconsistent control exists to indicate some realweakness in the domain.Enough inconsistent control* of several featuresexists to indicate significant weakness in thedomain or writer controls .some features butdoes not control other features of the domain.

I Ile writer demonstrates little or no control* ofmost of the domain's features.

Control: The ability to use a given feature ofwritten language effectively at appropriate gradelevel.

1'

DOMAINS AND DEFINITIONSCOMPOSING: (C)The Composing Domain includes the focusing.structuring, and elaborating that a writer does toconstruct and effective message for a reader. It is thecreation of a product. the building of a writingintended to he read. The writer crafts hisihermessage for the reader by focusing on a central idea,providing elaboration of the central idea, and

delivering the central idea and its elaboration in anorganized text. Features are:Central idea Unity

Elaboration Organiiation

STYLE: IS)The Style Domain comprises those features that showthe writer purposefully shaping and controllinglanguage to affect readers. This domain focuses onthe vividness, specificity and rhythm of the piece andthe writer's attitude and presence. Features are:Selected ocabulary ToneSelected information VoiceSentence variety

SI..N FENCE FORMATION: (F)The Sentence Formation Domain reflects the writers'sabilit to form competent, appropriately maturesentences to express his/her thoughts. Features are.Completeness Embedding

through standardNon-enjamhment subordination and

modifiersStandard word orderExpansion through

standard coordinationand modifiers

USAGE (U)The Usage Domain comprises the writer's use ofword level features that cause written language to heacceptable and effective for standard discourse.Features are:Standard inflections Word meaningAgreement Conventions

MECHANICS (M)Ile Mechanics Domain includes the system of

s mhols and cuing devices a writer uses to helpreaders make meaning. Features are:

Calm al iiation FormattingPunctuation Spelling

APPLICATION OF SCALEI I Look as much at what the writer does well as at

w hat he.she does poorly.2 ) Give consideration to all features within

domain.3) Do not contaminate the scoring of one domain

by awareness of either accomplishments orerrors belonging to another domain.

4) Do not create double jeopardy, e.g., an

enjambment in Sentence Formation is not also apunctuation error in Mechanics, and "brite" isone misspelling no matter how often the wordappears.

Blue Ridge Assessment Project 3-71

English Language Arts Writing

5) Compare papers to the requirements of eachdomain, not to each other. or to student writingthat you may have previously read, or to somegeneral standard of desired literacy.It is impossible to evaluate what the writermight have intended to say.A word that seems to have been omitted due tohaste in revising. editing, or copying need notdemonstrate a total lack of control over thatfeature.Length, in and of itself. is not a feature of anydomain.Read the entire paper before assigning anyscores.

ti t

7)

8)

9)

NON-SCOREABLE PAPERSAll papers. no matter how brief, must he scored.unless they are off-topic. illegible, incoherent.refusals to respond, or written in a language otherthan English. Only the Scoring Director is permittedto assign a non-scoreable code.

A completely blank paper should he scored "NT"(not taken).

ALERT PAPERSBecause the prompts are designed to have meaning tostudents so that they can create a personal response,sometimes the essay relates situations and informationthat are disturbing. It is Virginia's policy to bringdisturbing essays to the attention of an adult close tothe student as soon as possible so that positive aeoncan he taken if necessary. Please indicate to theScoring Director any essay which you finddisturbing. Having taken care of the situation to theextent that you can, to on to score the essayaccording to the criteria.

DONIAIN SCORING EXPLICATIONSEach sixth grade paper is scored by at least two

readers. who independently award 4,3,2. or 1 pointfor the writer's control of each domain. Virginiadefines control as the writer's ability to use a givenfeature of written language effectively for a givendevelopmental or grade level. A paper receives ahigher domain score to the extent that it demonstratesdevelopmentally appropriate control of the features ineach domain, as matched to a set of papers called the"anchor set" (see the complete anchor set in the lastportion of this section). The anchor set contains

three paper per scorepoint of the rubric t4. 3, 2, andI ) for each of the five domains of writing scored.For example. the anchor set contains a paper thatrepresents a high 4 for the Composing domain. apaper that represents a mid-4 for the Composingdomain, and one that represents a low-4, high-3.mid-3, low-3, high-2. etc.. for Composing and everyother domain scored. These papers give scorersconcrete examples of the Virginia Standards for therubric scorepoints of each domain.

Scorers award a 4 if the writer demonstratesconsistent, though not necessarily perfect. control ofalmost all a domain's identified features: a 3 if thewriter demonstrates reasonable, but not consistent,control of most of a domain's features, and indicationof slight weakness in the domain: a 2 if the writerdemonstrates enough inconsistent control of severalfeatures to indicate significant weakness in a domain:and a 1 if the writer demonstrates little or no controlof most of a domain's features.

Scores for the Composing domain are weightedthrice and for the Style domain are weighted twice:these domains of deep structure comprise importantcomposition features that the curriculum forelementary students seeks to develop. All otherdomains are unweighted. This weighting and thesubsequent totalling of the two readers' scores resultin raw scores that range from 16 to 64. A passingscore for the writing literacy passport is 43-47,depending on the prompt used in a particular year:prompt scores are equated and presented on astandard number line, wherein 250 is passing.

Stumbling Blocks Turned Into Stair StepsThe first time I realized how sensitive I ant was

when I was in the fifth grade. My teacher Mrs.Daniels was the advanced English teacher. l was Anproud that I had passed the test to get into her thusbecause for mans' rears I had been in all the lowerclasses because of my learning disability. Now I hadmy chance to shine. I wanted so much to show Mrs.Daniels. my parents, and even myself that I couldhandle the class and its responsibilities. But for thefirst time I had homework, and I had to keep anassignment notebook. Mrs. Daniels was very wittyand had a wonderful smile that was as bright assunshine. I wanted to please Mrs. Daniels becauseshe was sionderful. It was not important to her thatwe were .4+ students but instead she really wanted usto learn something and apply it. She really loved us

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kids, and I hosed her. too. Everything acts great inher class until one ila a week into the new schoolsear.

Thai dal the first homeitork assignment wasdue. I had spent a large amount of time working onevery detail 01 it to be sure it was correct. I hadasked my mother to check it to be positive that I haddone the assignment one hundred percent correct. Itwas really important to me that my debut to this classseas the best it could he so no one, including myself,would hate any doubts that I should be in there. AsI was pondering her reaction to my homework, thebell rang. All of us kids were chatting with ourneighbor while Mrs. Daniels was at her desk writingsomething. She got up from her seat and took herstage in the front of the classroom.

"Attention please. I 'mild like to begin classnow. Please open up you notebooks and find youhomework. I am going to check it. Please come upis hen call your name," Mrs. Daniels announced. Iwas so excited. I thought she would be so proud ofnie for doing ms homework. I had worked so hardon it. I sat contentedly in my desk and doodled on apiece of paper. I was so happy that if you hadopened my chest my heart would have leaped rightout.

"Jessica, you're next." Mrs. Daniels said. I gotup from nth desk and trembled as I approached herdesk. But her warm smile greeted me, and I beganto take large strides to her desk as if I were acceptinga the Nobel prize. I triumphantly handed her thepaper and waited for her approving words. But noit (was came, and I stood there looking hopefidl ather .frowning face.

"Jessica, this is the strong homework. You didthe is rong page. I'm sorry but you're going to haveto do this over," she told me with sympathy. Mythroat tightened. and my eves started to swell. TheMood of tears poured down my cheeks as I stood therepeering at my teacher in disbelief that I had to do itover. floss could she do this to me? I had worked sohard on this, and she was making me do this again.I felt like a failure. ,Vo nobody would think Ibelonged in this class. I looked up into thecompassionate face of no teacher as her chin beganto (pater.

"Jessica." choked over her sobs. "please go tothe bathroom and get cleaned up. Don't cry, you'remaking me cry,"

I went to the bathroom that day feeling

embarrassed and very confused. .Nobody else criedwhen they did the wrong homework. Why did thingslike this set me so upset? My mom told me that atwas because I was sensitive.

My mother would say. "Jessica. being sensitiveis not a bad thing. It just means you get yourfeelings hurt easily. It also means that you canunderstand others when they are upset. Use it toyour advantage." So I did just that. I learned towork hard even when I made mistakes. I havebenefited from my mothers's words because I havesuccessfidly moved up into all the high academicclasses including three Advanced Placement classes.Also, my _sensitivity has turned to be more than justpositive but rewarding. I am a Peer Counselor at myschool and 1 help others with their problems all thetimes. I completely understand how they feel becauseI feel it too. This stumbling block in my life hasactually turned into a stair step to nian wondedidthings.

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What's the DifferenceBetween Authentic andPerformance Assessment?CAROL A. MEYER

Performance assessment andauthentic assessment are oftenused interchangeably, but do

they mean the same thing? Althoughboth labels might appropriately applyto some types of assessment, they arenot synonymous. We must be clearabout the differences if we are tosupport each other in developingimproved assessments.

Two Examples

To distinguish between the two terms,let's look at a familiar form of assess-ment with which we have a wealth ofexperience. Following are two exam-ples of a direct writing assessment inwhich students produce writingsamples.

Case 1: Every May school district Xconducts a direct writing assessment.For four days, all students at selectedgrade levels participate in a standard-ized series of activities to produce theirwriting samples. Using a carefullyscripted manual. teachers guidestudents through the assessment withlimited teacher directions andextended student writing dine (up to45 minutes) each day: Topic Introduc-tion and Pre-writing (Day 1), RoughDrafting (Day 2), Revising and Editing(Day 3). and Final Copying and Proof-reading (Day 4). The assessmentclearly supports the Writing-as-a-Process instructional model.

Case 2: School district Y alsoconducts a direct writing assessmentannually in May. Each student has a

conference with his or her teacher todetermine which paper from thestudent's portfolio to submit forassessment purposes. The papers inthe portfolio have not been generatedunder standardized conditions but,rather, represent the ongoing work ofthe student for the year. All the paperswere developed by the student. withas much or as little time allocated toeach of the Writing-as-a-Processstages as he or she saw fit.

Is Case 1 an example of a perfor-mance assessment? Yes. Thestudents are asked to perform specificbehaviors that are to be assessed: toprove that they can write, the studentsproduce a writing sample. Is Case 2an example of a performance assess-ment? Yes, also. The portfoliocontains numerous examples of actualstudent performance, although muchof the structure associated withtesting has been removed.

Is Case I an example of an authenticassessment? No. While the studentsare asked to perform the specificbehavior to be assessed, the context isconnived. In real life, individualsseldom write under the conditionsimposed during a standardized directwriting assessment. Is Case 2 anexample of an authentic assessment?Yes. Performance is assessed in acontext more like that encountered inreal Life: for example, students inde-pendently determined how long tospend on the various stages of thewriting proses.:, creating as many or asfew rough drafts as they saw necessaryto complete their final copies.

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As we can see. performance assess-ment refers to the kind of studentresponse to be examined: authenticassessment refers to the context inwhich that response is performed.While not all performance assessmentsare authentic, it is difficult to imaginean authentic assessment that would notalso be a performance assessment.

Criteria for Authenticity

To determine whether a given perfor-mance assessment is authentic, wemust ask, "Authentic to what?" It is aseemingly simple question, but onewhose answer may be complex. Thefollowing are just a few facets ofauthenticity: stimuli, task complexity,locus of control, motivation. spon-taneity, resources. conditions, criteria.standards, consequences.

Some of these points may be morecritical than others in a particularassessment. The assessor needs tomake that determination. But inlabeling an assessment as authentic,the assessor must specify in whatrespects the assessment is authentic.

Moreover, because authenticity has amultidimensional nature, some assess-ments are more authentic than others.Ironically, the most authentic assess-ment in many situations can probablynot be contrived for purposes of testing.for then it would no longer be totallyauthentic. Educators and assessorsmust thus be explicit about whichfacets of authenticity are most critical.

Proposed Definitions

Two definitions may help further clan-fy the distinction between the two terms.

In a performance assessment, thestudent completes or demonstrates thesame behavior that the assessor desiresto measure. There is a minimaldegree. if any. of inference involved.For example. if the behavior to bemeasured is writing, the studentwntes. The student does not complete

multiple-choice questions aboutsentences and paragraphs, whichinstead measure the student's ability toproofread other people's writing. andrequire a high degree of Inferenceabout the student's ability to write.

In an authentic assessment, thestudent not on y completes or demon-strates the desired behavior. but alsodoes it in a real-life s_ontext. "Reallife" may be in terms of the student(for example, the classroom) or anadult expectation. The significantcriterion for the authenticity of awriting assessment might be that thelocus of control rests with the student:that is, the student determines thetopic. the time allocated. the pacing.and the conditions under which thewriting sample is generated.

Implications for Educators

What significance do these definitionshave for educators? First, when weread materials or attend presentations.we must determine whether theauthors or presenters are sensitive tothe distinction between the two terms.We must be particularly cautious ofgeneralizing from informationprovided by individuals who use theterms interchangeably.

Second. we must become informedconsumers when purchasing tests,assessment programs, or other mate-rials being marketed as either perfor-mance or authentic assessments. Buzz-words sell. unfortunately, so beware.

Third. wlznplanning an assess-ment, we must carefully identify thepurpose in order to determine whetherperformance assessment authenticor not is relevant. Only appropriatematches will improve assessment ofstudent learning....1'

Carol A. Meyer is an EvaluationSpecialist in the Planning and EvaluationDepartment at Beaverton School District,P.O. Box 200, Beaverton. OR 97075.

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English Language Arts Writing

ASSESSING STUDENT USE OF THE WRITING PROCESSby Karen E. Thomsen

AGE LEVEL Middle to Upper ElementaryTYPE PortfolioFOCUS Writing is a form of

communication. Writinc is a

dynamic process requiring criticalthinking at each stage.

Learning Outcome: The student will use the writingprocess to produce written work that exhibits a clearmessage and appropriate mechanical structure.The term "Writing Workshop" is often used byteachers to describe the time that students spend onprocess writing. My thinking about students' writingand the writing process has been greatly influencedby reading the work of Donald Graves. LucyMcCormick Caulkins and Shelly Harvvayne.The fundamental beliefs that govern my WritingWorkshop are:1. Students should have the freedom to self-selecttheir writing topics.2. Students learn to write by writing about what theyknow best, their own personal experiences andinterests.3. Students need to have time to engage in thewriting process.4. Students need an audience with whom they canshare their writing.This assessment is designed to stretch from middle to

Some of the relatedupper elementary levels.Laneutute Arts2.13 The student will share personal experiences

and feelings in writing.2.15 The student will understand

and audience affect writing.2.18 The student will express self in complete

sentences.2.21 The student will begin to use the writing

process.3.8 The student will revise written work.3.9 The student will write brief fictional and

non-fictional narratives.3.11 The student will begin using revising and

editing skills by experimenting withsentences.

how purpose

3.13 The student w ill develop basic sentences intointerrogative, imperative and declarativeforms.

3.15 The student will write for a variety ofpurposes and audiences.

4.10 The student will use the writing process todevelop paragraphs.

4.11 The student will revise writing to formcompound sentences.

4.12 The student will edit and proofread writtenwork

4.13 The student will vary written and oralcommunications according to purpose andaudience

5.8 The student will select and narrow a topic in awriting assignment

5.9 The student will express ideas and feelingsthrough writing.

5.10 The student will use metaphors and simileseffectively.

5.14 The student will oreanize information.

ASSESSMENT PURPOSEX Making instructional decisions

.4 teacher can use the data from this assessmentto adjust instruction for an individual or group.

X Monitoring student progress in the classroomA teacher can use the data from this assessmentto monitor progress over time.

X Communicating and using summative evaluationA teacher can use the data from this assessmentto communicate with parents, colleagues.principals and supervisors. Because theassessment involves looking at the student'swork over a period of lime it can also beconsidered a summative evaluation.Monitoring student progress externally

X Validating student achievementA teacher can use the data form this assessmentas well as the portfolio of student work tovalidate the student's achievement.

X Evaluating programsStudent achievement in writing in a writing

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workshop setting could he (-enquired to studentachievement in oilier Apes of tinting programs.Addressing Accountability

SETTINGThis assessment was used in a second grade class of20 students. The students represent a heterogeneousmix of academic ability. One student receix es

services from a learning disabilities specialist. sevenstudents recene services from the Chapter I readingspecialists. and one student receives services from theESL teacher. Stone Spring Elementary schoolopened in the fall of 1993 and has a total populationof 470 students. There are 4 classes at each gradelevel kindergarten through fifth silt the exception of3 classes at third grade. Stone Spring Elementary isone of four elementary schools to Ilarnsonburg Citywhich has a population of about 10,0 residents.

ADNIINISTRATIONFor TeachersThe following components are essential during awriting workshop or time spent in process writing:* The teacher conducts mini-lessons or models

desired writing techniques.Students have the opportunity to write daily innotebooks or journals or they are given the timeto engage in pre-writing strategies.Students self-select writing topics fromnotebook/journal entries and/or pre-writingactivities.Students are given time to write, confer, revise.edit and publish their written work.Students have an opportunity to share their workwith an audience of peers, teachers. and.orparents.

I he Writing Workshop format and time framethat I currently use is as follows: Teacher mini-lesson, 5-10 minutes: sustained silent writing (injournal or notebook), 7-10 minutes: student

declaration of plans for the day (also referred to as"status of the class"). 2-3 minutes: process

writing conferencing. 20-30 minutes; sharing. 7-10minutes.

The teacher begins the writing period with amini-lesson. Topics for mini-lessons usually beginwith teaching expectations for the writing period andmove to writing strategies the teacher wants thestudents to try. The most effective mini-lessons

come from observing the students writing anddetermining what they need to learn to become betterwriters. Although the writing period begins with awhole group mini-lesson, mint-lessons can take place

ith individuals or small groups. as the need arises.any tune during the process writing'conferencingtime.

Students need to write about the things that areimportant to them. Writing daily in a journal ornotebook provides an opportunity for students to dothis. II students do not tree write on a daily basisthey w ill need sufficient time for pre-writingstrategies such as brainstorming before they arc askedto select a writing topic.

Following the time that students write in theirtournals they are asked to declare their plans for theday. This helps the student to internalize the writingprocess as well as focus on a task that they. knowthey w ill be held accountable for. The teacher callseach students' name and marks a code indicatingwhere that student is in the writing process for thepiece they are working on. (See form for Status ofthe Class).

Students are then given time to write,conference with peers and/or the teacher, revise, editor publish their work. This is a time when studentsmove about freely but with a purpose. The noiselevel in the classroom should be expected to rise asstudents confer with each other about their writing.

The writing period ends with sharing by one ormore students. The piece shared may be a piece inprogress or a published work. The teacher shouldstate the purpose of the sharing. For example. thestudent may be sharing to get feedback from thewhole group or they may be celebrating a publishedpiece.

The Look Fors for each stage of the writingprocess are posted in the room and discussedfrequently with the students. The assessmentchecklist is used every time the student publishes apiece of writing. It is completed by the teacher andreviewed with the student during a conference. Thepublished piece also goes home for a parentevaluation. Finally, the student completes a self-evaluation. A copy of the students' published pieceand all three assessment forms arc put into thestudents' writing folder. Each semester students willselect two pieces from their writing folder to put intoa writing portfolio. Twice a year students will havethe opportunity to share their portfolio with their

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parents and teacher during a conference.

Materialshound notebook for daily writing

" pencils* looseleaf notebook paper or other paper for writingdrafts* pocket folder for holding pieces in progress

Copies of peer conference questionscolored pens for revising during or after

conferences or for editing.

LOOK-FORSLook Fors are printed on a chart for students to referto. Students also have a copy of the look fors ro keepin their writing folder. A good amount of time isspent going over the look fors with the students.PREWRITINGI. I can select my own topic for writing.2. I can use a pre writing strategy to develop the

idea.WRITING A DRAFTI. I write using complete sentences.2. I use details to support my ideas.3. I use resources like the dictionary or encyclopediawhen I need to.4. My writing is well organized with a beginning.

middle and end.5. My writing has an interesting beginning.REVISINGI. I share my writing with others and record the

feedback they give me.2. I revise my writing to make it more clear.EDITINGI. I have edited my: work for capitalization, spelling.punctuation and grammar.PUBLISHING1. My writing is neat and legible.2. I share my writing with others.

RUBRIC and SCORING0 - Outstanding: Student demonstrates consistent

use of the look forS - Satisfactory: Student demonstrates partial or

inconsistent use of the look forN Needs Improvement: Student demonstrates little

or no use of the look for

RECORD-KEEPINGBery time a student publishes a piece of

writing the teacher collects all drafts and completesthe writing assessment. The student completes theself-evaluation and the parent reads the piece andcompletes the parent assessment. All threeassessments are then stapled to the drafts and togetherwith the teacher conference notes for that piece areplaced in a student folder kept by the teacher. Each

semester the student will select two pieces from thefolder to place in their portfolio. Twice a year thestudent may share his'her portfolio during a

parentiteacher:student conference.

PARENT INVOLVEMENTAt the beginning of the year a letter is sent

home explaining the writing process and WritersWorkshop. Parents are involved in the writingprocess by reviewing their child's journal on amonthly basis and also by completing the assessmentform on published pieces. An author's celebration isalso held at the beginning of the second semester andparents are invited to come hear their children readtheir stories in small groups. Occasionally parentsare involved in a writing assignment with their child.

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TEACHER WRITING ASSESSMENT CHECKLIST

Writer's Name

Title of written workScoring Standard:0 - Outstanding:S - Satisfactory:N Needs Improvement:

Date

LOOK FORS

Student demonstrates consistent use of the look forStudent demonstrates partial or inconsistent use of the look forStudent demonstrates little or no use of the look for

0 S N CON1N1ENTS

PrmritIngI, Self-selects writing topics and ideas.

2. L'ses a prewriting strategy.

Writing a DraftI . Writes in complete sentences.

2. Detail sentences support topicsentence.

3, Uses expressive vocabulary.

4. Uses appropriate resources tosupport writing (dictionary.encyclopedia, thesaurus. etc.)

5. Writing is well organized withbeginning, middle. and end.

Revising1. Shares and discusses writing withothers and accepts and recordsfeedback received.

2. Revises to improve clarity, meaningand sentence structure.

EditingI. Edits work for:

spellingpunctuationcapitalizationgrammar

PublishingI. Writing is legible and neat

2. Writing is shared with others.

ADDITIONAL TEACHER COMMENTS:

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SELF-EVAIAIATIoN CHECKLIST

Name

Title of Written Work

Type of Writing

Date

YES NEED TOIMPROVE

1. I spent enough time prewriting. Nly prewriting strategywas

2. My ideas are clear and well organized.

3. I used lots of details to support my ideas.

4. I used the feedback from conferences to improve mywriting.

5. I took time to revise my writing carefully.

6. I wrote and interesting beginning.

7. I edited my work for mistakes in spelling, punctuation.capitalization and grammar.

8. I made a final copy that was as neat as possible.As a writer, what I did best on this piece was

As a writer, what I would like to do better is

Teacher comments:

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Writer's Name

PARENT ASSESSMENT FORM

Title of Written Work

Date

Directions: Please read your child's piece of w Thing and then complete this form.

YES NEEDS TOIMPROVE

1. Does the writing make sense?

2. Does the writer use an interesting beginning?

3. Are there enough details to make the writing clear andinteresting?

4. Is the work well organized with a beginning, middle and end?

5. Has the writer used complete sentences?

6. Has the writer used interesting vocabulary?

7. Is the written work neat and legible?

8. In this piece I like how the writer

9. The writer could make this piece better by

Assessed by

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Code: J: JournalPC: Peer conferen;:eP: Publish

STATUS DI. "Fin: ('LASS

PW: prewriingTC: Teacher conferenceS: Share

D: Draft

sTi 'DENT DATES

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English Language Arts Letter Writing

ASSESSN1ENT FOR LETTER-WRITING SKILLSby June Banal le

AGE LE% El. Primary through Adult (adapted forthird grade)

TYPE ProductFOCUS Language Arts as creative process

and writing process.Laneuatie Arts5.7 The student will write personal

correspondence (emphasis on format andaudience).

7.7 The student will publish writings (emphasison mailing letters).

4.14 The student will give orally and in writingclear, understandable directions andexplanations.

2.8 The student will increase listening, speaking.reading. and writing vocabularies.

3 9 The student will write brief fictional and nonfictional narratives (emphasis is on fluencyand a logical progression of thoughts andevents).

.14 The student will recreate sensory'experiences (emphasis is on the ability torecall and communicate vividly the sensoryaspects of past experiences).

2.12 The student will write manuscript letters,orals, and numerals legibly and correctly

from memory.3.7 The student will write legibly and correctly

in cursive style when appropriate.Letter-writing is a way for people to get to know oneanother better. Personal thoughts, feelings, andexperiences communicated in letters often are morein-depth than oral communication due to time,distance, and personal constraints. Letter-writing hasa guaranteed audience. A journal of letters betweenstudent and teacher can serve the purposes ofclarifying student ideas and understanding (write tolearn). Indicating where a student needs help, andpro% 'ding a vehicle for skills practice. In addition toletters between teacher and student, the samepurposes can he served by letters between students.Also, communicating with pen pals in another state asa class is a very exciting experience for students.

Students can take on some of the responsibility forschool home communicat Ion by writing letters to theirparents and receiving responses. Computers offeranother opportunity to students through E-Mail andVAPEN

ASSESSMENT PURPOSEX Making instructional decisions

Br reading one (mothers' letters, the teacherand students will leant what individuals and the.group understand and that needs fartherinstruction in content area. Ideas for mini-lessons in handwriting, content areas. languagearts, and resource use can be based on thecontents of letters.

X Monitoring student progress in the classroomPeriodic assessment of letters by students andteacher and maintaining a portfolio of lettersand assessments will provide the opportunity toevaluate progress over time.Communicating and using summative evaluationPeriodic assessment by the teacher of astudent's best letter to date recorded on aiwring grid serves as a record of studentprogress towards the /Ail outcomes. Eachcialuanon by the tea her is in the form of a«inference with the student. This scoring gridand the portfolio of letters provides examplesand evaluation during parent/teacher

'mewls( es.

Monitoring student progress externallyValidating student achievementEvaluating programsAddressing Accountability

SETTINGThis assessment was tested in the third gradeextension class of a school using parallel-blockscheduling. There were 145 students communicatingwith their teacher, one another, and fictitiouscharacters using a dialogue journal and a letterfolder. Students receiving LD services did not attendextension class. The school is a 3-5 elementary of

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504 students that serves the entire rural counts .

ADMINISTRATIONFor TeachersProvided with examples of neat and legibletypewritten, cursive, and printed letters thatdemonstrate concern and Interest in the recipient and%kid. detailed, and logically narrated thoughts andexperiences, students will write their first letters tothe standards set by the examples. Using the letterwriting scoring grid, student self-scoring chart(included in this document). or lists of look-forsdeveloped and adapted by classes for their own use toevaluate the provided examples will build students'awareness of scoring criteria and ability to evaluatetheir own and others' letters. Frequent. documented.self- and teacher-assessment of their own letters willassist in developing letter quality and pros iderecord of skills development. Teachers score thestudent's best letter to date in a conference k% lih thestudent a regular intenals. Using a student scoringchart (included) to provide guidance while w ruingprovides another opportunity to impros e letter w ruingskills. Students can use a proofreading checklist)example included) to improve their rough draft.

Letters and copies. student scoring charts, andduplicates of letter writing scoring grids are tiled inindividual student letter folders Dialogue letters.write-to-learn letters, and friendly letters may heassessed by the same criteria. Certain look-fors mayhe added or deleted for particular letter projects.depending on what the teacher and class wish toassess.

MaterialsI. Lined notebook paper. stationary, copiedstationary.2. Spiral notebook t for dialogue letters nd write-to-learn).3. Student scoring chart, scoring grid and criteria.and proofreading checklist.4. Examples of letters that set the standard as well assome that do not and some that go beyond.5. Funds for stamps if you will be mailing to penpals.

For LearnersYou will he writing and receiving letters on a regularbasis in this class. You will write letters to friendsin class. to me (the teacher), to your parents. and to

pen pals in other parts of the country. To get themost enjoyment out of your letter writing and theletters you receive. we will work together to writeletters that:

are neat and readableshow a real interest in the readermake sense and tell about things in a logicalorderdescribe things and ideas in detailuse t. Rid. interesting wordshave a correct greeting. both and closing

LOOK-FORSWorded for eight year oldsli I showed that I am interested in the reader by

ruing about their life or asking about them at leastone time I have used three details that tell about oneidea (LA 5.7) Example: I had a great time at yourhouse We laughed at the puppies. ate the yummieststuck,. and saw great movies.21 I told about one thought or experience with at leastthree details so that the reader could understand whatI was describing. (LA 4.14, LA 3.9, LA 3.14)I I-he puppy was so cute. It was soft andwarm Its tur was short and white, except for ablack spot on its right ear. It tit right in my twohand,.1) I used or added at least two vivid, interestingwords that helped create meaning. (LA 2.8) Example:flu: squirrel made noisestchitteredj as it

went(scrambled) up the tree.4) I told my thoughts in order and they make sense.(LA 3.9) Example: We ran down the stairs, turnedon the lights, and looked at the Christmas tree.5) M letter has a greeting with correct form,capitalization, and comma. (LA 5.7) Example: Tomy friend Robin..6) My letter has a closing with correct form.capitalization, and comma. (LA 5.7) Example:Wishing you luck on field day, Ann.7) The body of my letter has at least one indentedparagraph. correct margins, and a skipped linebetween body and greeting and body and closing.(LA 5.7)8) sly letter looks neat. (LA 7.7)9) qty letter its readable. (LA 7.7.2.2.3.7)

SCORINGShortened Look-Fors with criteria for scoring

= assisted the expectation'independent

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English Language Arts Letter Writing

= beyond expectation, independent1) Write or ask about reader using three details thattell about one idea (LA 5.7)#5 writer displays a unique ability to relate to reader

through unusually detailed comments that fit easilyinto the sequence of the letter

'4 one comment about reader w oh three or moresupporting details

3 at least one reader comment, supported by oneor two details

2 one or more comments about reader no detailI no mention of the reader's life

2) Tell about a thought or experience in enough detailto be understood (LA 4.14,3.9,3.14)#5 thought developed through carefully chosen

descriptors, sequenced to help readerunderstanding (4+ details)

*4 three clarifying details described a main idea--3 two descriptive details more sere possible1-2 only one descriptive detail t- I no

details thoughts not understandable

3) l'se or add mo seal, interesting words 2 8)#5 mitio, carefully chosen, six id interesting works

and phrases used to conNe meaning difficult newssords used appropriately

-4 two words used effect's ely to add interest andmeaning student may have used resources to selectthem.

may use thesaurus, dictionary , and or peers forsources. but worths) need to he more meaningfulor appropriate

' minor attempt word( s) not effective1 no effort to choose words

4) Tell thoughts in order make sense (LA 3.9)#5 involved, complex situations, thoughts. tasks are

explained in a carefully sequenced manner thatleaves no guess work as to meaning

"4 easily understood due to sequenced ideas andcareful wording that makes sense

-I-3 letter sequences logically, gives meaning exceptfor minor flaws

4-2 some evidence of sequence. but ideas jumparound majority of ideas do not connect

-4- I words do not make sense or follow sequenceScoring for the following Look-fors is determined byhow many of the suhtasks were done (ie. four tasks= 4) starred item necessary in addition to other 4 for

a 5.

5) Greeting has correct capitalization, comma andform (LA 5.7)

N ivid or unusual (hut appropriate) greeting words orhook-quality pictures (criteria follow)

- word(s) of greeting used (Dear. To, Hello) begin attop left margin

- name of who letter is to (Mom Jim. Santa)comma after name

- first letter of greeting capitalized proper noums)capitalized

6) Closing has correct form, capitalization and acomma (LA 5 7)

vis id or unusual (hut appropriate) closing words orhook quality pictures (criteria follows)

- closing word(s) (Love. Fondly, YourFriend.) indented-preferably to right of middless niers name lastcomma after closing words and before writer's(htnie

first letter of closing and proper noun(s) capitalized

7) 13(1(1s exhibits correct form (LA 5.7)hod!, contains several paragraphs. each containingrelated ideasfirst paragraph indentednew lines begin at left margin, except whereindented for a new paragraph

- skipped line between greeting and bodyskipped line between body and closing

8) Publish mail neat final copy. (LA 7.7)* °serail "look" of letter is so consistent, clean, and

conforming to expectations that it took an unusualdegree of effort andlor ability to createlines of writing appear straight and horizontal

- lettering is uniform in size- complete erasures (begin over if too many smudges)- lettering slants consistently in one direction

9) Letter is readable legible (LA 7.7,2.12,3.7)* spacing between letters, words, and lines and letter

formation show exceptional ability and havecombined to create an unusually legible letter

- spaces between words- letters closely placed within words- spaces between lines of writing- letters almost as good as wall examples

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English Language Arts Letter Writing

to) Colored hook-quality pictures (for assistance onLook-fors 5 and 6

color and design go beyond 4 criteria in effort and

Imes, shapes. and areas are definite and appropriateut sizecolor choices are reasonable as to purpose

- colored areas filled thoroughly (unless hare areas

neededi

color stays within intended area

RECORD-KEEPINGStudents:

Students are responsible for maintaining a letter

w ruing folder in which dated letters or copies arestored in the order that they are written. When

students use a checklist, they staple it to the letter it

w as used for and store both in the folder. Students

conference at least once in every six weeks with theirteacher, assessing their hest letter to date.. The

teacher assess the letter and enters information ontothe scoring grid which the student copies onto a grid

of their own that is kept in their folder. Periodically.students answer open-ended questions about the letterwriting experience. Written responses are dated and

students store them in their tblders.Teacher:

Teachers keep records of obsen aeons m.ide of

students in the process of letter writing. These can he

in the form of dated sticky notes collected on a sheet

with the child's name and later entered into anarrative comment format. Teachers keep a notebook

of scoring grids-one grid for each student. The

teacher conferences with each student at least once

every sit weeks. assessing a recent letter and enteringhuttings onto the grid. The narrative comments aredated and entered on a following sheet.

PARENT INVOLVEMENTFollowing are suggestions for involving parents in

helping their child become good communicators

through letters:I . Have the children introduce their parents to the

goals and skills of letter writing by writing them ateacher-guided letter at the beginning of the year.The teacher can attach their own letter explaining the

scope. goals. and record - keeping. the student

checklist. and the scoring grid and criteria. Future

dated letters from students to parents can serve as

personal announcements for up- coming es ems,

requests. protects. etc. B lea% mg a space at the

bottom of each letter, parents can write a responsethat comes hack to school and the letter can then he

filed in the child's letter folder. Checklists canoccasionally he included to give parents a chance toassess their child's developing skills.

2. To aid in focusing on letters at home. an at -home

letter folder can he made and sent home. Its purposeis to he a collecting place for letters the familyreceives or writes (copies) that are significant to them

in some w ay. These letters can serve as models andthey can also be shared at school.

3. Parents can encourage their child's communicationith relatives and friends by mail. thank you notes.

friendly letters and post cards are encouraged by the

parent providing their child with necessary materials-

stamps. stationary or plain paper, envelopes, writinginstruments. An occasional visit to the post office to

look through and select stamp designs create further

interest.

4 Purchasing or creating a thesaurus together sets the

child up for choosing alternate and more vivid words.

Parents can play word games with their child wherethe child replaces a common word with a moredescriptise one. If they watch a duck run into thewater, the parent could pose the question. "Whatwould he a better word than run!" Parent and childcould brainstorm together for ideas. Questioning can

also build more detailed descriptions. Taking the

same example. descriptors for the duck, the water,and 'or how the duck ran. These questions builddetailed descriptions and help the child includeenough details to enable anothet person to "see" the

subject.

5. creating games out of describing thoughtssequentially will help children use a system to create

logical descriptions. At the breakfast table the parentcould ask. "Name five things in order that you didbefore you got here." Other examples: "Can you tell

me in order how we should wrap that gift?" "Canyou describe our dog from nose to tail?"

6. Leading children in appropriate personal comments

to make in greeting others will help in making readercontact in letters. After the basic greeting. modeling

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Interests. shared experiences will open new ideas toa child. Practicing this kind of communication whenparent an child come together again alter school andwork will help.

7 Fu Huhn Photo Pals is a program that links studentsfrom around the Lotintr as penpals with a

photographic emphasis. the address is : linPhoto Pals. c o E. Freeman. Scholastic Inc.. PO Box467. New York. NY 10012 1-N 1.800-27-1817ext. 123

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LETTER WRITING: STUDENT SELF-SCORING CHART

NameDateLetter to

Choow the ,,ymbol that tells how well you think you did on each task. Place it on the line infront to the task.Sun = very well Star = OK Quarter moon = need help

IDEAS

I asked or wrote about the life, activities, or interests of the reader at least once in detail.

I described an idea or experience at least once with three or more details to help othersclearly understand.

I chose or replaced at least two words with vivid, interesting words to tell about mythoughts and feelings. (resources: thesaurus, dictionary. peers)

I told my thoughts in order and they make sense.

SKILLS:fly letter has a greeting with correct form, capitalization, and a comma.Nly letter has a closing with correct form, capitalization, and a comma.The body of my letter has at least one indented paragraph, correct margins, and a space thatseparates the body from the greeting and closing.

FINAL COPYMy letter is neat.Nly letter is readable.

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English Language Arts Letter Writing

LETTER WRITING: SCORING GRIDDetermine appropriate score for each look-for byconsulting criteria and place it in the grid in the column 4scores taken for the letter identified at the top.Identify letter

DATE

reader contact; at least one time an idea is supportedby three or more details

one thought or experience described with three ormore supporting details

thoughts sequence and make sense

greeting has correct form. capitalization. and comma

body has at least one indented paragraph. correctmargins, and space between it and greeting and closing

letter is neat

letter is readable

STAGE

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English Language Arts Letter Writing

PROOFREADING-ROUGH DRAFT CHECKLIST ( adapt to reflect current priorities)NameDateProject

Place a check on the first line in front of each item that you have done.

I. I have reread my paper to he sure it makes sense.

I have put a period (.) at the end of each sentence (wherever I come to a fuil stop).

3. I have put a question mark (?) at the end of each question.

4. I have begun all sentences with a capital letter. (The)

5 . I have begun all names of persons or places (proper nouns) with a capital letter.(Dyke)

6. I have circled the words that I think may he misspelled. (kat)

7. I checked for correct spellings of circled words in a dictionary. glossary. or with afriend. (kat)-(cat)

8. I indented at the start of each paragraph.

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LETTER WRITING STUDENT INALUATION

Name

1. Who do you most enjo, writing. to ?

1. Who do you like receiving a letter from?

3. What is the hardest part of letter writing for you? Please explain why.

4. What is the best thing about your letters? Would people that read them agree?

5. Would you rather receive written, audio taped. or videotaped correspondence from a friend?Please share your reason.

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English Language Arts Creative Writing

CREATIVE WRITING DEVELOPMENT ASSESSMENTby Ann Bohn

AGE LEVEL Early ElementaryTYPE ProductFOCUS Language Arts as CommunicationLanguage Arts1.10 Communicate ideas in writing.

ASSESSMENT PURPOSEX Making instructional decisionsN Monitoring student progress in the classroom.

Communicating and using summative evaluationMonitoring student progress externallyValidating student achievementEvaluating programsAddressing Accountability

SETTINGThe 23 third grade students at Nathanael GreeneElementary School in this classroom are

heterogeneously grouped -- 10 read on first gradelevel and 13 students are now reading on 3rd gradeleN el. This assessment is a year long effort.

ADMINISTRATIONFor TeachersIntroduce the writing process. Discuss the prewritingphase as the phase where writers try to come up withideas to write about. Illustrate webbing. Next.discuss the writing phase of the process as the timewhere their purpose is to get their ideas down onpaper. Then focus on the revising phase. Illustraterevising sentences by showing examples of studentwriting before and after it was revised. Have

students identify the changes. Help them to see thatwriting which uses a variety Of sentence patterns ismore interesting.Model revising the sentences in a paragraph. Writethe paragraph on the board, or use a transparency.Ask a student to read it aloud before you revise it.Ask the student to read it again after you revise it.and have the class discuss their reactions.Have students work in small groups to move wordsand phrases to make their own writing moreinteresting. Model sentences or paragraphs which

contain errors in capitaltiation, and punctuationHave students work in pairs to locate and correcterrors in eapitahration and punctuation.The teacher should conference with each child at least

once a week. Fhe student should bring his or herv. riling folder to the teacher and together then willdiscuss the writing. Here are some questions thatmay he helpful for the teacher to ask the student:I. What do you like most in your writing?

Why do you like it?3. What doesn't please you? Why?4. What help do you need?5. What questions do you have?The teacher should make detailed, specific commentsabout the writing, using the look fors as a guide sothat the student can get better at monitoring his/herown writing. After discussing the writing, theteacher should record in the students folder the thingthat student knows. The student will then take thewriting and place it in a portfolio. The teacher willgive mini lessons through out the year to help teachthose things the student continues to have problemswith.

LOOK-FORSWEBBING LOOK FORS:

Student chooses a topic and webs it.PREWRITING LOOK FORS:

Student writes the ideas he or she organizedin the prewriting stage.

WRITING LOOK-FORS:Student reads their 1st draft to two otherstudents.Student revises (adding details, checkingmechanics, spelling, capitalization. sentencestructure, and punctuation.

SHARING LOOK-FORS:Student shares in one of the following ttread out loud to whole class, tape it, orpublish it.

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SCORING4 Student performs the task with elaboration.

Student performs the task consistently.Student performs the task inconsistently.

I Student does not perform the tasks.

P %RENT INVOLVEMENTt the beginning of the year. a sy Ilahus of eY en thing

taught and going on in classroom goes home.Week 1101110kodh sheet el\ Cs information on topicsand pi ocetlutes Parent teacher conference to discussthe yi rump processChild's untie and scoring scale w ill go hometegulatly .' parent letter will go home when thestudent has published a hook. The letter hassuggested ideas which the child and parent may do totogether. Following is a sample letter to parents.

Dear Parents.

Your child has now completed this hook or writing.Please take time to share the story together. Let yourchild try to tell you the story in his or her ownwords. Finally. choose one of the activities on thelist to do together.

1. Tell each other your favorite part of thestoryThink of another story you know that thisstory reminds you of.

3. Write something that happened in thebeginning. middle, and end of the story.

Now. sign below and ask your child to write aboutwhat y ou did together. Return the book or writing assoon as possible.

Thank y on.

(child's name)

(hook title)

and I have shared

together by...

Parent's signature)

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Look Fors:Choose topic

neh it

Prosrite Read to 2 students Revise Share

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Mathematics Problem-Solving

MATH AS PROBLEM-SOLVINGby Donna Hollins and Joette Crone

AGE LEVEL Early ElementaryTYPE Performance TaskFOCUS Mathematics as Problem SolvingIn recent years. problem-solving has come to theforefront of mathematical instruction. Its significancehas increased because many teachers and businessprofessionals realize that our society is becomingmore complex and technologically advanced. It is nolonger realistic to Lust memorize algorithms. Ourstudents must become problem-solvers. and schoolsmust be able to give students and parents meaning/idfeedback on progress. Many localities, such as ourown. bare developed Standards of Learning whichinclude problem-solving. (Orange Co. SOL's: 2.7,3.7: Albemarle Co. SOL's 2.16, 2.29, 3.10) Our goalwas to create criteria and expectations which couldhelp a teacher monitor student progress in thisimportant area of math.

ASSESSMENT PURPOSEX Making instructional decisions

Through observations of students problem solvingstrategies, the teacher can make decisions onthat instruction should he planned for with

students in the area of problem solving. Theteacher can note where similar deficiencies exist.and set up small group instruction if needed.

X Monitoring student progress in the classroomStudent progress can be monitored through theseobservations. and the information is kept on thescoring sheet. This information will be sharedhalt students as student and teacher evaluationsare compared. Since problem solving is on-goingseveral observations will he made on eachstudent. and progress can be noted with eachsubsequent observation.

X Communicating and using summative evaluationThe information gathered by the teacher can beshared with parents through conferences ornarratives. Both of these hays of communicatingdepend upon the teacher having access to ameaningficl and rich source of information. One

of the aims of this assessment is to provide thatsource of information in a practical and thoughtfidmanner.

Monitoring student progress externallyValidating student achievementEvaluating programsAddressing Accountability

SETTINGThese criteria and expectations arc designed to heused in a primary classroom with a heterogeneouspopulation of students. It would he possible toadminister this assessment in a variety of problem-solving situations. The teacher could use it in acooperative group setting, pairs. or in aone-on-one interview session. The central focuswould always be problem-solving tasks which wereappropriate for primary children.

ADMINISTRATIONFor TeachersThis explanation is broken into two parts. The firstpart is general guidelines for administering theassessment. The second part provides detaileddescriptions of how two teachers implemented thisassessment and the way that they dealt with suchissues as student involvement, scoring. record-keeping. and parental communication.Part I --Guidelines--The teacher needs to provide ample instruction andpractice in problem-solving activities and languageprior to using this assessment tool.-Students need prior experience with problem-solving

activities and the language before developing theirown "look-fors".--The "look-fors" (criteria) should be shared withstudents in their own terms or preferably havestudents develop their own "look-fors" based on theirexperiences with problem-solving. This will providea more meaningful experience for the students.--To truly monitor student progress, problem-solvingneeds to be an on-going process.--Decide on criteria, expectations, scoring sheet, and

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Mathematics Problem-Solving

record-keeping system before observing the

assessment task.--Problem-solving activities can range w !del y in depthand complexity. If the teacher is planning to gatherinformation by obsery anon. it is helpful to involvestudents for a significant amount of time and generatemany %erbal responses.This set of administrativedirections, was used in a heterogeneous second gradeclassroom. It is possible to extend its use to moregrade ley els. The activity described below was firstintroduced and practiced several times in a wholegroup situation. Only after the students seemedcomfortable with the procedure did they workindependently.

To make problem-solving more authentic for thestudents. it should he related to a current unit ofstudy, a field trip experience or a spontaneousclassroom event. The most authentic assessment ofproblem-solving is when students develop their ownproblems. It can he difficult to assess the

spontaneous situations though. and sometimes it maybe necessary to contrive situations to assess problem-soling skills.

(What's Your Problem' Penny Skinner.

1991. Heinemann)In order to make a more realistic context for

problem-solving, the teacher planned a unit of interestfor the students about pets and other kinds of

domestic animals. As a whole class the studentsmade a graph about their favorite pets. Then the

students took on the role of pet store owner, and theysolved problems based on the information in theirgraph. They also contributed their own problemsabout pets which were collected into a class hook.Almost any kind of unit could lend itself to this kindof mathematical extension. The primary focus wouldalways need to he what is the most meaningful andmotivating situation for the students.

A planned activity creates an opportunity for theteacher to observe and record the students'

performances. Since problem-solving is on-going,the students will be observed a number of times onproblem-solving skills. Information can be markedon the observation sheet. and then recorded on thescoring sheet using the rubric.

For LearnersFirst day: Today we arc practicing graphing skills.and we are going to find out about favorite pets.Teacher showed students the axes on the graph and

their meanings. Students were then given a blankgraph to use to construct their own). As soon asy our graph is labeled, then you can go around andask your mends what their favorite pet is. and thenrecord that information on your graph. The teacherand class then discussed the information on thegraphs and constructed a "whole class" graph thatw as collected by secret ballet about favorite pets).Second day: You are a pet shop owner. l'se thegraph for information about what your pet shop hasin it. Then use the graph to solve these problems andwrite a problem of your own.

LOOK-FORSThe follow ing criteria (look-fors) were developed toreflect the qualities of effective problem-solvers.Then expectations (rubric) were designed to show theline's of proficiency that may be found among youngchildren. The criteria and expectations were createdto he tools used in anon-going process of learning. instruction. and

assessment."Look-Fors" (Teacher terms)--The student perseveres through difficult parts whileproblem-solving.

The student generates a variety of suitable strategiesfor solving the problem where appropriate.--The student can explain the problem.

fhe student monitors for own mistakes and makeschanges in strategies as needed.

The student reaches an accurate solution.The student explains or defends why the strategy

for the problem works best."Look-Fors" (Student terms)--I keep trying even through the hard parts.--I can think of several ways to solve the problemwhen possible.--I can explain the problem.--I watch for my mistakes, and change strategies if Ineed to.--I can find a solution for the problem that works.--I can explain to someone why this strategy worksbest.

RUBRIC5= Student can develop multiple strategies to solvethe problemand choose the most effective method.Can defend the strategy to others, and explain whythe chosen strategy was the most effective.4= Student can solve the problem and is able to

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lIatenunics Problem-Solving

explain sumo.* used. Mototors for mistakes. andmakes appropriate changes in strateg3 = Student is able to develop a strategy for sok methe problem. but is unable to carry through and soreu. has difficulty monitorme for errors.2 = Student can explain the problem but :s unable todes elop strategies to solve the problem. Goes upeasily1 = Student is unable to explain problem or solve

RECORD-KEEPINGSee the attached form.

PARENT INVOLVEMENTThe following attachment is a parent letter which asksparents to reflect on their children as problem-soh ers. The coal of sending the letter home is tobring. parents into the assessment process and let themhave an opportunity to respond. It does not ask theparents to "score" the child Instead. its aim is tohelp parents become aware of the important problem-solving behaviors that they can be ohsers use in theirown children. A teacher could decide to send thisletter home at the beginning and at the end of theear and note the differences in the responses.

Encouraging parental limits emeni is a Lm mat part ofthe entire assessment process.

PARENT RESPONSE I 1.1 I ER

Dear Parents.We are working on problem sots mg skills at school

Please take time to look at sour child as a problemsolver. Using the "look fors' helms answer thefollow mg questions about your Child. I he studentshelped develop this list in look tors" based on whatthey think is important in solving problems. Yourinvolvement will enhance our perspecloe onhis her own work. Thank ou for our evaluation.

Student "Look-Fors"--I keep try ine even through the hard parts

1 can think of several ways to solve the problem.-1 can explain the problem to someone else.

--I watch for my mistakes, and change strategies if Ineed to.

--I can find a solution that works for the problem.--I can explain to someone why this strategy and

solution works.

PARENT RESPONSEI . [sine the "look-fors", how would sou describe

our child as a problem-solver!

Does our child like to work on a problem aloneor w MI someone else!

3. 1% hat can sour child tell you about problem-sok mg!

4. %%hat %Aould you like your child to focus on forbetter problem- solving.'

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TeacherDate

LOOK FORS

Obser at ion

Persoeres Generates E \plains Monitors Defendsstrategies problem mistakes, makes hest

changes strategy

Sill tit:111

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Mathematics Problem Solving

PET SHOP PROBLEMS

Names Date:

Use the information in the graph to help you solve the problems.

1. No% that ou are a pet shop owner. you are very curious about the animals in sour shop You want to knowhow many paws there are in the shop. Can you find this out!

2. It is a busy day at the pet shop. First, a little ,ctrl conies in and buy s a rabbit. Next, a grandmother comesto the shop. and she buys a dog and a cat for her grandchildren. Then. a dad comes in and buys a dog and iguanafor his son. How mans animals did you sell! How many animals are left in the shop now?

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Mathematics Problem Solving

3. At the end ot the dd.. t ou need to feed all of the ant aLlt Lai eats one can of pet food. and each dogeats t\ cans of pet ti od Flom inane cans of pet food %%Ill you need to feed the dogs and cats!

4. Can you %%rite a number stot-!. problem for the pct shop?

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I I AL:red my ideas today .

\ ante

Student Checklist

2. I read the ,Ahole problem before I started to m.rite.

3. I did not give up.

4. I like other people to help me sole the problem.

5 I checked in uork after I finished.

I can tell other people howl did the problem.

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Nlat hemat ics Problem Solving

Student Evaluation Sheet

Name

Date

Circle Yes or No for each sentence.

1. I shared my ideas today. Yes/No

2. I used my ideas to work on the problem.

3. I listened to my friends' ideas.

4. My idea solved the problem. Yes/NoHere's how it worked

Yes/No

Yes/No

5. There were different answers or ways to solve the problem in ourgroup. Yes/No

6. I completed of the "look-fors".

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Each child in the classroom has an individual recordinng sheet which m. ould he kept in a mathassessment notebook. Progress as problem-solvers is observed and written down throughout theyear.

PROBLEM SOLVING NameAssessment

Title:Type: Written Hands-On

OtherGroup?: Yes No

Project

Title:Type: Written Hands-On

OtherGroup?: Yes No

Project

Title:Type: Written Hands-On

OtherGroup?: Yes No

Project

Title:Type: Written Hands-On

OtherGroup?: Yes No

Project

Title:Type: Written Hands-On

OtherGroup?: Yes No

Project

Title:Type: Written Hands-On

OtherGroup'?: Yes No

Project

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Mathematics Problem Solving

A PROBABILITY AND STATISTICS ASSESSMENTby Marie Graham

\(;E LEVEL-TYPE

FOCI S

Nlatheir.at:c3 21. 4 243 18. 4 21

Earl:. and Upper ElernentarPerformance TaskMathematics as problem solving.statistics and probability.

Solv mg non-routine problemsReading and constructing bar andpicture graphs

\SSESSNIENT PURPOSEMaking instructional decisions

X Monitoring student progress in the classroomTice purpose of the checklist is to monitor studentprogress ()ter a period of rune. The checklis:It ()aid Anlovi the student from one qrade level tothe nett. Each reacher would add to the checklistas skills are mastered.

X Communicating and using summativeet. aluatton

NIonitoring student progress externallyValidating student achievementE%aluating programsNddressing Accountability

SETTINGThis assessment tool was used in a heterogeneously!nixed third grade class of 21 students. The class isone of three third grade classes in a K-5 elementaryschool of approximately 350 students.

1)MINISTRATIONFur teachersthe students are given the following problem:

PROBLEM.1 cereal company found that sales improved whenspecial treats and surprises were included in theboxes of cereal. The company has lust put a new todinosaur in each of their boxes. There are sixdifferent kinds of dinosaurs in the complete setWhen the company ships boxes of cereal to grocerstores they are very careful to ship the same numberof each dinosaur. You would like to collect thecomplete set. About how many boxes of cereal doyou think vou would have to buy in order to get a

..omplete set ot six itiosaursPROCHM RE

Part

Student are do ided into pairs The are Inv en anopportunity to discuss the problem. to make anestimation. and then to explain in writing how theyarmed at their estimation.Part 2Each pair is supplied with a paper bag. 6 coloredcubes and a worksheet similar to Workmat 1 fin theappendix[ for recording their work. Explain tostudents that it is impractical to have boxes of cereal

ith dinosaurs inside so the colored cubes willrepresent the six kinds of dinosaurs. Students areencouraged to suggest ways to set up an experimentthat will help them to solve their problem. Theirsuggestions should be similar to the following.That they use the six colored cubes to represent thesix kinds of dinosaurs.That they place the cubes into the bag removing oneat time.That they replace the cube in the bag once its colorhas been recorded to represent the fact that there aremore than one of each kind of dinosaur int he storeThat the experiment is finished when all six colorsbase been drawn form the hag.When the plans are in place for the experimentstudents perform the experiment several times inorder to get a variety of results.Part 3While students are pertortning their experiments theteacher circulates among the groups interviewing eachgroup encouraging them to articulate theirexperiments When students have had an opportunityto perform the experiment several times and theteacher has had a chance to interview each group.students are given an opportunity to report findings tothe classPart 4Using an enlarged version of the Frequencydistribution chart in the appendix. record results thatwere found. by each group as they report themWhen results are recorded questions similar to thefollowing may be used in order to help students to

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Mathematics Problem Solving

draw conclusions about the data that they hawgathered.- Why was the chart started with 6 instead of I!- What w as the fewest number of draws it took to getone of each of the six colors?- What was the most number of draws it took?

Which number of draws occurred most often?- Which number of draws occurs in the middle?

Which number of draws is the average? (Studentsmay use calculators for this.)The terms mean. median, and mode" may beintroduced.Part 5Each student then answers this question in writing"Explain how many boxes of cereal you now; thinkou would have to buy in order to get a complete set

of dinosaurs? Explain why you chose that number ornumbers:

MaterialsWorkmats 1 and 2Individual scoring sheetsFor each pair of students 6 colored cubes, paperhag. calculator. workmat

LOOK-FORSThroughout the activity the teacher looks for the

fllowing in each student's performance.Part 1 EstimationThat the student makes a prediction or estimationbased on experiences with and prior knowledge ofprobability activities.

/ can tell what l think will happen.l I, as right in what I thought would happen.

That the student explains the rationale behind hisprediction or the strategy used to make hisequnation

/ (an explain Icliv said what I thought wouldhappen.

l mas right in what I said.Part 2 Design an ExperimentThat the student participates in making plans forsetting up an experiment to collect data to solve theproblem. (Steps are listed in part 2 of the procedure.)

l helped plan the experiment.I helped write down what we found out.

Part 3 InterviewThe teacher will ask questions that will elicit thefollowing understandings from ine students:

The six colored cubes represent the six kinds of

dinosaurs.One cube must he drawn form the hag to represent

the fact that one box of cereal Mould he bought filmtthe store at a time.

After the color of each cube is recorded it is putback into the bag since there timid be snore titan oneof each kind of dinosaur in the store.

The experiment is repeated several tunes becatoethe same results would not be found each tune andstudents want to compare several to see it similarresults are found most of the time.

Each experiment is finished wizen all six colors ofcubes have been drawn - they itould have collectedall six dinosaurs.In my experiment I knew:

The six cubes stand for the six dinosaurs.Each time I picked a cube it was like I was buying

a box of cereal.Part 4 Reporting ResultsThe student reports reasonable results to show thatthe data was collect properly - most answers shouldhe between 7 and 18.Part 5 Written ConclusionThat the student reports a reasonable numberdepending on the distribution of the class.That the student's written conclusions show that thereis understanding of the problem. For instance, "NowI think 8 12 because it is rare to get all 6 colors on6 tries. Sometimes you get doubles." or "Now Ithink I would have to buy 12 because that is thenumber that most of the people in the class got whenthey did their experiments.

RUBRIC5. Student performs the task with unusual

elaboration and insight. Offers assistance andexplanations to others.

4. Student performs the task consistently andindependently - all components of the task arepresent.

3. Student performs the task with a minorcomponent missing - needs assistance in gettingstarted on the task.

2. Student performs task with a majormisunderstanding needs a lot of assistance toperform task.

I. Student does not perform the task.

RECORD-KEEPINGI. Individual checklist of Lcarnings for this task.

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Atathematics Problem Solving

2. Individual checklist of Learnirms across gradelevels.

PARENT INVOLVEMENTAn evaluation form for parents is included in thisassessment package. There is a space for studentscore, teacher comments, and parent comments.

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3lathematies Problem Solving

Workmat 1

Part 1Estimate how many boxes of cereal you think you would have to buy to get a setof six dinosaurs.

Explain why you think you would have to buy that number or those numbers.

Part 2Design an experiment that would help you to solve your problem.

What materials will you use?

How will you carry out your experiment?

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Mathematics Problem Solving

Workmat 2

How many boxes of cereal do you now think you would have to buy inorder to get a complete set of dinosaurs?

Explain why you think as you do?

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Mathematics Problem Solving

TOY IN THE CEREAL BOXName

INDIVIDUAL SCORE SHEET

PROBABILITY AND STATISTICS

PREDICTING SCORE

Estimation is based on experience

Rationale for estimation

EXPERIMENTING

Participation in setting up experiment

COLLECTING AND RECORDING DATA

Articulates steps in experiment

Is collecting written data

Is conducting experiment in a systematic way

INTERPRETING DATA

Results are reported

Reasonable number is recorded

Conclusion shows understanding of the problem

TOTAL (45 possible)SCORING RUBRIC5. Student performs the task with unusual elaboration and insight. Offers assistance and explanations to others.4. Student performs the task consistently and independentl -all components of the task are present.3. Student performs the task with a minor component missing-needs assistance in getting started on the task.2. Student performs task with a major misunderstanding-needs a lot of assistance to perform task.1. Student does not perform the task.

Blue Ridge Assessment Project 3 -IN

Mathematics Problem Solving

CHECKLIST - PROBABILITY' AND STATISTICS

COLLECTS AND ORGANIZES DATA

Front a picture

1. non a ston,

From a table

Irom clues

Dr: a picture

Makes a list

Makes a schedule

Conducts a surcy

Uses a time line

Uses coordinate graph

Uses mean and mode

RECORDS AND INTERPRETS DATA

From a picture

From a story

Makes a graph with manipulatives

Makes a pictograph

Makes a bar graph

Makes a circle graph

Makes a double-bar graph

Completes a table

Uses tally marks

Uses a Venn Diagram

Uses an experiment

Uses a coordinate graph

Uses mean and mode

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Mathematics Problem Solving

EXPERIMENTING %ND PREDICTING

Finds probabilit

Predicts outcomes

Simulates probability using a computer

PROBABILITY

Interprets independent events

Predicts odds

Makes predictions from a sample

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Mathematics Problem Solving

Reporting to Parents

MATH LIVALUATION PROBABILITY AND STATISTICS

Probability and Statistics is an important component in our math program. Our curriculum is based on theNational Council of Teachers of Mathematics Standards for grades K. - 4 and includes experiences with data analystsand probability so that students have opportunities to collect. organize, and describe data: to construct, read, andinterpret displays of data: and to explore concepts of chance.

This evaluation form reflects the progress that your child is making as we explore and learn data analysis andprobability in our ongoing unit of siady.

Included with this evaluation form is a sample of the work that your child has done during the unit. Pleaseexamine the evaluation form and the work sample with your child. When you are finished. return the folder toschool

SKILL COMMENTS

Collects and organizes data

Records and interprets data

Sets up and follows through withexperiments

Makes predictions based onexperiments

Scoring Rubric4 Student performs task with unusual elaboration and insight

3 Student performs task independently2 Student performs task only with support

1 Student does not perform taskPARENTS COMMENTS

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Mathematics Problem Solving

ANALYZING DATA I1\' USING STATISTICAL CONCEPTS AND PROCESSESby Becky Fisher

ACE LEVELTV PEFOCUS

Early and Upper ElementaryPerformance raskMathematics as statistics and

probabilityMathematics3.18 The student will read and construct simple

bar or picture graphs.collect, organize, and describe dataconstruct, read. and interpret displays of datacollecting and analyzing dataexplore concepts of chance

The setting. as depicted here is contrived and shouldbe adjusted for the particular students participating inthe assessment. This assessment is designed for useafter introductory instruction and practice with

graphinzz. The assessment involves studentsorganizing given information «t number of variousemptN aluminum drink cans, into data. interpretingthis data to anstter a question and protiding arepresentation of the answer based on the data.Within this assessment. students are challenged tothink. do. and appl.t. using "school math" to limnstatement for solution) of a somewhat realisticproblem. The assessment focuses on collecting andanallzate data by using statistical concepts andprocesses in order to solve a problem.

ASSESSMENT PURPOSEMaking instructional decisions

X Monitoring student progress in the classroomCommunicating and using summative evaluationMonitoring student progress externallyValidating student achievementE% aluatin2 programsAddressing Accountability

For further ideas and classroom connections. see"Making Cents of Snacktime" assessment. Thisassessment could he linked more directly to theclassroom. For example. students could collect dataregarding the favorite snack drink of the classmembers. They could then use this data to makepurchases for a class project or for two weeks inadvance.

ADMINISTRATIONFor TeachersThis assessment takes between 45 minutes to 1 1 2

half hours, depending mainly upon teacher choicesand students' understanding of and preparation for thetasks. The materials are simple, but the number andariety of aluminum drink cans provided per "task

team" is central to what the students may learn fromparticipating in this assessment. A "task team" mayrange from one to tour students, depending uponassessment conditions. At least ten cans and at most3l) cans should he provided to each "task team".Providing potentially confusing types of cans such asPepsi and Diet Pepsi some students may considerthese to he the same drink) or Mr. Pihh and Dr.Pepper (the cans are almost identical) will lead tomore complete understanding of the discriminationabilities of the students. The reasoning used insorting and labeling is of high interest for somepurpose, and should be supported. Be sure to cleanthe cans and check for potential dangers as studentswill be manipulating them throughout the assessment.l'o assess more complex thinking, provide studentsith cans that are not offered by the school drink

machines and a list or picture of what is sold in theschool machines after they have established "the"favorite drink. Follow this with a series of thoughtprovoking questions to move the student to exploringthe dilemma. What about those not sold in themachines at the school? How did they get there?Or, there are two selections of Diet Pepsi and onlyone selection of iced tea. Do you think this mightmake a difference in our data? What it all of theiced tea sold out quickly?

Materialsclean, empty aluminum cansgrid paperblank papercolored pencilsdiagram showing drink machine selections (not

needed for core assessment)

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Mathematics Problem Solving

For LearnersPlace the box of aluminum cans ii front of studentand sa:.. "You know. this recclmg ho wascompletely empty yesterday. and now look how fullit is. f wonder it there is some kk a of telling whatthe favorite soft drink of the teachers here is. Willyou help me do this?"

To assess abilities to organize information into datato solve a problem. Provide the student prompt:How would you determine the favorite drink ofteachers here at school?Additional student prompt (if needed): Can youthink of a way to determine the favorite drink ofteachers here at school from the empty cans in thishox?

LOOK-FOR #I: STUDENT ORGANIZES GIVENINFORMATION INTO DATAScoring rubric5 - Student sorts the cans based on reasonableattributes with complete accuracy. and describing thesorted groups in a variety of ways.4 - Student sorts the cans based on reasonableattributes with complete accuracy.3 - Student sorts the cans based on reasonableattributes with some minor errors.2 - Student sorts the cans based on reasonableattributes (such as color of can or brand). but sortingis not sufficient to identify distinct beverage.

To assess abilities to interpret data to solve a problemprovide the following student prompt:In your opinion, what is the favorite drink of theteachers at our school? Why.?

LOOK-FOR #2: STUDENT INTERPRETS DATAACCURATELY5 Student states an opinion based on the data. hasaccurately interpreted the data, and continuesinterpretation to illustrate additional opinions.4 - Student states an opinion based on the data andhas accurately interpreted the data.3 - Student states an opinion based on the data buthas not accurately interpreted the data.2 Student states an opinion, but the opinion is notbased on data.

Student does not state an opinion.

To assess abilities to construct written displays of

data, pros ide the following student prompt:The principal needs to know how many and whatkinds of drinks to order for the teachers. Weneed some way to take the data to the principalwithout carrying the cans around. Here's somegrid paper. pencils, and a blank sheet of paper -put your data on paper for the principal.

LOOK-FOR #3: STUDENT PRESENTS DATA ONPAPERScoring rubric for Look-For #3 (rubric may headjusted based on level of prompting required.)5 Student transfers data to paper with no flaws.using multiple strategies - a graph and a table. forexample. or a graph and a note of summary.4 Student transfers data to paper with no flaws.3 - Student transfers data to paper with minor tlaw s.

2 - Student transfers data to paper with major flaws.1 Student does not transfer data to paper.

RECORD-KEEPINGThe original graph paper for the students.

PARENT INVOLVEMENTStudents could bring containers from home thatwould represent the preferences of their families.The class would work to analyze individual's dataand post this data for a class analysis. This analysiscould he compared to the analysis of drinks from theschool's teacher's lounge. An analysis of student(child) preferences as compared to parent or teacher(adult) preferences could also take place. Parentsshould discuss with their children the process ofbudgeting ti.e.. using mathematical information andinsight to make projections and predictions) and ofgrocery shopping making purchases in advancebased on prior knowledge and preferences).

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Mathematics Problem Solving

Graphim2, Template

Students Name

Name of Intervieuer

Date

Other important data:

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Mathematics Problem Solving

Assessment Recording SheetStudent's NameName of interviewerDate

Other important data:

Interview:Have you planned a way to determine the favorite drink of teachers atschool? <Wait until the student is completely finished by their ownassessment>

Do you have any questions? <record the student's questions and anyresponses you may give >

Tell me what the problem is about?

What are the main ideas related to this problem?

What is your strategy to solve this problem'?

< may not need to ask this> What information do you need to solvethis problem'?

<may not need to ask this > How will you gather information neededto solve the problem

Why do you think your strategy will work'?

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Mathematics Problem Solving

PROBLEM SOLVING

The recycling box from the teacher's lounge is full and the machinesneed to be refilled. I just overheard the principal talking to theperson who fills the machines. He needs to know what teachers liketo drink while they're at school. I wonder if there is some way oftelling what the favorite drink is. The empty cans are on your table.

Understand1. What is the problem?2. List the information.

Plan1. What strategy will you use to solve this problem?2. Give a reasonable estimate.

SolveI . Show our solution.2. Write your answer in a sentence

Look _Back1. Why did your strategy work?2. Name another strategy that might work.

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Mathematics Problem Solving

Checklist:

A. Understanding develops a strategy to solve a problem1. restates the problem

gathered informationB. Plan collects, organizes, and describes data

1. applies strategy to solve the problemcollects, organizes, and gives a reasonable estimate

C. Solve constructs a graph to communicate data1. transfers information to the graph

effectively communicates solutionD. Look Back makes inferences and interprets the data

1. explains why particular inference is madegenerates more than one interpretation

Strengths Weaknesses Comments

Scoring Scale:

5 Unusually high quality and beyond expectations.4 Meets expectation student has successfully applied this skill.3 The skill is mastered but has a minor problem almost there.2 - The skill is present but with a major flaw, error, or omission.1 The skill is absent or not demonstrated.

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ASSESSING CHILDREN'S THINKING USING CONSERVATIONby Carole Lear

AGE LEVEL Early ElementaryTYPE Performance TaskFOCUS Math as critical thinking.This assessment determines Itether a child hasconservation of number. This information is used toplan the math program for the school Year. Thisconcept is very important in both addition andsubtraction. The information from this assessmentprovides a convenient starting point. Untilcons enation is firitzl established, it is hard forchildren to understand that subtraction is the inverseof addition. The average age for proficiency ofconservation of number is seven. It has implicationsfor ,grade placement in the elementary math program.Mathematics1.3 Awareness of conservation of numbers

ASSESSMENT PURPOSEX Making instructional decisions

A teacher uses the data from this assessment todetermine the starting point for the math programfor individual students.

X Monitoring student progress in the classroomA teacher uses the data from this assessment tomonitor student progress. Students not havingconservation of numbers are assessed on aregular basis until this concept is understood.

Communicating and using summative evaluationX Monitoring student progress externally

Observations and recording sheets are kept in thestudent's math folders. They will be shared withparents at conference time (three times a Year).Eventually. they will become part of the studentsportfolio.

Validating student achievementX Evaluating programs

This assessment can be shared building wide tohelp plan the math program for the school.Teachers can stork together to analyze the data.

Addressing Accountability

sErrim;Vv oodbrook School is a community school located inWoodhrook Subdivision in Albemarle County,

composed of 196 students in grades K through five.The school has three K.1 combination classes. 2

second. 2 thirds, a fourth, a four. five combinationand a fifth and does not qualify for Chapter 1 or havemany free lunches. The parents are very involved intheir children's education and expect a great dealfrom the teachers.This assessment took place in a self-contained K. 1classroom in Albemarle County. with a teacher anda teaching assistant in the room with 21 children 12

first gradors and 9 kindergartners. Initiall, thisactivity occurred during the math time block, aschildren work free exploring math manipulativesduring the first month of school.

ADMINISTRATIONFor TeachersThis assessment is designed to assess children's levelof thinking using conservation tasks. Although itfocuses on conservation of number number is notchanged despite rearrangement of object -- it wouldhe appropriate for use with all conservation tasks, asthey are similar. 1 assess on a monthly basis thosechildren not having conservation of number. I thenplan reinforcement activities to help children developthis concept as it is the basis for most math conceptsin the early grades.

For LearnersEach conservation task involves the following fourphases- -1. Establishing equivalence

Before introducing any transformation, it isessential that the child realize that thestarting materials are equivalent.One of the material is transformedThis material is rearranged in full view ofthe child.

3. The child judges the equivalence againCheck to see if the child is able to conservethe tested property despite appearances.

4. The child justifies his responseI observe children at work during our mathblock and call children one at a lime to me.

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I tape record each response so that 1 canfocus on the child's behavior rather than trying towrite their responses. The child's behavior is writtenduring the assessment and the verbatim responses arerecorded at another time. I use 16 dinosaur counters.eight green and eight yellow. I put eight dinosaurcounters in the top row and the other eight directlyunderneath.

I . "Are there the same number of dinosaursin each row?"

(Establishing Equivalency)

The teacher rearranges (spreads out) thebottom row focusing the child's attention onthe change. "Now watch what I do."

(One material is transformed)

3. ('heck and see if child is able to conservethe number by asking. "Do I still have thesame number of dinosaurs in each row?

(Judging equivalency again)

4. Questions like. "How do you know?" "Whatmakes you think so!" will encourage thechild to give a reason.

The following is a variation of the task.

Again set up as beforeTransform top row. This time globtogether.

3. "Are there the same number of yellow andgreen dinosaurs now?"

4. "What make you think so?" "How do youknow?"

CONVERSATION OF LENGTHConcept: The length of the string is unaffected by itsshape of displacement

Set up: Need two strings the same length.

In front of child make one look like

Will an ant have Just as far to walk on each string!

What makes you think that?

CONSERVATION OF' SOLID SUBSTANCE

Start w ith 4 balls of clay. Have the child pick the 2that have the same amount of clay.

"Nov. watch what I do. Fm going to make this onelike a sausage."

"Do we still have the same amount of clay in eachball or do you have more in one of these pieces?"

"What make you think that?"

LOOK-FORS1. Student recognizes that starting materials are

equivalent.Student focuses on transformation.

3. Student is able to solve the problem usingthe concept of conservation of number.

4. Student is able to apply hisknowledge/understanding in a differentsituation.

5. Student is able to apply his thinking showinga strong depth of understanding.

SCORINGSCALE 1

Does the child have an understanding of conservationof number.Yes Not Yet

SCALE II5. Child can apply concept to other

conservation tasks.

String (length)Clay (Volume)

Yes/NoYes/No

4. Child can apply concept to anothersituation (glob) and elaborates on hisown thinking.

3. Child clearly understands conceptand is able to verbalize his/herthinking.Child gives correct answer "yes".but is unable to verbalize hisherthinking.

1 No understanding of the task. Childdoes not understand equivalence....

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RE:CORD-KEEPINGA notebook he kept using the followingrecoidme sheet. one tor each child. See recordingsheet I hese «ill he kept in student's math folders.

I' %RIF iNvoLvEmENTParents die kept informed of their child's progressthrough conference~. Sharing the recording sheetand demonstrating the task helps parents betterunderstand Me concept and where their childperforming. The parents will see their child's mathfolders during conferences, three times a year.

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RECORDING SHEET

Name Grade Age Date

1. Establishing EquivalencyAre there the same number of dinosaurs in each row?

Yes Not yetIf child is unable to establish equivalence, terminate the task and try a few monthslater.

One of the materials is transformed.Does child focus attention on change

Yes No

3. Child judges equivalence againDo I still have the same number of dinosaurs in each row?

Yes No

4. How do you know? What makes you say that? Anything else?Record verbatim answers.

.

CONSERVATION OF NUMBER (GLOB)

1. Yes Not YetYes No

3. Yes No4. verbatim/child said:

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CONSERVATION OF LENGTH

1. Yes Not YetYes No

3. Yes No4. verbatim/child said:

CONSERVATION OF SOLID VOLUME

1. Yes Not YetYes No

3. Yes No4. verbatim/child said:

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AGE LEVELTYPEFOCUS

Early ElementanPerformance TasksMathematics as reasoning.patterns and relationships.

PATTERNSby Paula White

Mathematics2.02 The students will count by 2's and 5's to

100.NCTM Standard 3:

In grades K-4, the study of mathematicsshould emphasize reasoning so thatstudents can:

draw logical conclusions aboutmathematicsuse models, know facts, properties.and relationships to explain theirthinking;justify their answers and solutionprocesses;believe that mathematics makes sense

NCTM Standard 13:In grades K-4, the mathematics curriculumshould include the study of patterns andrelationships so that students can:

recognize, describe, extend, andcreate a wide variety of patterns;represent and describe mathematicalrelationships;explore the use of variables and opensentences to express relationships.

This assessment is to be used incidentally in theclassrooms as children interact with the materialsahe hundreds number chart, pattern blocks, junkboxes. etc.) Teachers can easily use thisassessment through their normal daily interactions%%all the students. The children's interaction withpattern can he noted in the child's math portfolio.There is also a place on the developmental mathchecklist comments about specific skill areasthat includes room for comments on patternbum ledge. Attalze patterns, functions.mathematical relationships and other algebraicconcepts by using arithmetic, algebraic. geometric.am! graphic approaches

ASSESSMENT PURPOSEx Making instructional decisionsx Monitoring student progressx Communicating and using summative

evaluation!Monitoring student progress externallyValidating student achievementBaluating programsAddressing Accountability

SETTINGThe setting for the mathematics assessment is asecond grade classroom in a small rural school inWestern Albemarle County. Virginia L. MurrayElementary has approximately 250 students. withtwo sections of second grade that are considered ateam. Several special activities (such as library and

art, for example) throughout the week involvestudents from both classrooms simultaneously. Thechildren and two teachers consider themselves asecond grade unit.

Virginia L. Murray has two specialeducation resource teachers and two teachingassistants. We also have a speech teacher who is apart-time at-risk teacher and a guidance counselor.Each second grade classroom has two identifiedspecial education children in the regular classroomfor the entire day. 3-5 at-risk students perclassroom. A resource teacher works with thesecond grade for a minimum of forty-five minuteseach morning and thirty minutes each afternoon.Each classroom also has a teaching assistant forapproximately an hour in the morning and an hourand a half in the afternoon. Parent volunteers areabundant. as this school is in a very affluent part ofAlbemarle. and the children who attend this schoolare mostly from middle to upper- middle classfamilies. Because there is more adult support inthe afternoon, and fewer "special" classes such asmusic and library, the reading and language artsblock is in the afternoon, and the math, science andsocial studies subjects are in the morning.

The classrooms are equipped with tablesand chairs, not desks. Manipulatives and books are

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abund,int. We work individually w kb large groupsreserved for discussions, community meetings, andsharing information with one another. Individualrecords are kept on each child for reading.ys riting. unit share and math. Portfolios are usedextensively in both the language arts and math.The children are used to making choices in theiractivities. They seek and receive a lot of adultattention.

During math time the teachers interact withthe children individually to extend their knowledgeand skills. Anecdotal records are kept. Adevelopmental math checklist is used with theparents in conferences.

ADMINISTRATIONFor TeachersSome possible tasks:1. Ask the students to skip count by a variety of

numbers (2's. 3's. 4's. 5's. and 10's at least)and color the numbers in with a dry erasemarker or with colored ships on a laminatedhundreds number chart. Students then analy7etheir marked numbers and describe anypatterns they see.

Look Fors:Does the student mark the board appropriatelyas asked?Does the student recognize the pattern usingappropriate vocabulary?Does the student describe the pattern usingappropriate vocabulary?Does the student describe the mathematicalrelationship between the recurring numbers ineach sequence (recognizing repetition andsequences of number patterns)?

Ask student to use an abacus and make asmany different number combinations of ten asthey can.

Look Fors:Does the child use as pattern as she makes thenumber combinations?Does the child recognize the pattern as shedescribes the number combinations?Does the child describe the pattern as she talksabout what he did'?

3. Ask student to use pattern blocks, junk boxes,or cuisenaire rods to make patterns.

Look Fors:Does the child make line patterns, circularpatterns. or build patterns up?Are patterns built symmetrically?Are the patterns round? if so, does the studentbuild it from the center out or add to each sideequally'?

How many different shapes or colors does thepattern have?

4. Ask student to use construction materials(Lincoln Logs. Tinker Toys. Leeos:Duplos.etc.) in the classroom to build a structure.

Look Fors:Does the child recognize patterns in thebuilding he: she has crated?Does the child describe the patterns seen in thestructure?Does the child make connections between achild-built structure and a real structure?Does the child recognize and'or describe howbuilders may sue patterns to make buildings?Does the child make connections betweenpatterns and using mathematical thinking inbuilding real structures?

5. Ask the student to describe patterns in reallife. (What kinds of patterns are in nature?What kinds of patterns are in animals and/orpeople? What kinds of patterns can the studentdescribe in time (daily routines, days of theweek, months of the year, hours of the day.etc.) What kinds of patterns can the studentrecognize and/or describe in literature andmusic?)

Look Fors:Does the student describe a variety of patternsin these different areas?Is the student able to extend the patterns foundin these real-life areas?

Materialslaminated 100's number chartdry erase markersabacus, pattern blocksiunk box. cuisenaire rodsconstructions materials (Lincoln logs. tinker toys.Legns. Duplos, etc.)

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Alatheaties Problem Solving

RUBRICScore Description5 Student demonstrates understanding of the

pattern that is of extremely high quality andbend expectations. (For example. as theycolor the chart in. they may skip from line toline, recognizing numbers without having tocount the patterns out as they color.)

4 Student is able to make & describe patterns.recognizing repetitions. describingmathematical relationships. & completing taskat appropriate level.Student is able to make patterns and describein simplistic terms, but may not recognizerepetitions or describe mathematicalrelat ionships.Student irlit be able to make pattern, but maybe unable to describe it or recognizerepetitions or sequences.

I Student is unable to make and or describepattern.

Rh:CORD-KEEPINGDuring math time the teachers interact with thechildren individually to extend their knowledge andskills. Anecdotal records are kept. Ade%elopmental math checklist is used with theparents in conferences.

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Mathematics Money, Economics

ECONOMIC COMMUNITYby Christine Cole

AGE LEVEL Early ElementaryTYPE Simulation 'ProjectFOCUS Math as problem solving and

communication through the countingand use of money in a simulatedclassroom economic community.

Mathematics2. 16 Determine, by counting, the value

of a collection of coins whose totalis one dollar or less

2.20 Solve problems involving additionand subtraction

3. 1 2 Select coins and one dollar bills topay for a specific purchase

3.27 Use the symbols S. cent, anddecimal point in representing money

Social Studies2.7 Describe how people are dependent on each

other for goods and servicesStudents are given ample opportunity todemonstrate group and planning skills inaddition to the money management andeconomic principles that are the focus ofassessment in the economic community.

ASSESSMENT PURPOSEX Making instructional decisions

A teacher can use information gathered byobservation or record keeping forms todetermine group or individual needs.ItOrmation gained through group or individualdiscussions helped to determine student needs.Videotaped activities provided valuableinsights.

X Monitoring student progress in the classroomData collected for several it can showgrowth and adjustment in students. Thisassessment could also he used for longerperiods of time or more than once during theschool year. Discussions and videotapes gaveimportant feedback to help determine studentprogress. Record keeping forms and checklists

helped keep track of the information.X Communicating and using summative

evaluationCounting money skills can he assessed in manydifferent situations to give parents a clear viewof the students' progressMonitoring student progress externallyValidating student achievementEvaluating programsAddressing Accountability

SETTINGThis assessment was piloted in a second gradeclassroom at Columbia Elementary School, a smallrural school located in the southeastern district ofFluvanna County. The class consisted of 21students grouped heterogeneously. Severaldevelopmental levels were represented with sevenstudents having difficulty with second grade levelmath problems and three students demonstratingproficiency. Two students were classified aslearning disabled.

ADMINISTRATIONFur TeachersPrior to introducing the economic communitystudents were exposed to the concepts of consumer,producer, service worker, goods and services,taxes, resources and community through reading.writing and discussion. They were also taught howto count coins, record amounts of money and use acalculator to solve addition and subtractionsproblems.

To begin our project each student was givenS6.00 of play "money" four one dollar bills and52.00 in coins. They were told that they couldearn money for good behavior, study skills andschool work. They were put into groups of four tofive students in order to plan and run their ownstores. We brainstormed as a whole group in orderto establish look-fors.

Student payment was based on the needs of the

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pilot class, but could he adapted for any group.The students were paid once a week. At first theywere paid in cash. but later received direct depositinto bank accounts. They were paid S.10 each forgood listening at our morning opening exercises.good lunchroom behavior, and turning inhomework on time. This gave each student anopportunity to earn up to 51.40 a week and helpedto improve our classroom in three areas of need.During a two week period students were also givenan opportunity to earn additional money by workingin groups on class work in reading and socialstudies. They worked cooperatively (withoutteacher assistance) in groups on worksheets. Eachmember of the group received payment for everyworksheet turned in. Correct papers earned S.I0.Papers with minor errors earned S.05. Otherpapers were paid nothing, but papers not turned inmeant deductions for the group. Group earningsranged from S.20 per person to 52.00 per person.

Students were very eager to produce goods tosell in their stores. However, the groups which Iestablished quickly dissolved as students expressedtheir desire to form their own partnerships. Thisworked well and provided an additional opportunityfor student choice. I opened a warehouse topros ide the resources that students needed forproduction of goods. Warehouse materials includeda variety of craft materials that were added to each

eek as determined by students' demands.Quantum.s and prices were based on supply anddemand and fairly comparable to real stores.Students were also allowed to use items found innature such as rocks or shells. They were notallowed to bring items or materials from home thatwere purchased, as this would give some aneconomic advantage. Depending on our schedulesome amount of time was given each week forstudents to work on planning and production.However, many students gathered together duringmorning exploratory time or indoor recess whenthere was inclement weather. Production materialswere stored in desks or on a shelf in the classroom.Each store was allowed to open once or twice aweek depending on available time. Students wouldset up stores by displaying items on one of fourempty tables at the hack of the classroom. Somestudents chose to use signs, price displays. boxesor display pads. Stores usually stayed open for 15to 20 minutes. Then a second group of stores

could open for the same length of time. We hadseven stores so all could operate in a 4)) minuteperiod. Service workers in the stores usedcalculators to add purchase prices and figurechange.

When we determined our look-fors at thebeginning of the project they were centered arounda discussion of money management. The studentscame up with: save some money, make moneyfrom stores, count money and make change. Afterthe first week I added two more: make a budget.and use a calculator. Because the students' firstconcern was with saving money I opened a balkduring our first week.

Students were encouraged to open bankaccounts as a means of saving money. Theirmoney could earn 5Ci interest a week (Slightlyunrealistic, but necessary for them to see anygrowth in their accounts with such small balances).Sixteen students opened accounts the first weekwith most depositing 51.00 or $2.00. After threeweeks, only two students did not have accounts.At this time I gave them each an account to startpaying them through direct deposit.

The bank opened once a week giving eachstudent an opportunity to deposit or withdrawmoney. Prior to opening the bank each week Iwould give each student a deposit slip with his/herdeposited pay, interest and balance of the account.

Then each student was required to fill out abudget form that indicated how much money he/shehad, a plan for banking, and a plan for spending.Finally, the bank would open. Students wererequired to fill in a deposit or withdrawal amounton a ticket. Then I would complete the forms withtheir account numbers and new balances and returnto them for receipts of the transactions. As anadded incentive to save money, students are able tospend all the money they saved at a special store atthe end of the project. The store has a variety ofhooks including sticker, activity and coloringhooks, pencils. markers, bookmarks, puzzles,sidewalk chalk, pinwheels, and various sciencematerials.

Twice during our project I collected all thebags of money, counted and recorded the amounts.This was used as an assessment tool to determinethe accuracy of their budget sheets and to determineexactly how much money each student had. Thiswas done again at the end in order to let each

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student know how much he she had altogether andin comparison to each other.

Throughout the project several questions andissues came up. Sometimes I would talk with anindividual or small group. but at other times wemet as a whole group for discussions. Individualsor small groups were helped with counting money,using calculators, solving problems of materials orpartnerships. Several questions that we discussedwith the whole group were: Can someone buy yourgoods and sell them in their store? Can someonesell things on the side - not in their store or during.store hours? What should you charge for items?(This lead to a discussion of profit) What happensif someone steals from your store? (We had onstudent accused who was later found innocent at ahearing in front of a panel of students). What ifnobody buys things at your store? (We discussedsupply and demand, and market research.

Our economic community ran for six weeks.We spent about three 40-minute periods a week onthe acti% ities. Students often worked on producinggoods during any free time they could find.

The students were videotaped several timesthroughout the unit. particularly while operatingtheir store. This provided valuable assessmentinformat ion.

MaterialsPla money (coins. and one dollar hills)materials to sell in warehouseItems io he sold at final store('aincorder and ideotape

Fur LearnersStudents nunall needed guidance in completing abudget. They had no difficulty with the self-evaluation form. They worked enthusiastically onproducing goods and managing stores withoutassistance.

LOOK-FORS

3.4,5.6.

I saved money.I made money from my store.I counted money.I made change.I made a budgetI used a calculator.

RUBRIC5= I can do it easily.4= I can do it by myself.3= I need a little help.2= I am starting to do it.

= I can't do it.

SCORINGAfter the student completes the self-evaluationchecklists they each had a conference with me. Wediscussed each look-for and agreed on a score fromthe rubric for each item. I presented the hankrecords, budget sheets, class rankings for moneysaved and self-evaluation sheets. Together weexamined each item and discussed how well thestudent met the look-fors. Each student also had toperform the tasks of counting money, using thecalculater to solve problems, and making changeduring our conference. If the student score wasunrealistic then I asked for justification or presentedthe forms and evidence of skills from the tasks justperformed to help the student come up with anappropriate score. All of the students except onehad scored themselves as I would have. A coupleactually scored themselves a little lower than Iexpected.

RECORD-KEEPINGForms (attached): Observation FormBank account record- shows student's savinesDeposit/Withdrawal slips- for feedback tostudentBudget- to assist the student in planningStudent self-evaluation checklistLook-for checklist- for student/teacherconference

For keeping track of payments to students Iused a class checklist.

PARENT INVOLVEMENTI kept parents informed about our economiccommunity through a newsletter and report cards.I also have a letter to parents on counting moneythat can be sent home periodically (see attached).

Blue Ridge Assessment Project 3-129

2V.7

Mathematics Money, Economics

NAME ACCOUNT ft

.,

Blue Ridge Assessment Project

26 4

3- 1 30

Mathematics Money, Economics

ACCOUNT # ACCOUNT #DEPOSIT

WITHDRAWAL

INTEREST

BALANCE

ACCOUNT #DEPOSIT

WITHDRAWAL

INTEREST

BALANCE

ACCOUNT #DEPOSIT

WM IDRAWAL

INTEREST

BALANCE

DEPOSIT

WITHDRAWAL

INTEREST

BALANCE

ACCOUNT #DEPOSIT

WITHDRAWAL

INTEREST

BALANCE

ACCOUNT #DEPOSIT

WITHDRAWAL

INTEREST

BALANCE

Blue Ridge Assessment Project 3-1312.65

Mathematics ,Vfoney, Economics

BUDGET

Name Date

Cash $

Bank +

Total $

I plan to deposit/withdraw $at the bank. (circle one)

I plan to spend $ . at the store.

List Needs

1. 5.

2. 6.

3. 7.

4. 8.

1

I

Blue Ridge Assessment Project 3-132

126

IMathematics Money, Economics

STUDENT SELF-EVALUATION CHECKLIST

NAME DATE

Saved MoneySaved a little Saved a lot

I I I I I I

Made Money from StoreMade a little Made a lot

Count MoneyNeed a lot of help Can do easily

--F- I I I I

Make ChangeNeed a lot of help Can do easily

Make a BudgetNeed a lot of help Can do easily

.1 I

Use a CalculatorNeed a lot of help Can do easily

IBlue Ridge Assessment Project 3 1 332137

Mathematics Money, Economics

NAME DATE

LOOK-FORS

I saved money

I made money from my store

I counted money.

I made change.

I made a budget.

I used a calculator.

RUBRIC

5= I can do it easily.

4= I can do it by myself.

3= I am starting to do it.

2= I am starting to do it.

I = I can't do it.

Blue Ridge Assessment Project 3-134

Mathematics Money, Economics

Dear Parents,

Your child has been learning to count coins in amounts up to $1.00. Thefollowing list shows what skills are looked for in the classroom. The ones that arechecked have been successfully completed.

1. Identifies coins and tells their values.2. Explains how to group coins to count them.3. Counts on from 25 by ones, fives, tens and twenty-fives.4. Counts groups of coins to $1.00.5. Selects coins to make amounts of money given up to

$1.00

Please help your child answer the following questions:

1. Were you able to count all the groups of coins?

2. What problems did you have?

3. What can you do to improve your skills in counting money?

Nue Ridge Assessment Project 3-135

26;)

Mathematics Money, Economics

Blue Ridge Assessment Project 3 -13(i

Mathematics Money

USING PATTERNS TO COUNT MONEYby Christine Cole

AGE LEVEL Early and Upper ElementaryTYPE Performance TaskFOCUS Mathematics as problem-solving

Mathematics'.0'2.21

2.022.02

count by fivesdetermine the next sequence ofterms in a given patternidentify coinsdetermine the value of a collectionof coins whose value is 51.00 orless

ASSESSMENT PURPOSEX Making instructional decisionsX Monitoring student progress in the classroomX Communicating and using summative

evaluationMonitoring student progress externallyValidating student achievementEvaluating programsAddressing Accountability

sErriNGColumbia Elementary is a small rural schoollocated in the southeastern district of FluvannaCounty. There are 110 second-graders in liveclassrooms. There are an additional twentystudents in two classrooms Chapter 1 four-yearolds and preschool handicapped. Parentalinvol ement is good. This assessment was used ina self-contained classroom of 22 second-gradestudents (ages 6-7) grouped heterogeneously.

ADNIINISTRATIONFor TeachersProcedureHave the student do the following:I. identify and tell value of each denomination.

Explain an appropriate strategy for countingcoins.

3. Count on from 25 by ones, fives, tens and

emy-fives.

4. Count at least 5 different combinations ofcoins with values to $1.00.

Make amounts of money graven, up to 51.00 (5problems).

MaterialsCoins (several of each denomination)

LOOK-FORS and RUBRIC

I. Student is able identify coins andtell their value.Student can explain an appropriatestrategy for grouping coins to countthem.Student is able to count on from 25by ones, fives, tens, and twenty-fives.

4. Student is able to determine thevalue of coins to $1.00.

5. Student can select coins to makedesignated amount of money toS1.00.

5= Student can easily count and makecombinations of coins.

4= Student can count and make combinations ofcoins with little or no error.

3= Student can count and make most combinationsof coins but some errors still present.

2= Student is beginning to count coins and makesome amount but with several errors.

I--- Student is unable to identify coins and theirvalue, does not have an appropriate strategyfor grouping coins or cannot count on from 25by ones, fives, tens, and twenty-fives.

RECORD-KEEPINGUse the assessment instrument sheet to recordresults. Record the Student's name and the date ofthe assessment at the top. t.'se the spaces in frontof the look-fors to check off acquired skills.

Blue Ridge Assessment Project 3-137

271

Afathemancs Money

Circle the number of the score earn to the student.Use am available space on the page for anecdotalrecords.

PARENT INVOLVEMENTThe classroom teacher uses this assessment in theclassroom w ith indis iduals to determine eachstudent's ability to count mone . Me results arcshared with students and parents through the use ofa parental involvement student self-evaluation form.The results are available in the educational systemby putting the completed assessment instrument inthe student's math portfolio.

Dear Parents,

Your child has been learning to count coins inamount up to 51.00. The following list show whatskills are looked for in the classroom. The onesthat are checked have been successfully completed.

1. Identifies coins and tell their value.

Explains how to group coins tocount them.

3. Counts on from 25 by ones. fives,tens, and twenty - Lives.

4. Counts groups of coins to SI.00.

5. Selects coins to make amounts ofmoney given up to 51.00.

Please help your child answer the followingquestions:

1. Were you able to count all the groups ofcoins?

What problems did you have'

; What can \ ou do to inprose \ our skills incounting inone

Rine Ridge Assessment Project 3-138

lathentatics Money

MONEY ASSESSMENTby Nancy Lam, Donna Barber and Peggy Simpson

AGE LEVEL Early and Upper ElementaryTYPE Performance Task and ChecklistFOCUS Mathematics Problem Solving

and CommunicationMathematics as problem solving, ascommunication, mathematical connections andnumber Sense and NumerationMathematics2.15 The student will identify coins.2.16 3.11 The student will determine the value ofcoins (pennies, nickels, dimes, quarters half-dollars) totaling a dollar or less.

ASSESSMENT PURPOSEx Making instructional decisions

This assessment can be used ro answer thefollowing questions: Where are my students interms of understanding about money? What doI need to teach about money! i.e. coinrecognition, value of coins. counting coins,efficiency with coins.

X Monitoring student progress in the classroomHow much progress have they made?Are they using only dimes and pennies?.1 re they using quarters and half-dollars?Are they finding a variety of combinations:'Can they find the amount using the smallestamount of coins!

X Communicating and using summativeevaluation

This form may he used as a way of reportingprogress made. Teacher comments oncounting' and problem-solving strategies areusefid. Keep this assessment in a studentportfolio lOr reference.Monitoring student progress externally

Validating student achievementEvaluating programsAddressing Accountability

SETTINGA team of Rockingham County second gradeteachers were asked by the Math supervisor to

des clop a series of assessments to go along with themanipulative based I Can! (Macmillan Series). Thefollowing is an outgrowth of this request.

ADMINISTRATIONFor Teachers

This assessment can be given at any time todetermine a child's understanding of coins. Thechildren complete the chart at their seats and modelanswers for the teacher. The children use coins. orcoin models to show as many combinations as theycan that total any given amount as selected andrecorded by the teacher and the children recordtheir combination on a prepared chart. Thenchildren are asked to select one combination andssrite clues to identify the coins, such as "1 have sixcoins that equal $.78. Three of the coins are thesame. What coins do I have?"

The teacher models for the class the procedureof finding and recording as many combinationsof $.28 for the class on the chart havingchildren identify the combination that uses thesmallest number of coins.The teacher is to give each child a "piggyhank" hag of coins with 4 quarters, 10 dimes,10 nickels, and 8 pennies. The teacher maychoose the number of coins and amount basedon each child's abilities with money. Theteacher will ask the children to find as manycombinations as possible for a given amount.reminding them to look for the onecombination that uses the smallest number ofcoins. The children then will record thosecombinations on the recording sheet. Thiscan he done as a group or individually, aschildren's learning pace dictates).During the work time students model some oftheir combinations for the teacher. During thistime the teacher can also note counting andproblem solving strategies used, and pinpointareas of difficulty.Al the end of the assessment the children areasked to choose one of their combinations towrite clues for. These can be shared with the

Blue Ridge Assessment Project 3-139

273

Mathematics Money

class. For example "I have six coins that totalS.78. Three of the coins are the same. Whatcoins do I have?"This math assessment can he adapted forstudents with varying abilities in the followingV, a \ :

I . Give the student a hag w ith fewer coins andask them to make a smaller number ofcombinations.2.Go.e the student a hag w ith fewer coins andask them to show a smaller amount of money.

MaterialsPrepared coin chart (see attached),Varlet) of quarters. dillies. nickels, andpennies (or coin models) for each child

LOOK-FORSI. I found at least 4 ways to make the total

amount.I recorded each way so others couldunderstand it.

3. I found a way that uses the least number ofcoins.

4 I counted at least one way for m teacher.5. I wrote clues that others could understand.

RUBRIC5- The child accuratel displays the giSen amount

and uses a variety of coins in more than tourdifferent ways including the combination thatuses the fewest number of coins and recordsthe combinations accurately. Has clearlyw mien clues for one of the combinations.Demonstrates with ease counting coins for theteacher.

4- The child accuratcl displays the given amountand uses a %artety of coins in more than fourdifferent ways. Records the combinationsaccurately and can demonstrate with ease thecounting of coins for the teacher. The childmay not have shown the combination with thefewest number of coins or may not have

rttten clear clues for a combination.The child accurately displays the given amountin less than four ways or the child used aInns ed variety of coins. The child may havetrouble counting coins or recordingcombinations independently. has difficultygenerating clues.

2- The child can only display the amount one wayor cannot record the results.

1- Cannot display the amount with coins.

RECORD-KEEPINGSee attached sheet

PARENT INVOLVEMENTThis assessment can be shared with parents as apart of a child's math portfolio.

Blue Ruke Assessment Project 3-140

Mathematics Money

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Blue Ridge Assessment Project 3-143

Mathematics Money

Any nwaure ,+trout. up to. S1 00

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Blue Ridge etssevstnent Project 3-144

Mathematics Money

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Mite Ridge Assecrment

2b )145

Mathematics .tfoney

COUNTING AND SPENDING MONEYby Ann Bohn and Marida Lamb

AGE LEVEL Third GradeTYPEFOCUS

Nlathematics3.11

Performance TaskMathematics as problem solving.Mathematical Connections, NumberSense and Numeration

Determine value of collection ofcoins (pennies, nickels, dimes.quarters and half-dollars) whosetotal is Si or less.

3.12 Given a collection of money willselect coins and Si bills to pay forspecific purchase.

The concept of nwney is one eight and nine rear(this need to know. Whether they are baring icecream. paving for lunch, or buying school supplier.third graders need to be able to identify coins andknots their value individually and collectively. Thisallow.s students to handle different corns. recognizeboth sides of each coin, add and subtract moneyamounts and make purchases %tuft confidence.

ASSESSMENT PURPOSEX Making instructional decisions

Strident responses indicate if student recognizes(Inns and knotts their value. This inforniationnil! determine whether teacher uses morehands On actitaies or ithether the student isreads to purchase and make change.Monitoring student progress in the classroom

reacher it ill review response sheets to see ifthhhtional practice is needed.

X Communicating and using summativees aluat ion

Data from this assessment can be reported toparents and others as a summative measure.Monitoring student progress external'sValidating student achievement1:s ai ating programsAddressing Accountability

SETTINGThe setting is Nathanael Greene Elementary Schoolin rural Greene County. There are approximatels

54)) students in grades 3-5. This lesson will begisen to a 3rd grade class during our units timewhich is about 45 minutes long. This third gradeclassroom consists of a group of 24 children with;tried abilities.

ADNIINISTRATIONFor Teachers

Students identify pennies as being 1 cent.nickels as 5 cents, dimes as 10 cents, quarters as25 cents. and half-dollars as 50 cents. Also SIbills are identified.

Prior time spent with money is necessary. Achart of different coins could be displayed to checkif students recognize coins and their value. Thiswill teil us if students know coins and their value.:\ task to determine individual knowledge follows:

Students will he introduced to strategies tocount by 5 and 10, etc. and to count bigmoney first. Paper and pencil to add on wi'lbe encouraged and modeled. Children arc inlearning groups of 4 (or 51. Each group isgiven a numbered card of money. (Money istaped on.) Money is displayed with heads andtails up randomly. Student is asked to countthe money and put amount on answer sheet bycorresponding card number. Then studentpasses card to neighbor who does the same andanswers on his answer sheet. Group does thisand then accepts a second card and followssame steps. Each card is numbered and has adifferent money value displayed. After allgroups have finished, each group will self-check by revealing correct answer on hack ofcard.

MaterialsCards with money taped on. Each card isnumbered and has a different money valuedisplayed.

Anstser sheets for each student.('hart with every child's name. Used tomonitor student's progress.

!flue Ridge Assessment Project 3-146

Mathematics

LOOK-FORS1 I know the value of each coin.

I can add money.3. I can write inone, amounts using S and

decimal inhols.

SCORINGFive out of 6 correct ansiters should be achievedfor 80r; accuracy. This it ill tell us Ouch conceptsneed to be raw:Vit. 7-hose students with 3Oaccuracy can go on to specific purchases in thestore iwluh is the nevi task).5-6= I did a good oh.3-4= I did o.k

1 2 = I've got to work harder.

RECORD KEEPINGCOI'N FIND AND SPENDING MONEY

)'ell 3 things you learned about counting mom..

I.

3

What was the hardest part for you?I had a good time

YesNoI am good at counting money

Yes NoI know the value of a penn. nickel. dime andquarter

All NoneSome

PARENT INVOLVEMENTDear Parents.

Your child is now studying money. Wc will helooking at the different coins and their value. Yourchild w ill need to know coins by sight, both headsand tails. plus the value attached to that coin.Example: a quarter is worth 25 cents. Studentsw ill also he learning to count a collection of moneyequal to SI.00.

If your child receives an allowance. you may want

to let him count it. Or have him choose coins thatwill pay for ice cream or lunch money. When yougo to the store, maybe you could assist your childin paying for something himself with his money.Handling real money is the best way for your childto learn about money.

At the conclusion of this unit, we will send anevaluation home. Please feel free to answer thequestions and comment on what you feel your childlearned during the unit on money

Thank you for your support.

Sincerely.

COUNTING AND SPENDING MONEYPARENT RESPONSE

Name

In what Way have you heard about this unit fromyour child?

Other:

Homework Conversation Projects

Has your child shown an interest in money?Yes No

Did sour child show you how to count money?Yes No

How would you describe your child's attitudetoward math before this year?

Positive Neutral Negati% cHow would you describe your child's attitude aboutmath now?

Positive Neutral Negative

COMMENTS: I am interested in hearing anycomments you would like to make, especially anyrecommendations for improving and strengtheningthis unit.

Blue Ridge Assessment Project 3-147

c;

Mathematics Money

AGE LEVELTYPEFOCUS

Mathematics2.15

2.16

2.19

11)

MAKING "CENTS" AT SNACKTIMEby Paula White

Early ElementaryPerformance TaskMathematics as problem-solving andcommunication.

The student will identify pennmes.nickels, dimes, quarters and dollarbills.The student will determine, bycounting, the value of a collectionof pennies, nickels, and dimes,whose total value is 100 cents orless.

The student, given a simple pictureor bar graph, will determine thenumber represented in each row orcolumn and compare the numbers.The student will solve simpleproblems.

\CTM STANDARD I: Mathematics as ProblemSolvingThe student w ill formulate problems from eterdaexpellences, deelop and appl strategies to solve awide %ariety of problems. enf and interpretresults with respect to the original problem, andacquire confidence in using mathematics.

NCT\1 STANDARD 2: Mathematics as

CommunicationThe student will relate physical materials, pictures.and diagrams to mathematical ideas, and reflect onand clarify their thinking about mathematical ideasand situations.

NCIN1 STANDARD 4: Mathematical ConnectionsThe student w ill link conceptual and proceduralknow ledge and use mathematics in their daily lives.

NCTM STANDARD 6: Number Sense andNumerationThe student will construct number meaningsthrough real world experiences and the use of

physical materials, and interpret the multiple usesof numbers encountered in the real world.

ASSESSMENT PURPOSEX Making instructional decisionsX Monitoring student progress in the classroom

Communicating and using summativees aluation

Monitoring studetn progress externallyN:alidating student achievementEvaluating programsAddressing accountability

SETTINGVirginia L. Murray is a small school in westernAlbemarle county that has an inclusive philosophy.There are 250 students in the school, with anaverage of two classes per grade level. Thisproject and assessement took place in a classroomof 24 children, six of whom are identified specialeducation students. Generally, the teacher was theonl!, adult in the room during the time when thisactivity occurred.

V.L. Murray offers a variety of choices forthe children at snacktime, including a small juice orpunch or milk for 30 cents or a large juice for 40cents. The teacher is responsible for collecting themoney. turning it in to the cafeteria and getting theappropriate purchases.

In this classroom, the teacher allowed thechildren to be completely responsible for this task,giving initial guidance, help and planningassistance. However, since January, this activityhas been handled completely independently by thechildren and monitored by both the classroomteacher and the cafeteria manager. Granny Jane.The students take up the money, count it, andrecord and make buyers accountable for theirchoices, through a graph.

ADMINISTRATIONAs children enter the room from the buses, there isa daily schedule of morning work that includes

Mile Ridge ASSeASMelli Project

o3-148

Mathematics Money

such things as going to the listening center,working on science logs, building with constructiontoss. working m the computer lab, and doing an artactisit. One of the selections is also the "MorningJobs" categor . where children take turns being the"Custodian" (unstacking chairs and readying theroom for the day). the "Secretary" stilling out theabsentee and lunch count slip for the office). andalso the "Cafeteria Manager" (taking up snackmoney, recording who gets what, and then payingfor and getting the snacks).

Initially, each group of four children stay at astation only for a day, except for the "MorningJobs" people, who are there for a week, to learnhow to do the jobs. Thus, the teacher only has tomonitor four students a week for the initial trainingtime. During this time, the teacher checks on eachchild'. ability to recognize coins, recall a standardprice list. county money, give appropriate changeand construct, read and interpret graphs bywatching and observing them during their turn as"Cafeteria Manager."

Children do this job in pairs. initially toprovide support for each other, and later. topros ide a "checks and balances" sy,:tem. Theweekly system for learning the jobs is done untileach group has cycled through the "Morning Jobs"categor twice, then they join the rest of the groupschanging daily as well. (With 24 children in sixgroup. of four. this took approximately twelvew

()Ike the groups all start changing daily. thechildren are considered independent, and theteacher'. role becomes that of observer ortroubleshooter, with the paired students expected toinform and help one another, asking for help whennecessar. The teacher is thus treed to observechildren working with money in a real context, andasses. skills being used in a real-life manner.Direct teaching or remediation can then take placeduring reglar math instruction. and students can heset up to he successful in a situation they will faceregularly in their lives (that of making purchases,change. and adding coins.)

MaterialsA tub used to carry snack drinksA graph form like the one attachedA container (with a lid) for the money

1.0111.-1.4 )RSI ',Indent rek.tunitio,,

Snider( (ties appropriate change.counts mone

4 Student recalls a standard price list.Student constructs. reads and interprets graphs

RUBRICNlorul Rubric5. Student knows the values of all coins, totals all

daily purchases (both individual and class) andgives appropriate change when necessary.

4. Student knows the value of all coins, givesappropriate change, and totals class pruchasesby category. Student may attempt to total theclass purchases across categories.

3. Student recognizes and assigns value to coins,gives change for individual purchases (perhapswith some errors) and attempts to total theclass purchases, either by category or acrosscategories.Student attempts task, recognizes some coins.but cannot give change or total purchases.

I. Student is unable to attempt the task, due tolack of knowledge and understanding.

Communication Rubric5. Student knows all prices of snack drinks,

constructs a graph that allows others to be heldaccountable for their purchases. and interpretsthe graphed data to make the appropriatepurcheses.

4 Student knows all prices of snack drinks.constructs a graph (that may not include allnecessary categories). and interprets thegraphed data to make appropriate purchases.Student knows all prices of snack drinks,needs help to construct the graph, andinterprets the graphed data to make theappropriate purchases, perhaps with minorerrors.Student understands the task, but is unable tocarry out the task without assistance. Studentuses teacher or other student-made graph andinterprets it with assistance.

1. Student is unable to understand task orconstruct graph.

STUDENT SELF-EVALUATIONFor the purposes of this task assessment, thelearners wrote letters to the people who would be

Blue Ridge Assessment Project 3.149

Mathematics Money

losing the assessment Possible other studentself es aluations could include \\riling letters of self-assessment to parents. describing or graphing self-(Ibsen cd chan::es in confidence or abilities Ns ithmoue) . and keeping a log of the success of eachturn at Valeteri.1 Manaecr".

RECORD-KEEPINGSee attached record-keeping sheet.

Niue Ridge t %mem Project 3150

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Mathematics Measurement

AGE LEvELrvrEFocusMathematics1.13

MEASUREMENT THROUGH COOKINGby Joette Crone

Early ElementaryPerformance TaskMathematics as Measurement

use the appropriate measurementtools tthtle making accuratemeasurement.

The idea of using gook:ire (utilities as assessmenttasks came' (nun a desire to vise students a realu orld « +mem nt u hie h to pro( 114 e and denwnstratetheir measurement skills It is important not mils. tohave students learn measuring skills. but then alsovise them opportunities to apply their nes,knouledve ni relesant and monvanng sass. Thedesign of this assessment centers on cooking tasksst /tic /i already take place in main early childhoodclassrooms. All young children are eager toparticipate in adult actisifies such as cooking. andof course measuring is a seay purposeful real-lifeskill uhich is critical to the success of every person.The combination of these iwo elements provides aexcellent chance to observe and record a student'sBros th in an authentic context.

ASSESSMENT PURPOSEX Making instructional decisions

The observations gathered front this assessmentactivity could he used to adjust instruction andprovide meaninghil information for conferencesand narrative reports.

X Monitoring student progress in the classroomThe purpose of this assessment is to monitorand record the development of student'smeasurement skills within the real-life contevt01 cooking.

Communicating and using summativee aluanon

Monitoring student progress externallyValidating student progress externallyE% al uat mg programsAddressing Accountability

SETTING

A second grade classroom at Paul H. CaleElementary School piloted the assessment miceThere are 23 heterogeneously grouped students inthis class.

ADMINISTRATIONFor TeachersThe teacher selects a cooking project. Thedifficulty of the project is determined by the arietof measurement tools used and the recipe selected.Often students need exposure to group interactionskills and assigned roles for the project. Forindependence, students should have many prioropportunities to explore and learn about cookingand measuring. Before the cooking activity begins.the teacher clearly states the measurementexpectations and any other skills being assessed.

As the students cook, the teacher observesthem and make notes on their progress. payingclose attention to the look-for's. Using thesestandards, the teacher scores according to how wellthe students demonstrate the look-foes. Sherecords these scores and makes narrative notes onan observation sheet. (See attached pages.) Aftereveryone has had an opportunity to cook, thestudents discuss their performance and experiences.See pilot information for specific examples ofactivities.

In order to build cooking and measurementknowledge. I begin with modeling and whole groupactivities and work toward independence. Thestudents participate in a variety of hands-onexperiences with non-standard and standard units ofmeasurement including a measurement center withrice tubs and measuring tools, activities involvingestimation and problem solving from variouspublished math resources, and various cookingactivities. The students also read cooking relatedliterature and participate in activities, with access toa collections of cookbooks. Students observe theteacher reading and interpreting recipes duringwhole group cooking activities and write their ownrecipes and stories about cooking.

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Mathematics Measurement

LOOK-FORSThe following assessment criteria and standardswere adapted from the Defining. Our Outcomeshandbook. Narram e notes could also he written onthe sheet.Teacher TermsI. The student is able to correctl use

measurement took of various sizes.The student selects measurement tools ormethods which are suited to the task at hand.

3. The student shows effective techniques forusing measurement tools.

4. The student checks for accuracy.5. The student seems confident and comfortable

making measurements.Student Terms:1. I use different sizes of measurement tools.

1 choose measurement tools that work for whatI ant doing.

3. I use the tools in the right way.4. I check my measurement to make sure that it

is right.5. I think that I am a good measurer.These student look-for' s can he deeloped from

student discussions and posted in the classroom foreasy reference. They can also provide theframework for a student feedback form.)

SCORING5= Student suceeds in making exceptionall

accurate measurements. Can guide others intheir attempts to measure. Can adopt tocomplex measurement situations

4= Student uses appropriate measurement tooleffectikely. Checks measurement foraccuracy. Measures independently.The student can make measurements and oftenselects the correct measurement tool but hasdifficulty with accuracy. Approaches the taskwith eagerness.

2= The student has difficulty making correctmeasurements and has much difficulty inchoosing the appropriate tool or lacksacLuracy. Measures with hesitation.

I The student is unable to measure effectivelShows or expresses uncertainty when facedwith a measuring task.

REUORD-KEEPINGSee attached form.

1.11.0'1' INFORMATIONTrail NlixM students made personalized bags of trail mixfor a field trip. Each student could choose their

n combination of ingredients from a recipe list.Ihere were specific measurement requirements forcad) ingredient. For example. students could havelinl one tablespoon of raisins. During thisactiit. I was oh-,rving their measurement skillsand taking notes on their ability to use the recipelist. I soon discovered that the measurementobserxation sheet and the look-fors need to be closeat hand. Cooking with children can be verychaotic. leaving the teacher with little time toponder over each child's performance. Quickrecording becomes essential. Even though therewere only two or three students working at thecooking station at one time, it was still very taxingto make notes on everyone in a timely manner.Next time. I would only focus on one skill until Ihad gained more experience with recording.PizzaMy class made English muffin pizzas for ourHalloween party. Students worked one at a time,and measurement skills were the only focus.Students made pizza plans by cutting out a paperpizza circle and gluing paper ingredients to it. Thiswas their recipe. and then they became the cookswho were responsible for making the appropriatemeasurements for each ingredient. The recordingbecame much easier because of the narrowed focusand in increasing familiarity with recording.Several parents made positve comments about theirchildren learning to measure through cooking atconference time. They had been informed of thisgoal through the class newsletter.

I.oneterm PlansThe cooking projects will become increasinglymore difficult to continually challenge the students.Assessment records are kept in a math notebookw filch is designed to show the students' growthma time. (See attached page.) The assessmentcriteria and standards will also he used with linearmeasurement projects. This will provide acomprehenioe picture of a student's ability tomeasure to many different kinds of situations.

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Mathematics Measurement

AsessmentMESURENIEN1 OBSERVATION SHEET

Notes

Title:Name:Circle:LinearType:

Group:

VolumeWrittenProjectYes

MassHands-onOtherNo

Title:Name:Circle:LinearType:

Group:

VolumeWrittenProjectYes

MassHands-onOtherNo

Title:Name:Circle:LinearType:

Group:

VolumeWrittenProjectYes

MassHands-onOtherNo

Title:Name:Circle:LinearType:

Group:

VolumeWrittenProjectYes

MassHands-onOtherNo

Title:Name:Circle:LinearType:

Group:

VolumeWrittenProjectYes

MassHands-onOtherNo

Mut. Ridge AU' SAMent PrOjea 3-154

.11athentatics Measurement

MEASUREMENT AND GROUP WORKby Donna Barber

ACE LEVEL Earls ElementarTYPE Performance TaskFOCUS Mathematics as MeasurementLanguage Arts2.2 Students will follow multi-step directions.Mathematics2.11 - Students will identify parts or regions thatrepresent 1 2 and 1 3.2.20 Students will solve simple problems usingwords or pictures.Science2.1 - Students will share responsibilities and tasksand use materials in a safe manner.2.3 - Students will select appropriate instruments tomeasure volume.

ASSESSMENT PURPOSEX Making instructional decisionsN Monitoring student progressX Communicating and using stimulative

0 Ail( ionMonitoring student progress externally

alidanne student achievementI proeramsAddressing accountability

sETTINGJ,ihn WA\ land Elementary School, located inR tilking.ham Counts between Bridgewater andHarrisonburg. has n10 students. There are 29 (K-51 classiooms and several resource, specialeducation, and support slat f classrooms at theschool. The curriculum at John Wayland is drivenb Virginia Standards of Learning. countycurriculum guides. and input Irons teachers Thefollow ins: approaches to Instruction are supportedand encouraged at John Wayland.

A whole language literature based approach toLanguage Arts instruction.

- The writing process appropriate to grade ley el.Manipulative based math instruction in K 2classrooms.

Integration of subject areas when possible.The assessment is used in a sell

contained second grade classroom of approximately21 heterogeneously grouped children. The childrenare seated at tables to facilitate group interaction.Frequent hands on experiences are provided to thechildren to support instruction in all areas. Prior tothis assessment, the children have severalopportunities to practice the stated objectives. usingcorn to practice measuring.

ADMINISTRATIONFor TeachersManagement1. Students work in groups of 4 or

Each ingredient (not measured) is on theindividual tables prior to the activity

3 Each table has one bowl, one set ofmeasuring cups. one spoon. and onetray.

4 Parent volunteers help manage theassessment activity.

Procedure1 The students read the recipe and the

look fors prior to the task and told thattheir job is to make the recipe.Each child is assigned an item tomeasure.Each group is to devise a way to mixthe ingredients so everyone has a turn.

4. The children follow the recipe.measuring and mixing the ingredients tomake the honey milk balls.

5. Parent volunteers help with managementwhile the teacher records scores andtakes notes. Half of the class isassessed each time.

b. The children place their finished producton a tray to he used for a math activitylater in the day (when they will get toeat the honey milk halls).

7 Children are to find a fair way ofdividing the balls equally amongparticipants at their table. They may

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Mathematics Measurement

Y.

ether write or draw their answers basedon their solutions.Atter cleaning up. we discuss the task.

Students are gis en a self assessment tocomplete t.utached 1.

.v.,e.ment of Atm to1. Hie am* could be s ideo taped for

teachers to assess both the children andthe netts us .

Exiension1.

.Materials1.

4

Children could repeat this process usingdifferent quantities or a differentnumber of ingredients.This actisity could be used with olderchildren who would he asked to doublethe quantities or increase the quantity hI 1 2 times.

One written recipe chart for HoneyMilk BallsIngredients for cookinghonescornflakesdry milk peanut butterCookme utensils for each tablebowls waspaperspoons measuring cups(The eras for each tableOne dishpan for each table

Recipe

1 3 cup hone

I 3 cup peanut butter

1 cup dr, milk

1 2 cup ornflakes (placed on plate)

Mix honey and peanut butter Add dry milk. Stir.Roll into an egg shape. Roll in cornflakes.

Variation' Add I 2 cup raisins and roll in I 2 cupRice Krispies

LOOK-FORS

3.

Students will work with othersShare measuring tasksShare responsibility

Students will measure ingredients- Select correct measuring tools

Measure accurately

Students will follow the recipe- Use the recipe chart

Produce Honey Milk Balls

SCORINGRecognizing that children's skills and abilitiesemerge gradually and that needing assistance tocomplete tasks is a natural step on the way toindependent work, the following scoring scale willhe used by the teacher to mark the scoring sheet.

3. Student does task aloneStudent does with help

1. Student doesn't do

RECORD-KEEPINGScoring Sheet will be kept in student portfolio andwill be used to discuss student growth and progresstoward objectives.

PARENT INVOLVEMENTParent Volunteers were used to help with theassessment project. Written communication aboutthe assessment was given to parents before theassessment began. Parents were sent the enclosedquestionaire after the assessment project to recievefeedback from parents.

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Mathematics Measurement

ASSESSMENT SHEET

Name Works With OthersShares Measuring TasksShares Responsibility

Measures IngredientsSelects Correct ToolsMeasures Accurately

Follows RecipeUses Recipe ChartProduces HoneyMilk Balls

Comments

3 Does Alone

2 Does With Help

1 Doesn't Do

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Mathematics Measurement

PARENT RESPONSE SHEET

Honey Milk Balls

I am participating in a committee for Rockingham Co. that is looking at waysto make learning. teaching. and assessment more active. Making the honeymilk balls was part of this committee work. Would you please take a fewminutes and complete this questionnaire regarding that activity.

1. How did you as a parent feel about this activity?

How would you describe your child's feelings about this activity?

3 What did you feel your child learned from this experience?

Other Comments:

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Mathematics ,Vleasurement

HONEY MILK BALLS

** Tell 3 things you learned about making milk balls.

3

** flow well did you measure'?

very well o.k. needed help

** How well did you work with our group?

very well o.k. needed help

*4 How well did you follow the recipe?

very well o.k. needed help

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Mathematics Measurement

AGE LEVELTYPEFOCUS

Mathematics2..12

3.11)

Science2.3

3.3

BULLETIN BOARD--ERSby Nancy Lam

Early and Upper ElementaryPerformance TaskMathematics as Measurement andGeometry

Use a ruler to make simple linearmeasurements in centimeters andinches.The student will measure length incentimeters and inches.

Choose the best tool to measurest ith.Use basic metric units ofmeasurement in classroom andreal world situations.

Language ArtsFollow multi-step oral and writtendirections.

In this assessment the child shoos understanding ofthe attributes of perimeter and area. The studentsmake and use estimates of measurement in aneveryday situation and may use standard ornonstandard units of measurement.

ASSESSMENT PURPOSEMaking instructional decisions

Monitoring student progress in the classroomN Communicating and using summative

evaluat ionMonitoring student progress externallyValidating student achievementEs aluating programsAddressing Accountability

SETTINGPort Republic Elementary is a small, ruralelementary school in the south eastern part ofRockingham County. It currently has 193 studentsin grades K-5. There are 11 classroom teachers, aChapter I reading teacher, LD resource teacher.and part time Physical Education and Musicteachers. The curriculum at Port RepublicElementary is base on the Virginia SOL's and the

curriculum guides of Rockingham ('aunts . %%'hole

language instruction and integration of subject areasare used in classrooms Teachers are encouragedto use hands on materials :aid mampulatives inlessons. Writing is emphasiled throughout thecurriculum. This assessment was used in a secondgrade classroom of 19 students. The class is aheterogeneous group. consisting of 2 LD childrenand 8 Chapter 1 children. The children are seatedat tables in groups of three and four. The seatingarrangement facilitates cooperative group activities.

ADMINISTRATIONFor TeachersThis assessment culminates a unit on measurement.perimeter, and area. During the unit the childrenused a variety of hands on materials to explore areaand perimeter. The children were introduced toand experienced both metric and Englishmeasurement units and tools and non standardunits. This assessment may take two class periodsto complete. Groups of children are asked to planand construct a bulletin board. Each group is givena space to use. The groups are to decide thetheme, color and amount of paper for thebackground. the boarder material and how much touse, how many pictures will fn, and how to arrangethem. The children record their plans and thenmake their bulletin board. Upon completion thechildren compare their plans with the finishedproject.Preparat ionDivide the class into groups of 4 or 3 children. Putall of the materials out where the groups canchoose what they want to use. Give each child aplanning sheet. Ask each group to plan and make abulletin board display for the classroom or the hall.Hand out the planning guides and discuss them withthe children. Go over the do's of working ingroups. Do take turns. Do listen to everyone'sideas. Do your best. Assign each group a spaceto use. The groups are then to make decisionsabout what they want their bulletin board to heabout. They need to discuss and decide on each

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Mathematics Measurement

item on the planning guide. taking measurements asnecessary.. After planning their bulletin hoard eachgroup is to construct their bulletin hoard displasUpon completion the children compare their plans\stiltthe finished project and till out an es aluat ion oftheir project.Teacher's Role During the assessment the teas.herohseres the groups and monitors progress. At thecompletion of the assessment activity the teachermeets w ith each group as they compare their planto their finished display and fill out theirevaluations. The teacher assesses the children byobserving and interacting with the studentsthroughout the assessment and by using the attachedobservation sheet.

Materials:Twelse inch square pieces of different coloredconstruction paper. y am. string, crepe paper.ribbon. rulers. yardsticks. meter sticks. magazinepictures. posters. pencils. crayons, markers.crayons. scissors. paste. thumbtacks. staplers

For Learners:Student Look-fivs" We followed our plan.

We measured carefully.We listened to each other.We took turns.

LOOK-FORS:A. Selection of measurement tool or methods whichare suited to the task at hand.

I. inclusion of all outer edges whenmeasuring the perimeter.

2. Counting squares to find the area.B. Correctly uses measurement tools.

I. Aligns the 0 mark on the tool withthe end of the object beingmeasured.Finds the measure to the nearestunit.

C. Work cooperatively in groups.1. Each person shares in the

measuring task.2. Checking of each others work.

I). Nlake and follow a plan for the bulletin hoard.I. The selection of pictures fits the

plannedtheme.

The children considered the spat.erequirements of each picture.

The bulletin hoard is visuallyappealing.

RUBRICThe children will he gis en the following ratings:

- does w ith the groupdoes with teacher interventiondoesn't do

RR:ORD-KEEPINGSee attached

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0 (I..;Jvr .

1

1

1

1

Mathematics Measurement

GROUP

DATE

Children's Names

A. Selection of measurement tool or methods which are suitedto the task at hand.

1. Inclusion of all outer edges when measuringthe perimeter.

2. Counting squares to find the area.

B. Correctly uses measurement tools.I. Aligns the t) mark on the tool with the end of

the object being measured.

2. Finds the measure to the nearest unit.

C. Work cooperatively in eroups.1. Each person shares in the measuring task.

2. Checking of each others work.

D. Milk:: and follow a plan for the bulletin hoard.1. The selection of pictures fits the planned

theme.

2. The children considered the spacerequirements of each picture.

3. The bulletin board is visually appealing.

Scale: 3 - does with the group2 - does with teacher inlenention1 - doesn't do

Look for C & I) may he it group score.

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Mathematics Measurement

I'm a Bulletin Board -er'

Stand back and look at your space. Then answer these questions about your work. Look hack at your plan.Our bulletin hoard makes me feel good.

We followed our plan.

We measured

We listened to each other.

We took turns.

The part of our bulletin hoard that I like hest is:

The part that I like the least is:

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Mathematics Measurement

EVALUATING MEASUREMENT THROUGH ALTERNATIVE ASSESSMENThy Lisa Colvin

AGE LEVEL Bark and Upper ElementaryTYPE Performance TaskFOCUS Mathematics as measurementReference to County Curriculum

NI:ahem:Ines4.6

5.6

Science4 3

5 .1

The student will imestigate and usemeasurement as means of problemsolving.Descriptive Statement: Actualmeasuring devices will he used todevelop measuring skills. Emphasiswill be placed on continuing to expandlinear measurement, time and money.The concept of liquid volume will heexplored.The student will investigate and usemeasurement as a means of problemsolving.Descriptive Statement. Actualmeasuring devices w ill he used todevelop measurement skills. EmphasisA ill he on linear measurement andliquid volume. The concept ofweight mass will he explored.

The student w ill select he appropriatetool, take a measurement and report itusing the appropriate unit.I)cscnptis e Statement: Emphasis is onusing the proper tool to measure length,mass. s olume.a nd temperature, andeport it in the proper unit ofmeasurement (for example, use meter tomeasure width of the room, notnidlinieters)l he student will measure objects usingmetric units and tools.Descriptive Statement: Emphasis willhe on further exploration of linearmeasurement and liquid volume. Theconcept of weight/mass will be

explored.

ASSESSMENT PURPOSEX Making instructional decisionsX Monitoring student progress in the classroomX Communicating and using summative

evaluationMonitoring student progress externallyValidating student achievementEA :dilating programsAddressing Accountability

SETTINGThis assessment took place in fourth or filth gradeclassroom. It is a summative assessment ofmeasuring skills and applying them in real lifesituations. It also includes a formative assessmentthat allows the teacher and student to assess thedevelopment of the students oral communicationskills. The information gained form the formativeparts will be used to improve future use of oralcommunication skills.The class consists of twenty-two children and oneclassroom teacher. The students are heterogenousand self-contained. The teacher will work withthese students for two years.The school is located in a rural area. We have atotal of 240 students and twelve classroom teachers.Our school is always trying to improve. We are as ery forward moving school with great supportfrom our principal.

ADMINISTRATIONFor TeachersCooperative group work/teacher observation

Students work in cooperative groups to practiceusing measurement tools. Tools for measuringvolume, mass, and length are used. Theteacher models the use of each tool before thegroups begin to practice. The teacher giveseach group written directions to guide their

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Alathentaiics ,Lfeasurement

pr.mtice Real life situations and materials areused in each activity . As the students practicethe teacher walks around observing their use ofthe took. As she sees students needing help she;en es corrective feedback as well as givingpositive feedback to those who show a goodunderstanding.

Individual practice with teacher observation

Students will he given opportunities to practiceusing their measuring skills individually afterworking in groups. One sample activity is astill low s:

[sing metric units of \ olumeestimate the volume of fourcontainers? Decide whichcontainers could holdapproximately 250 mL of left overpeas from dinner. Check youranswer using the appropriate totools correctly.

Checklists

As the teacher walks around she will till out thefollowing checklist for each child. When the list iscomplete for individual student she will begin theirsummative evaluation of Outcome I. Three listsw ill be used. Each will have a different focus:mass. volume, and length.

For LearnersAssessment Tasks

I. The student will use measurement skillscorrectly and appropriately.

The students will he given a list of itemsto measure and a variety of measuringtools (for example, tape measures, rulers,meter sticks, measuring cups. measuringspoons, graduated cylinders, spring scales,balance scales, foot scales). The teacherwill observe and take notes as the studentmeasures each item. (Sample items formlist: volume of tupperw are container,mass of package to he mailed, length ofshoestring.)

Nleasurement Unit Oteriew

We are beginning a unit on measurement. We willhe working in cooperative groups and individuallyto master measurement tools and methods. Whenyou and I feel that you arc able to use measurementskills you will he given a list of item to measureand a variety of measuring tools. I will observeand take notes which I will use to evaluate yourunderstanding. I will he looking for the following :

Are you able to select appropriate tools andmethods'

Do you use tools correctly?- Do you use correct units?- Do you measure accurately?- Are you able to convert?

Are you confident and comfortable makingmeasurements?When you have answered this outcome you will beable to select appropriate tools, measure accurately.use good measurement technique, and becomfortable with a variety of measuring methods.When mastery of measurement skills is reached youwill apply these skills to a real life situation andpresent it tot he class. Your presentation must:

demonstrate how measurement is used in yourchosen situation- explain how measurement is used in yoursituation- he organized

maintains focushas beginning, middle, and endhas appropriate materials for demonstration

- show good presentation skillsclear, loud voicegood body posture

Have fun and be creative!

LOOK-FORSSelects correct tool to measure mass.plume. and length

Correctly uses tools3. Uses the appropriate measurement units4. Checks for accuracy: repeats the

measurement, calibrates scale5. Converts among units of measurement6. Sseems confident and comfortable making

measurements

II. The student will apply measurement skills to areal life situation and present it to the class.

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Alathematics Measurement

the student will identify one use ofmeasurement in a real life situation. Hemust present this to the class in the formof a demonstration. ,Vhile preparingpresentations student w ill work incooperative response groups. As part ofthe demonstration the student must explainhow he is using measurement.

LOOK-FORSdemonstrate the use of measurement skillsin a real life situationexplain how measurement is used in a reallife situation

3. present information in an organized fashionmaintains focushas beginning, middle, and end

- has appropriate materials fordemonstration

4. shows enthusiasm b speaking in a clear.loud voice, and using good body posture

It student completes presentation early he shew ill be a peer tutor for others working on theirfirst outcome.

SCORING STANDARD

Score

4

Descript ion

- went beyond look-fors

- met the standards: completed alllook fors

demonstrated look fors withslight error

incomplete: demonstrated withsignificant error

- incomplete: not demonstrated

PARENT INVOLVEMENTNteasurernent Unit Overview Letter to Parents

Dear Parents.We will be studying measurement for the next

three weeks. Throughout this unit your s =childw ill learn to use measurement skills correctly and

appropriately. After this is mastered he she willapply his measurement skills to a real life situationand present to the class in the form of ademonstration and explanation, of howmeasurement is used in his her self chosensituation.

After three weeks of cooperative group practiceand individual practice, students will have todemonstrate their skills by measuring items while Iobserve and make notes of their work. The noteswill then be used to evaluate his, her performance.Instruction will continue until your child is able toselect appropriate tools, measure accurately. usegood measurement techniques. and be comfortablewith a ariety of measuring methods.

Aker mastery of measurement is reachedstudents must choose a real life situation in whichmeasurement is used. He/she must prepare an oraldemonstration and explanation of this situation topresent to the class. After three days of in classand home preparation student will present situationto the class. Each students presentation will heevaluated on organization and presentation, as wellas on the actual demonstration and explanation. Ifat

any time you would he interested in coming to classand helping with our activities please call or send anote. I would he glad to arrange a time for you toparticipate in our unit.

At home, question student about specific skillsbeing learned and allow them to demonstrate theirskills in real life situations. Continuous use willlead to a more complete understand ofmeasurement.

Thank you for your continued help and support.

Parent Evaluation of Measurement UnitStudent NameDear Parents,

Thank you for your help and support during ourmeasurement unit . Please answer the followingquestions which will he used to improve future useof this unit andpresent understanding of you child's development.

I llow do you feel this unit henefitted your child?

iliac Ridge Assesvment Project 3-166

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Mathematics Measurement

Have you observed your child usingmeasurement skills on his own? If so. pleaseexplain.

3. How could the unit he improved to better meetthe needs of your child?

Thanks again for your help. I hope you seecontinued academic growth in your child.

Sincerely.

Blue Ridge Assessment Project 3-167

.Mathematics Measurement

Name

Measurement Attitude Assessment

1. List the first five thingsthat come to your mind whenyou hear the word measure.

4. Put a check under the appropriate column.

What is measuring?

3. Circle the one you like themost. Cross out the one youmost dislike.Solving problemsMeasuringDrawing

I feel frustrated when I measure.

I have fun measuring.

Measuring is a useful skill.

5. The last time I measured was

(. Draw a picture of yourself measuring.Use the hack of the paper.Put a check beside the items that complete the following sentence: I use measurement\%hen I....

tell timewrap a giftclean my roomcook dinner

buy new clothescheck the weathersewplay games

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.Mathematics Measurement

COMPLETE BEFORE AND AFTER UNIT.

Name

STUDENT SELF AND UNIT EVALUATIONCompare your two MEASUREMENT ATTITUDE ASSESSMENTS.

1. What change do vou see?

1,Wl do you think these changes occurred?

3. How did this unit help you?

4. Etplain a time that you recently used measurement outside of the classroom.

5. What in the unit was most helpful for you?

6. What do you .feel could he clone to make the unit better for you?

Blue Ridge Assessment Project 3-169

.Mathematics Measurement

Measurement ,Assessment

look -tors:1. selects correct tool to measure mass. volume. and length

7 correctly uses tools

3. uses the appropriate measurement units

4. checks for accuracy: repeats the measurement. calibrates scale

5. converts among units of measurement

6. seems confident and comfortable making measurements

Scoring Standards

.S.(vre

5

*4

3

Description

Filet and vent beyond look Jars

- met the standards; completed all look-fOrs

demonstrated look fors with slight error

incomplete: demonstrated with significant error

incomplete, not demonstrated

Corrective work will be done until mastery is reached.

/flue Ridge Mvescenent Project 3-170

Mathematics .Ifeasurement

Student Self Evaluation

Student Name Date

Score Reasoning

Teacher Scoring

Date Score

Reasoninq

AlrentS SignalUre

Datc'

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Mathematics Measurement

Presentation

Look-Fors

/. show the use of measurement skills in a real life situation

3.

oplain how measurement is used in a real life situation

present information in an organized .fashionmaintains focus

has beginning, middle, and end

has appropriate materials for demonstration

4. show enthusiasm by speaking in a clear. loud voice, and using good body posture

Scoring Standards

Score Descriptionmet and went beyond look fors

4 met the standards; completed all look fors

3 - demonstrated look fors with slight error

incomplete; demonstrated with significant error

- incomplete; not demonstrated

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Mathematics Measurement

Student Self Evaluation

Student Name Date

Score Reasoning

Teacher Scoring

Date

Reasonini;

Score

Parents Signature

Date

Nue Ridge Assessment Project

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Mathematics Measurement

MEASUREMENT OBSERVATIONS

STUDENT LENGTH .MASS VOLUME EXPLAIN

/

Blue Bulge Assessment Project

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Mathematics Geometry

v;p: ! ATA..n.PEFOCI'S

GEOMETRYby Barbara McKee

Early ElementaryPerformance TaskMathematics as geometry andspatial sense Language Artsas creative process. Social

Studies as individualdevelopment and identity.

Mathematics3.16 The student will describe triangles. squares.

and rectangles by naming the number ofsides. the number of corners, and the numberof square corners.

3.17 The student will identity open and closedfigures. This includes finding: triangles.squares. and rectangles by naming the numberof sides. the number of corners, and thenumber of square corners.

Language Arts4.4 w rue a brief expository. narratise

Social Studies3.2 - listen to, observe, and follow instructionsThe student is asked to demonstrate their ability 10apply understanding of (Ho dimenstonal shapes(cirle, rectaneles. squares. Ovdd triandes,) andthree dimensional shapes tiube, cone. psamid.sphere. cylinder, rectangular prism) and to useperimeter. area. cotenant lieure.s. patterns, andsymmetry to solve real problems.

ASSESSNIENT PURPOSEMaking instructional decisions

x Monitoring student progress in the classroomCommunicating and using summative

evaluationMonitoring student progress externallyValidating student achievementEvaluating programsAddressing Accountability

SETTINGStone Spring Elementary opened in the tall of 1993to an estimated 470 students in K-5. The school isequipped with a modern media center, a ('CC lab

(computer program for Grades I-5). specialeducation classes, an Apple computer lab. andresilurt.e looms kir art and science. All students!lase her duos minutes daily and music forduos minutes lu ire ;I t%eek . Stone SpringLimuntinny consists 01 a wide range of socio-eionomic lesels from gosernment subsidizedhousing to the country club. with a largelycaucasian population Recent in-service workshopsint lude Looperause learning. whole language. andcomnuinity involvement. Parents are welcome inthe shool and a volunteer program has beenstarted. Stone Spring and other city schools benefitfrom Inc proximity of James Madison University.Eastern Mennonite College. and BridgewaterCollege. These institutions provide practicumstudents, volunteer tutors, and student teachers.This classroom includes 27 heterogeneouslygrouped students. 1 black. 1 hispanic. and 25CalleaSUMS.

Special needs children include 4 learningdisabled. 2 Chapter I. and 1 speech. The studentswork together in cooperative groups and are seatedin a square to enhance eye contact and discussion.Student participate actively in their learning. Theyhelp each other, teach each other, and share ideasss ith each other. Manipulatives and the overheadprotector are used to enrich instruction. We takesix field trips a year.Background

This assessment is used at the end of thetheme "You and Your Community." For sixweeks, the students learn about their community.geometry in the community, map skills, and safetyin our community. Students have manyexperiences using geometry. In language arts.students make story pyramids and then story cubes.During satet), we identify the shapes of signs. In

social studies we make grid maps of ourneighborhoods. and use shapes in our map key.The students also built a miniature communityusing small boxes covered with paper, drawingcongruent and similar figures on each to identifywindows and doors. Students work in cooperative

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groups. sharing their community experiences andworking together to build a background of commonknow ledge.

The class field trip to downtown allows themto obsetle firsthand details about the city. Thefield trip is followed by a brainstorming session ofwhat was observed and ideas generated from theobservations.

We used manipulatives in math. Straw andpaper clips made great figures and angles. Weused small boxes filled with peanuts to comparevolume. and solid figures were handled andcompared to environmental items. We used rulersto help measure perimeter, and toothpicks to makeline segments. plane figures, and congruent shapes.Attribute pieces helped us form patterns, whilecounters were used to recognize area. Studentsalso completed many activities and seatworkdealing with geometry. Our adopted math text isthe newest edition of "Harcourt, Brace.Jovanovich."

A master checklist may be used during thisunit to monitor skills mastered. (discussed in moredetail under record-keeping). brainstormingactiittes. along with teacher directed discussionsmotivated the students to he interested in building a

small city. My goal is to interrelate social studies,

Ruler

For LearnersPart I: Pretend you are a famous buildingdesigner. You have been hired by the city todesign a new school. You were hired because youare good at planning. using geometry. andfollowing directions. You have many decisions tomake and must think of the best design for aschool. You must follow the city's specifications.You have two days to complete your task. Doour best, the city is depending on you.Part II: Draw a similar school on the blank paperor construct a school similar to your plan usingmath cubes.Part III: Write a brief detailed description of yourschool using geometric term in _your description.Explain how geometry helped you. Remember,you are the designer of this new school. Explainwhy you decided on this design.

LOOK-FORSPart I

y design hasat least 2 right angles.a roof with at least 2 acute angles.a planned pattern of rectangular windows.two congruent doors.a dark dot on each corner of one of the doors.red crayon on all outside edges of the roof.a triangle above the door with it's line ofsymmetry marked.The perimeter of the space used is stated

math, health, and literature. Every six weekspick a social studies theme around which to centerthe curricula.

ADMINISTRATIONFor TeachersPass out the workshc :t the grid paper . Explainthe look-fors and scoring scale. Place a "look -furs" chart on the wall. Read directions aloud forthose who need it. For those who have difficultywriting. they may need to give their narrative as anoral explanation. Some may need to work togetherin a group or with a volunteer. Those who are

physically challenged may give oral directions to a

friend who could then do the construction ordrawing for them.

MaterialsIW' x 24" paperMath cubes (40 per child)Notebook and pencilCentimeter paperRed crayon

Part IIMy drawing or model

uses my plan as a guideis neat

Part IIItit_ narrative

relates to the outside worldcorrectly uses geometric terms that describethe schools designstates reasons for the school's design

SCORINGGrades: Geometry terms0= 10-11 terms drawn correctlyS= 6-9 terms drawn correctly

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Mathematics Geometry

N= 2-5 terms drawn correctlyF= 0-I no drawing

Grades: Narrative0= I. Relates to outside experience

2. Reasons stated3. Terms used

S= I Reasons stated

2. Terms usedN = I Terms usedF = I No Narrative

Grades: Followinti Directions0= Each section completed according to

directionsS= Nlost sections completed according to

directionsN = Some directions were followedF= No directions were followed

PARENT INVOLVEMENTSee attached parent response sheet.

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Jlatheaticv Geometry

SCORING

You will be scored on your understanding of geometry terms, your narrative andyour ability to follow directions.

(trade. (;onnell, Terries Narrative Following Directions

t) III-11 terms drawncorrectly

I. relates to outsideexperience2. Reasons stated3. Terms used

Each sectioncompleted according todirections

S 6-9 terms drawncorrectly

I. Reasons stated2. Terms used

Most sectionscompleted according todirections

N 2-5 terms drawncorrectly

1. Terms used Some directions werefollowed

F 0-1 No drawing No Narrative No directions werefollowed

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Mathematicc Geometry

Name

Date

Pretend you are a famous building designer. You have been hired by thecity to build a new office building for the doll ntown area. You were hiredbecause you are good at planning, using geometry, and followingdirections. You have many decisions to make and must think of the bestdesign of ran office building. You must follow the city's specifications.You have two days to complete your task. Do your best, the city isdepending on you.

Part I

Task:

Materials: centimeter paper, red crayon, ruler

Plan and design a building that

has constructed with at least 2 right angles.

has a roof with at least 2 acute angles.

has a planned a pattern of rectangular %indows.

has two congruent doors.

has a dark dot on each corner of one of the doors.

has red crayon on all outside edges of the roof.

has a triangle above the door with it's line of symmetry marked.

The perimeter of the space used is

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Mathematics Geometry

Part I I

Task:

Materials - 18" x 24" Paper and Pencil

Draw a similar building on the blank drawing paper. Useyour plan as your guide.

OR

Task: Materials - math cubes (40/child)Use math cubes to construct a building similar to your plan.

Part III Materials - Paper and Pencil

Task: Write a brief description of your building, use details.Use geometric terms in your description. Explain how geometry helpedyou. Remember, you are the designer of this new city building. Whydid you decide of this design?

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Mathematics Geometry

SELF EVALUATION CHECKLIST Name

1. I designed a school building and met all the specifications.

finished none finished sonic finished all I wished all. very detailed

2. 1 wrote a narrative about being a builder.

wrote nothing wrote a little

3. I constructed a model of my school.

wrote enough wrote a lot, added details

no model poor model

4. I used my time well.

good model excellent exact model

did nothint wasted time worked most of the time worked hard every minute

5. I learned about e.eometry.

learned nothing learned a little learned some learned a lot from other sources

-Things I like or did well

Thinks I did not like:

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Mathematics Geometry

Parent Response Name

In what wa)s have )ou heard about this unit from your child?

I lomew ork

Projects Other

I las N. our child shown an interest in geometric shapes during this unit?

Yes No

Did your child show you how to draw 3-dimensional shapes?

Yes No

Conversation

Has your child used any of the following terms: plane figure. congruent symmetry.angles.faces edges. corners, volume. perimeter or area?

Yes No

ilow would you describe your child's attitude toward math before this year?

Positive Neutral Negative

I low would you describe our child's attitude about math now?Positive Neutral Negative

-The students should he able to identify objects in their environment that remind them ofeach of these

*

a cubea trianglea cylindera rectangle

The should he able to draw and label a right angle. an acute angle and an obtuse angle.

* They should he able to draw a figure that is symmetric and draw it's line of symmetry.

Comments: ( I am interested in hearing any comments you would like to make, especiallyany recommendations for improving and strengthening this unit.

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Mathematics Geometry

Name

Part I Geometry Checklist:

1. Right angles (main building.)

2. Acute angles (root-)

3. Pattern (windows)

4. Rectangles (windows)

5. Congruent (doors

6. Corner (dark dot doors)

7. Edges (roof red outside)

8. Triangle (above door)

9. S\ mmetry dine on triangle)

10. perimeter (number)

11. similar (drawing)

Total Geometry Score

Part 11 Narrative:

1. Geometric terms used

2. Reason decision made on this design

3. Relates to outside experiences

Total Narrative Score

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Mathematics. Geometry

Name Date

Part Ill Followiniz Directions

s each section completed beyond expectations

4 each sections completed according_ to directions

3 most of the sections completed according to directions

some directions weie followed

no directions were followed

Total social studies score

Total task score

(mulleins: Strengths: Weaknesses:

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3-185

.11athematics Graphing

AGE LEVEL.

"1.1"PE

FOCI'S

GRAPHING SKILLSby Phyllis Gaskins

Earls and lpper MiddleElementarPert Ormance taskNCTM Standard #2Mathematics asCommunication. In grades K-4 students should he able torelate ph} steal materials.pictures. and diagrams tomathematical ideas. In grade5 students should he able touse oral. written. pictorial. andgraphical methods tocommunicate ideas.

MathematicsK.I4 Make an object graph using ten or fewer

objects.1.16 Identity row or column containing more or

fewer ()fleets or pictures.2.19 Determine and compare numbers represented

in picture or bar graph.I t4 Read and construct simple bar or picture

graphsI 21 Construct a simple bar or picture graph.

Name points as ordered pairs: associateordered pairs with points in a coordinateplane.

Gtopintre is a 1,11I ithich is related to "real life" inthe fill oh; a.-

/ t;raph.% are used in books. newspapers.and maini:oies to convey information to therrrhr2 In business and industry workers may needto reale and interpret graphic displays.

Graphing skills can he taught in the classroomduring rile:cc and social studies in collecting andinterpreting nyormatiOn.

ASSESSMENT PURPOSEThe intent of this assessment is to assess the abilityof third grade students to create a picture or bargraph, this assessment is designed to he used atthe beginning, middle, and end of the year so p

progress can be monitored over time.Making instructional decisionsBased on student performance mstnictionalmethods and materials may be selected tomeet the needs of the studentisr.Monitoring student progress in the classroomSince this assessment is intended for use atthree times during the school year progresscan he monitored over time. The resultscould he kept as part of the student portfolio.

X Communicating and using summauveevaluation

Results of the assessment are intended to beshared with student, parent and or principal.Monitoring student progress externally

X Validating student achievementIf this assessment were used by all teachersstudent achievement might be validated.

X Evaluating programsIf this assessment were adopted and usedthroughout a district data could be collectedto assess strengths and weaknesses of thisportfolio format as a means of assessing andadapting curriculum.:Addressing Accountability

SETTINGA rural school of approximately 250 students withtwo classes of each grade level (K-5).

This assessment was first used in a thirdgrade classroom of 23 heterogeneously groupedstudents. Two students were receiving servicesfrom a learning disabilities specialist. Threestudents were receiving Chapter 1 supplementalreading instruction. Four students were receivingservices from the "challenge" program for theacademically gifted.

ADMINISTRATIONFor TeachersHaving completed a unit of study on weather thestudents will have collected data concerning typeand amount of precipitation and daily temperature

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Mathematics Graphing

highs and lows. This data may he collected by thestudents and kept in ea,h student's learning log ormay he entered on a class record chart for all tosee and use depending on student ability level.(Variation: It may he more appropriate at thelower grade levels to chart how many sunny. rainy..cloudy. snowy and or w Indy days in a month ortwo -week period.)

Students should hate prior experience inreading and creating picture and bar graphs in alarge small group setting.

Students will he given a GRAPHING LOOK-FORS assignment-scoresheet which will he used todiscuss the listed "look-fors" and scoring standards.This score-sheet will also he used as the teacherevaluation form with space for student and parentevaluations and'or comments.

Approximate time for explanation of theassignment-scoresheet and work time for eachstudent to complete his her graph is 30-60 minutes.

Since this activity is designed to beadministered at three different times during the yearassessments become part of each student's portfolioof work. Students will he assessed on the anonsgraphing skills; especially, creating a picture graph.creating a bar graph and creating a line graph SeeGraphing Skills Checklist). Other types of datamay he collected in science and :octal studiesclasses and he used to teach and or reassess thestudents' graphing skills.

MaterialsI Paper for Lrealing the graph (may be graphpaper or plain paper depending on studentpretetence.)2. Feltpens, crayons. scissors, colored paper. glue.etc.3 Inds Wml or classroom data charts) for studentsto use in creating the graphs.4. GRAPHING LOOK-FORS assignment-scoresheet for each student

LOOK-FORS The student should selectthe type of graph which she he decides isappropriate for the given information. It is

Important that the assessor clarify what the studentis In do without assistance; the amount of assistanceneeded may then become an indicator of thestudent's ability to complete the task.I. the student is able to select an appropriate graph

(picture, bar. or line).'.The student sets up the graph accurately using thenecessary components (title. legend. axes).3.The student transfers information to the graphcorrectly .3.The student creates a graph which is neat andeasy to read.5.The student makes a written oral statementsummarising the information shown on the graph.NOTE: See GRAPHING LOOK-FORS for "kid-language; version of the "look-fors".

RUBRIC4 = The student's work is beyond expectations by

degree of complexity. detail and explanation.-3 The student created a graph which is accurate

and easy to read and included a summarizingoral written statement.

2= The student set up a graph and recordedinformation but the graph is incomplete insome way.

1 = The student attempted to make a graph but didnot successfully complete any task.

Indicates mastery level.

SCORING4 = Excellent: 3= Good: 2= Okay:I = Needs Improvement;Taking notes while students are working enablesthe assessor to make clarifying written narrativesconcerning student work habits and progress whichare useful when conferencing with the student orparent concerning each student's performance.

RECORD-KEEPINGThe graph or a photo of the graph and theGRAPHING LOOK-FORS assignment-scoresheetwill be kept in the student's portfolio. Studentwork will become part of their showcase portfoliosas skills are mastered. This portfolio of work canhe passed to next year's teacher andlor returned tothe student.

PARENT INVOLVEMENTIn my classroom a "Weekly Note" goes home tothe parents each Friday explaining the plans for theupcoming week. At the beginning of a unit ofstudy parents are invited to share a skill or interestrelated to the theme. For example a parent maycome or arrange for a friend to come to the class to

Nue Mike Assesvment Project 3.187

MathematicsGraphing

share his her expertise with weather or graphs.The completed araph and the GRAPHING

LOOK-FORS assignment-scoresheet will also hesent home so that the parents may give oral and orw mien feedback to their child or to me

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Mathematics Graphing

GRAPHING LOOK-FORSStudent Evaluation

1. I used a graph.

2, I set up my graph correctly with a title Yes Nolegend Yes No

axes Yes No

3. 1 put the information on the graph correctlyyes almost no

4. My graph is neat and easy to read Yes Sort of No

5. I have made a statement telling what the graph shows----Yes No

Teacher EvaluationCircle4= The student created a graph which is accurate, easy to read, and included a

summarizine oral /written statement.3 = The student created a graph which is accurate and easy to read.1, The student set up a graph and recorded information but the graph is

incomplete in some way.I = The student attempted to make a graph but did not successfully complete the

task.

Teachers Comments: Parents Comments:

Blue Ridge Assessment Project

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Blue twi%ment l'roject

Mathematics Graphing

CLASS RECORDOF

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ft/tir Rage -Is%esintent Prwecte3 )

Social Studies Economics

AGE LEVELTYPEFOCUS

APPLES FROM TREE TO TABLEby Peggy Simpson

Earls ElementarPerformance taskSocial Studies as production.distribution. and consumption

Social Studies2.7 Students will describe how people are

dependent upon each other for goods andsere ices. i Students st tl I recognire a producerof goods

Science5 The student Ls, ill make inferences after

observation of an object or event.Mathematics.2.14 The student will compare the weight of two

obiects using a balance scale.Language Arts.2.13 The student will share personal experiences

and feelings in writing.

:1SSESSNIENT PURPOSEX Making instructional decisions

This assessment still shost Ouch areas ofapple production children are uncertain aboutand hint h areas of instruction need to hetit/lusted.

X NIonitoring student progress in the classroomThis assessment can be used to determine hot,itch individual students understand theconcepts beim: tautgu.

X Communicating and using summamees aluat on

The ( /let !;list from this assessment can he usedTo report knottledge gained bv nicht:dualtridents ttah and qhout assistance.Monitoring student progress externallyValidating student achievementEs aluatmg programsAddressing Accountabilit

SETTINGPhis assessment was used as part of an Apple

!"nit designed for a second grade class at Pleasant

\ arks Islementar% School in Rockingham CountVtlittu.111 we are actually in the ea!, limits ofIlarrisunhurg, we are surrounded by a carter oflams and apple orchards. Our school has 47.41) -students in pre-school through fifth grade. N1

self Lontamed second grade class has 18heterogeneously grouped students including tworeccis mg ESL (Spanish) services and six in theChapter 1 program. The students are seated atIndic (dual desks arranged in small groups %Inchcan he easil) regrouped into many Lontigurations

ADMINISTRATIONFor Teachers

During this unit, the students discussed howthe area's geography and climate is ideal forerowing apples. They discussed how the appleindustry affects our local economy. At a localapple orchard they observed apples being grownand talked with workers as they picked. sorted andpacked apples for sale. The students also went to alocal grocery store to observe what happened to theapples once they left the orchard. They observedand talked with workers unloading. handling.stocking shelves and preparing foods with applesand their products. The role of each worker wasdiscussed and charted. The students purchasedapple products and ingredients to prepare applerecipes int the classroom. After sampling these.they graphed the results of a taste test.

Different types of apples were examined andcompared. Other activities included weighing andmeasuring. cutting apples into fractions, countingseeds. apple stamping art. dehydrating apples.keeping a Journal of apple related activities, readinga sariety of fiction and non-fiction books aboutapples and compiling a class apple recipe hook.

After completing these activities, a variety ofblasted apples and products would he placed on atable at the back of the room. Each child would hecalled hack, one at a time to examine the items.The student would he asked to describe thetollowing about each item:

What might have happened to this item?

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Social Studies Economics

flow might it have happened'ho might have done it

\\ hat could have been done differently 'The number of student responses along w uhcomment: would he recorded ont the assessmentchecklist

MaterialsAssessment checklist (see attached)Defective apple products including an appleyv ith an insect hole, an unpolished apple. ahag of unsorted (different colors) apples. anunlabeled can, a burnt apple pie. and adamaged can of applesauce

For LearnersThe teacher will give the following instructions tothe students before calling them hack for theassessment:

When you come hack to the table, ou w illsee six items. I want you to look at each item anddecide what is wrong with it. I w dl ask you to (ellme what might have happened to cause it. how itmight have happened. who might have done it. andwhat could have been done differently. I want youto try to come up with two or three different thingthat might have happened for each item. You willhe giv en you on 'Look -For' paper to help youremember what I'm asking you to do."

LOOK-FORS:I. I know what might have happened to each

apple or product.I know how it might have happened

3. I know who might have done it4. I know what could have been done

differentlyI told all the reasons I could think of

RUBRIC5 = The student accurately described v. lib detail

each defect and the relationship between theproduct. the worker, and what might havebeen done in 2 or 3 different ways for allitems.

4= The student accurately described with detaileach defect and the relationship between theproduct, the worker and what might havebeen done in 2 or 3 different ways for atleast 4 items.

The student accurately described each defectand the relationship between the product. theworker and that might have been done inmore than l way for at least 3 items.The student accurately described the defectand the relationship between the product. theworker and what might have happened for atleast 4 items.

= The student was unable to describe the detectsor could not make the relationships betweenthe product, the worker, and what might havebeen done.

SCORINGStudent responses would be examined to determineif there was a correct relationship between thedamaged good and the worker's responsibility.Scores would be given based upon the number andcomplexity of the responses with and withoutadditional prompting. Additional prompting mightinclude asking the student for more than one reasonor to give more details about the response. A -beside the response will indicate where promptingwas used.

RECORD-KEEPINGEach child's number of correct responses andscores will he written on the assessment checklist.The checklist may be kept in a folder along withother assessments.

P %RENT INVOLVEMENTA letter was sent home at the beginning of theApple Unit explaining what activities the childrenwould he involved in. They were also informedabout what I would be assessing the students on.The checklist may be used during parentconferences to show the child's understanding ofthe concepts. Parents were involved in cookingexperiences, as field trip chaperons. and by sendingin apple recipes. A parental evaluation form may.'so he sent home. It might include questions such.1s.

What did your child learn about apples?What did you observe about your child'slearning? Strentzths? Areas of concern? Arethere any suggestions about this unity Do youthink these activities and assessment wereimportant?

Blue Ridge Assessment Project 3:3 3-194

Social Studiet Economics

Name

DateASSESSNIENT CHECKLIST

Record the number It correct re.pon.e. ,4o .en for each item with without assistance. Space has beenPro ided to rc;ord children's responses for each item. Put a where assistance was needed.

1

DefectWhatmight havehappenedto thisitem?

How mightit havehappened?

Who mighthave doneit?

What couldhave beendonedifferently?

Apple with insecthole

Unpolished apple

Can %kith no label

Blur Ridge Assessment Project 1-

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Social StudiesEconomics

Bag of unsortedapples

Burnt apple pie

Dented can

without assistance * with assistance

Score

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NameDate

APPLES FROM TREE TO TABLE-

LOOK FORS

I know what might have happened to each apple or product.

I know how it might have happened.

I know who might have done it.

I know what could have been done differently.

I told all the reasons I could think of (2 or 3 for each item).

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Social Studies People. Places. Enviornments

AGE LEVELTYPEFOCUS

EARTH CARE ASSESSMENT PROJECTby Marie Graham

Early to Upper ElementaryProjectSocial Studies as People.Places. Env ironment

ASSESSMENT PURPOSEX Nlaking instructional decisionsX Nlonitoring student progress in the classroomX Communicating and using summative

evaluationIonitoring student progress externallyValidating student achievementEvaluating programsAddressing Accountability

SETTINGThis assessment was used with a group of twenty-one heterogeneously grouped third graders.Included in the group are two challenge (gifted)students, three remedial reading students, and onestudent who has been identified learning disabled.

The third grade is one of I7 classes in a ruralschool of about 250 students grades kindergartenthrough five. There are two special classes anautistic and an emotionally disturbed. Both of theseclasses are mainstreamed into the regularclassrooms.

ADMINISTRATIONFor TeachersFollowing a unit on recycling, this assessment toolis used to monitor student's learning, to determinehow well they have internal ied the concepts of theimportance of conservation in the classroom.

Parts of the assessment tool is also to heplaced in student's poritoho to he used tocommunicate to parents the progress the student is

Inakuq! in the school settingStudents collect theu syhool garbage for a

week Iarhage includes any thine, they normallythrow ass as at school. milk cartons. notebookpaper. paper towels. tissues i the end ()I theweek students weigh and record the weight of then.

trash. they determine how much trash all eroupsin the classroom made.

At the end of the unit on conservation. thestudents again collect their classroom earbage for aweek. This time they are using recycling plans thatthey made for themselves during the study. Theyagain weigh their earbace at the end of the weekand students are assessed on how well they followthe guidelines of classroom conservation andwhether they can identify. from a group of objects.those that are environmentally friendly.

Stations are set up around the classroom.Each station includes items form which studentschoose those that are recyclable. nonrecyclable butbiodegradable. or items that show source reduction.As they move form one station to the next, eachstudent records choices and reasons for theirchoices.

The students make, and are expected to use.reccling bins. They also decide on some sourcereduction practices and on some nonbiodegradablesthat should be avoided if possible.

During the last week of the unit studentsrecord some of their conservation practices in theclassroom.

Materials

StationsThese stations are set up in different areas of theclassroom. Each station contains three items thatstudents rate according to how environmentallyfriendly the items are.

Source reduction stations

Students rate the items in the following stationsaccording to how well they contribute to sourcereduction.

StattonA. plastic bottle 13. glass bottle

Blue Ridge Aisessment Projea

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Social Studies

C' paper bag

Station 2sandwich b0\13 plasik sandw hat!

C. paper hag

StationA. school notebook paper w ming on one half one

side13. school notebook paper woung On all of Oneside

C. school notebook paper writing on both sides

' Rees cling Stations

Students rate the items in the follow ing stationsaccording to how well the items recycle.

St.. )n 4A. glass juice bottleB. cardboard juice carton

C. frozen juice can

Station 5A. newspapers B. magazines

C. paper towels

StationA. metal cans B. plastic pots of food

C. frozen cardboard boxed food

3. Composting stations

StationA. st rofinun B. balloon

C. newspaper

Station 8

A. banana peel B. aluminum toilC. plastic shopping hag

StationA. plastic toy B. a flower

cereal hos

LOOK-FORSI choose things that can he reccled.I choose things that are biodegradable.I choose things that show "source reduction".I make choices that lead to source reduction.

1

People. Places. Enviornments

5. 1 reescle in the classroom.

SCORINGSee attached check sheet

RECORD-KEEPINGSee attached

PARENT INVOLVEMENTSee attached parent evaluation

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STUDENT RECORD SHEET

Students use this sheet to record choice that are made at each of the stations. The students will findthree items at each station. They will choose the one that answers the question at that station. Thequestion will he one of the following:

1. Which of the three items below are recyclable in our community?

Which of the three items below can not he recycled but is biodegradable in a landfill.

3. which of the three items below contribute to source reduction'?

Item A. B. C. Explanation

Source iseduction

Station 1

Station 2

Station 3

Recyclino.

Station 4

Station 5

Station 6

Composting

Station 7

Station S

Station 9

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Social Studies People. Places, Enviornments IASSESSMENT CHECK SHEET

Student IdentifiesItems

That .AreR ec cl able

IdentitiesItems That

Show SourceReduction

IdentitiesItems That AreBiodegradable

Ree ciesIn The

Classroom

FollowsAppropriate

SourceReduction

TOTAL

Gradiml:OutstandingSatisfactory 4-SatisfactoryNeeds ImprovementUnsatisfactory

Scorina Standards for Stations:

18-20 points15-17 points12-14 points9-11 points0-8 points

4. Student rates the items and includes reasons for his choices.3. Student rates the items independently.

Student rates the items with teacher assistance.1. Student fails to properly rate any of the environmentally friendly items.

Scoring Standards for Personal Practice:

4. Recycles and follows source reduction practices all of the time.3. Recycles and follows source reduction practices most of the time.2. Recycles and follows source reduction practices part of the time.I. Does not recycle or follow source reduction practice.

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STUDENT FORM FOR PERSONAL PRACTICE

Use of plastic sandwich holder in place of disposable sandwich bags.Explain.

Use of handkerchief rather than tissues.Explain.

Use of both sides of notebook paper.Explain.

Encouraged parents to use the cloth shopping hag that we made for them.Explain.

Use of one -toot paper toweling for drying. hands.Explain.

Use of scrap box for left over art supplies.Explain.

Other.

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Social Studies People. Places. EnviornmentsI

Ev.u.t..vrioN

,Students w ill do a self-eaivation the protect by answering the following questions:

I. What are the three most important things you learned from this unit?

flow successful do %ou think the activities were in helping you and your group see the importance ofrec\ cling s'

3. Ilow hme ou and your group's habits changed during this studs?

4. What kinds of things can you do to encourage others to recycle also.?

5. Can you think of other recycling projects that you would like to do on your own?

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PARENT EVALUATION

Would you please respond to the following questions pertaining to the recycling activities that we have beendoing in our classroom for the past two weeks?

1. Has your child discussed our recycling unit with You?

It so in what way?

flow would you describe your child's attitude toward this unit?

3. Have any of your child's recycling y.habits changed since this unit began'? How have thechanged'?

4. Have the family's recycling habits changed'? If so how?

5. I would like to have any other comments that ou would like to make about the unit any suggestionsfor improving the unit or any changes that you think should he made.

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%G I.AI Y

FOCI'S

POW HATAN INDIAN AUTOBIOGRAPHY AND ARTIFACTby Betsy Blank

El. Upper ElementaryProjectSacral Studieswoes as people.places and emiornments

Science4.2 Observe an object or went and make

inferences regarding the identity of the objector possible reasons for the event

4.5 l'se collected data to make interences orpredictions.

4.1(1 know that plants and animals of the samespecies are alike in maw w ay, but %aryenough to he indi%iduals.

Laneuaee Arts4.1 Participate effectively in informal classroom

discussions.4.2 Demonstrate effecme listening skills.4.- Rey iew and evaluate new concepts and ideas

obtained from texts and apply this informationin other situations.

4 lu l'se the writing process to developparagraphs.

I I Rey ise writing to form compound sentenceswhen appropriate.

4 I 2 I din and proofread written work.1 I 3 1.ir written and oral communications

according to purpose and audience.SoL ial Studies

1 I I Describe the culture and contributions 01Name Americans and their contributions toEuropean settlers.

se% e1:11

ASSESSNIENT PURPOSEMaking instructional decisions

\ Monitoring student progress in the classroomTeachers can use this assessment to monitorstudents' progress in communicationsThe teacher uses the data from this assessmentto determine if a student understands andappreciates differing cultures. Data may alsobe used to determine the growth in studenhability to communicate %there the narrativeaim be placed in student's %truing portfolio.

\ Cimunimicating and using summativeealtiation

The asce%sment may also be used as aain:m(111,1v actitits fallowing any subject area

Ihere the student is asked to stitch places%cid: objects. characters, people. etc.Monitoring student progress externallyValidating student achievementBaluanne programsAddressing Accountability

sETTINGThis assessment was used in a fourth gradeclassroom of 21 heterogeneously grouped students.One student spoke English as a second language.Three students receive learning disability servicesfrom a resource teacher. Eight students areenrolled in the school's Chapter I reading program.Hie students arc assisted for a total of two hourseach day from the resource teacher in the areas ofMath and Reading. Central Elementary School isa 3-5 school with an enrollment of approximately5-5 students. The school is located in Palmyra.Virgto a.

A DMI N ISTRATIONFur Teachersl'sing picture analysis, the students analyzed thelife of the Powhatan Indians. The studentsobserved what was in the pictures, drewhypothesis. and came to a conclusion as to how thePowhatan Indians lived. We held discussions aboutPowhatan Indian life, and viewed videos producedby the Jamestown Yorktown Foundation.Approximate teaching time for this series of lessonswere 1 - 2 weeks for 30 -45 minutes each day.

At the conclusion of instruction, studentsw rote a 1 -2 page autobiography, produced anaudio tape a narrative, or a video tape ofthemselves as a Powhatan Indian boy or girl. Theywere to start with themselves at their present ageand continued their tale to adulthood. Along withtheir autobiography, they made an artifact they%%mild have used as a Powhatan boy or girl. The

Blue Ridge Assessment Project 3-'05

Social Studley People. Places, Enviomments

students wrote a burl description of the .artifact andns 1N:N 'ii Lents had a week to complete thisassignment

Materialspiettnes of the Pow haul) Indians

ran,parencies made of the Pow hatan IndianpicturesHand -ruts on how to make Indnui pottery. masks.

instruments. etc.Hand -out listing the look-fors for the assignmentOverhead projectorvideo protectorVideo: Three Ships, Three Stories

For Learners

1.00K-FORSAutobiography

an autobiography telling of their life as itPow Limn Indian beginning from their childgoodand ending with their adult life.

explain the duties and responsibilities you hadan the Powhatan tribe and explain how you learnedthe skills needed to do you duties.

tell of the languaee spoken by the PowhatanIndians.

tell of the food you ate and the clothes youwore and how y hou got your food and made yourclothes.

tell of the type of shelter you lived to and whatit was made of.

an Indian name for \ ourself and for any otherperson you mention in your autobiography .

any other interesting information.

Artifactis an artifact that you would have used being a

boy oris an artifact of the Eastern Woodland Indians.handiwork seems to have been mainly done by

the student

Artifact descriptionthe name of the artifact.tell how the Powhatan Indians would have

made it.tell how the artifact have been used.

RUBRIC :OD SCORING.\ FOBIOGRAPIIY SCORING RI. BRIC4 = Student met all criteria in the look tors in all

three sections of the assignmentStudent meets all except I -2 items of thecriteria written in the toStudent does not address 3-4 items ot thecriteria written in the look-fors

1 = Student completed the assignment. but did notaddress the criteria in the look-fors.

ARTIFACT SCORING RUBRIC4= Student met all criteria in the look-fors.3= Student met all criteria except for one item ot

the criteria written in the look-fors.2= Student met only one item of the criteria

ritten in the look-fors.1= Student's artifact is not gender appropriate or

appropriate for the Powhatan tribe.AR FIFACT DESCRIPTION SCORING RUBRiC4= Student met all criteria in the look-tors.

Student met all criteria except for one item otthe criteria written in the look-tors.

= Student met onb. one item of the criteriass ritten in the look-fors.

= Student gi\ es false information in all of thecriteria written in the look-fors.

3 =

RECORD-KEEPINGSee attached

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Social Studies People, Places, Enviornments

Name

Date

POWIIATAN INDIAN Al.TOBIOGRAPIIV AND AR FIFACT CALL'

Autobioeraph-autobiograph is written beginning as a child and ending as an adult.shows use of imagination.Indian names were used when speal.ing ot themsek es or others.describes their duties and responsibilities as a ho: or a girl.explains how they learned their skills to do the duties and perform their responsibilities to the tribe.ment.ons the Algonquian language as their spoken language.tells what kind of food their tribe ate.explains how the tribe got their foodtells what their clothing is made ot.explains how their clothing was made.describes the kind of house their famil Its edexplains how the house was built.additional intOrmation.

Artifactis an artifact that ou would have used it :use were a Powhatan Indianstudent made.would hate been used b the Pow hatan Indians

Artifact Descriptionname of the artifact.how the Ptiwhatan Indians would Iii e made ihe rtitauexplanation of how the artifact was used.

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TIDEWATER REGION AND CRITICAL THINKING SKILLSby Betsy Blanks

AGE LEVEL-ryrEFocus

Upper ElementaryOpen Ended questionSocial Studies as people.places and Enviornments

Social StudiesStudents Ix ill locate and identify Virginia. Itsbordering states. and its major land and waterteatures.

4J Students will identify and locate Virginia'snatural resources. major crops. products. andindustries and determine their role in theagricultural and industrial growth of the state.

1.anguage Arts4.1 Students will participate effectively in

informal classroom discussion.4 13 Students w ill ary written and oral

communication according to audience.

SSESSNIENT PURPOSEMaking instructional decisions

N Slonitoring student progress in the classroomCommunicating and using summame

et al um ion

Monitoring student progress externallyalidating student achievementaluating programs

Addressing Accountability

SETFINGCentral Flementar School is located in FluvannaCounty . a rural communit east of Charlottesville.Virginia. The school enrolls approximately 575 -n(u) students housed in 25 regular classrooms. Theschool employs teacher's aides for the severe andprofound handicapped classroom and for thelibrary . Central also has a full-time guidancecounselor, and part-time speech therapist.occupational therapist. nurse. art teacher. andpsy chologist. Parent volunteers and Project YESstudents from the high school assist in theclassroom. In the 19(0-94 school year teachers areimoked in learning a new math series. beginning aforeign language program. and taking part in a

Science Social Studies Challenge program. Y.mngAuthors and MPS math are also a part of ateacher's weekly schedule.

ADMINISTRATIONFor TeachersThis assessment takes place at the end of a unit onVirginia's fidouler region. During the course ofthe unit. students have researched and presentedinformation relating to the agricultural andindustrial growth in this region. After becomingfamiliar with Virginia's Tidewater region. studentsbrought in newspaper articles from the area.Students and the teacher engaged in discussions ofthe news and its effect on people who live in theregion. This year's current events included: the

demise of oysters and otbeo.sealood in theChesapeake Bay and Virginia's major rivers: theeffects of taxes and inflation; military cutbacks: thesummer's drought: and the possible threat of thepmebark beetle infiltrating our pine tree forests.

During class discussions, the teacher listed thetopic (example: drought) on chart paper. Studentsresponded to the topic by listing its possible effects.At the end of the week, the students were given astudy guide. including ideas and topics to befamiliar with and a sample study question.

This assessment is an open-ended question.Before beginning, the teacher reads the questionaloud and clarifies by answering questions. Theteacher encouraged students to write out and 'ordraw pictures and label their responses.TIDEWATER REGION STUDY PROMPTSI. The student thinks about how each topic of

study: geography, resources, agriculture.points of interest, and business and industr!,allow people to have jobs in this region ofVirginia.The student thinks about how each topicrelates to the other.the student thinks about how current cCIIISmay influence life in the Tidewater.

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riDPAArER STUDY QUESTIONSHow will pollution in the Chesapeake Bay .

this past summer's drought. the threat ot thepia:bark beetle. the decrease in our nulttarytortes and the increase in gas prices oleo thepeople who Ilse and work. in Virginia'sl'idewater region?Imaeme that your family ow ns and operates alocal restaurant on a popular riser

irginias Tidewater region. Nlikh of thetoot' that is sered in your family 's restauranti. kically grown. raised and caught Howwill the recent turn ot es ems in the areauffluence your family 's restaurant businessand your family 's way ot lite?

riDE\N ATER REGION PROM!' r Q1 IONI. Your family owns and operates a grocery

stire in Virginia's Tidewater region. Yourstore specialties in locally grown fruits and%egetables. meats. and seafood. Your store islocated near a military base. Three miles toyour east is a ris er which enters theChesapeake Bas . Many fisherman and theirlannhes Ilse along this river. Five miles toyour west are several farms who send you apart ot their produce. Your family's grocerystore also serices many tourists that %isit thearea during the year. How are the recent turn

events in your area come to influence yourhustness and your family

Materialsnewspaper articlesnap ot Virginia

chart papermarkers

1.00K-FORSI told about one or more current event.I told what caused the current event tohappen.I tied in how the current event impacts ournatural resources, business. and industry..I told how current events impacted my familybusiness.I !old how current events impacted the waymy lamily

SCORING5 look-fors are meet and exceeded

e\pecialions4 Student cos ers all items cos end m the look-

tors

Student cot erect only 4 ot the 5 itemsmentioned in the look-fors.Student covered only 2-3 items mentioned inthe look-fors.

--- Student demonstrated no comprehension.

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Student Learning Obiective

STIDEVT Relates Causes of Discuss Current Relates Relate%resources.business andindusin

current Event familybusiness

t amillife

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ACE LEVELTYPEFOCUS

JASON V PROJECTby Jane Daniel

Upper ElementaryProjectSocial Studies as people placesand environments

ASSESSMENT PURPOSEMaking instructional decisionsMonitoring student progress in the classroomCommunicating and using sunimative

evaluationMonitoring student progress externallyValidating student achievementEs aluating programsAddressing Accountability

ADMINISTRATIONFur TeachersAfter studying JASON V Project, reading relatedmaterials and watching various Nideos abouttropical rain forests and harrier reefs the followingassignment is glen:

The Be/izian Board of Tourism has hired tortdesivi and produce a tri-fold brochure on the

Rain Forest or the Barrier Reef at South WaterCate to attract more visitors to the area. You k illuse tour knottleiNe of a tropical ram forest or a(twat reel and as inhabitants to design Belize'sbroc hare.

The brochure must he in color on a in-foldedsheet 01 I I" I paper. It should includepictures 01 the area and or plants, insects, animalsor other orgtntsms found in the rain forest area orthe Barrier Reef (hand drawl. cut front maps,«mtputer generated. etc.). There must be a caption

ritien leer each picture and a paragraph to enticetiewers.

Quotes front videotapes, class discussion orresearch materials should be included.

You aril make an oral presentation in addition10 preparing your brochure.

MaterialsII" x l7" papermarkers. crayons, pencils. etc. for construction

reference materialsvideos- shown in class (or check out) on Beim:coral barrier reefs and rain forests.

RUBRIC*FOR AN ORAL PRESENTATIONS: The presentation is eloquent. The speaker

shows a flair for communicating with theaudience. Humor and creativity arc clearl)present. The speaker seems confident and ,itease.

T: The presenter speaks in a clear soice winchcan he heard by all. The speaker showsinterest and enthusiasm. The rate of speech isappropriate. The speaker makes eye contactwith everyone in the class. The speaker hasno nervous habits which distract the listeners.The speaker is appropriately dressed and hasexcellent grooming and posture. Bodymovements add to the presentation. Thepresentation is organized with a beginning, abody of information, and a conclusion. Thereis a strong organizing theme to thepresentation. There are clear main ideas withtransitions between them. The detailsand examples used make the main ideasmeaningful to the audience. Information iscomplete and accurate. It is clear that thestudent understands the core curriculumrelated to this project. Visual aids are used tomake the presentation more interesting andmeaningful. The visual aids are well doneand can be seen by everyone in the class.The speaker allows time for the audience tothink. The speaker involves the audience insome active way in the presentation. Thepresentation is the appropriate length.

U: The presentation is generally as good as onereceiving a rating of T. There are one or twoelements of the presentation which arc lesspolished.

V: The presentation is generally similar to onereceiving a rating of W, but there are one ortwo elements which are relatively well done.

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Social Studies People, Places and Enviornments IW: The presenter is difficult to hear. The rate of

speaking is too fast or too slow The speakerdoes not show much interest and orenthusiasm in the topic. It may sound like thespeaker is reading the presentation. EveLontact is made w ith only some of theaudience. The speaker ma!, have nervoushabits which distract from the presentation.The presentation itself shows littlellrganual ion. The presentation rambles or itmay seem like a list of IaLts. Details andexamples are lacking or not well chosen forI he topic and audience Stine intormationmay he incomplete or inaccurate It is notclear that the student understands the corecurriculum related 10 this prolei.t Visual aidsare not well done and can not he seene\ery one in the class l'he speaker does notrti olve the audience acto.eb. in thepresentation. The presentation is not of theappropriate length.

X. The presentation :s very poorly done.

RUBRIC FOR A BOOKLET OR PAMPHLETS: This work goes beyond the rating of T. It is

especially eloquent.T: Oserall, this work is excellent. It

accomplishes its purpose and communicateswell with the intended audience. There is aclear. focused theme for each of itscomponents. The supporting &ails enhancethe quality of the main ideas and they arewo%en into the work and do not seem "stuckon" of list-like. Accurate and appropriateinformation from a %ariety of sources is usedin the proper quantity and in the properlocations. It is clear that the studentunderstands the core curriculum related to thisprotect. The sources arc properly referenced.I he author's own thinking is clearly evident.Diagrams. pictures. and other graphics are ofhigh technical quality, making the text moreclear and interesting. The proper format isused throughout. There are very few, if any,mechanical errors, none of which interferess ith the meaning. The work is %Tr neat andpresentable.

I' This work is generally as good as thatreceiving a rating of T. but it is uneven withsome relatively less-des eloped areas.

V: This work is generally similar to thatreceiving a rating of W. but it has one or twoareas which are relatively better developedThis work is weak. It does not accomplish Hspurpose well nor does it communicateelfzemely with the intended audience. Thetheme for the entire piece is not clear. Thecomponents do not support the theme well.The entire piece is not well organized. thecomponents seem "stuck on" or list-like.Supporting details are lacking and. orinaccurate. It is not clear that the studentunderstands the core curriculum related to thisproject. Sources are not well referenced.The authors own thinking is not evident.Diagrams. pictures, or other graphics are ofpoor technical quality and do not add muchclarity or interest. The proper format is notused. The work contains errors whichinterfere with the meaning. The work is notneat and presentable.

X: This work is extremely weak in most or allareas.

SCORINGStudents present to the class for peer and teacherassessment using the attached checklists A totalpoint number is agreed to the project. Not all ofthe checklist items are used each time.

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1 Social Studies People, Places and Enviontments

SAMPLE CI. ASSROOM ASSESSAIENT LIS-r FOR AN ORAL PRESENTATION

ELENIEN'r

I . The speaker can he heard h cnerone in the audience

The speaker shows interest and enthusiasm

3. The rate of speaking is appropriate.

4. The speaker makes eye contact with indiiduals throughout the audience.

5. Body movements add to the presentation

h. The speaker is dressed appropriately. has excellent grooming, and excellent posture.

7. The presentation is tit-gam/et, with a beginning. hod of information. and conclusion.

8. There is a clear locus to the presentation and the locus is not lost.

9. The main ideas support the focus and there are clear transitions,kmeen main ideas.

Appropriate support and elaboration are gis en to the main ideas.

11. It is clear that the speaker knows his her subiect.

12. Visual aids are well done, can he seen In all, and add to the presentation.

13. The speaker allims time for the audience to think.

14. The speaker actnely ins oles his her audience

15. The presentation is the appropriate length.

16. The presentation communicates etfectiel with the intended audience.

17. the presentation is treatise and interesting

Total

ASSESSMENTPOINTS

Possible Earned

ithie Ridge Astecsnient Project 3-'13

Social Studies People, Places and Enviornmentr

S.AMPLE CLASSROOM ASSESSMENT LIST FOR A BOOKLET OR PAMPHLET

ELEMENT

1 Mere is a clear theme throughout the booklet or pamphlet.

( ILIPterN iii sectuins are oipanued suppoii ihe theme.

3 (I lapters or sections !lase Ilea: mom ideas

Main ideas are supported lS1111 .11)1)101111,11c 'Worm:mon.

5. It is clear that the student ihmoughls understand the core concepts relevant tothis assignment.

6. The student's (il thinking is clearls es 'dent.

7. Inform:Information sources are properly referenced.

S. Diagrams, pictures, and other graphics are of high technical quahts and addto the mer-all eftectiveness of the booklet or pamphlet.

9. The proper format is 101105ed.

I(1. %%ruing mechanics are of high quality.

1 1. The ssork Is ser neat and presentable.

12 l'he ssork communicates ssell suh the intended audience

13. The m.ork is cream e and mieresime

Total

ASSESSMENTPOINTS

Possible Earned

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Social Studies Group Skills

AGE LEVELTYPEFOCUS

COOPERATIVE LEARNING GROUPSby Joan Hutchens

Early and Upper ElementaryChecklistSocial Studies as social.individual development.

Social Studies2.1 Help make classroom rules.2.2 Tell how and why rules protect rights and

property.Science2.1 Share responsibilities and tasks. and use

materials in a sate manner.Lancuace Arts

3 Communicate ideas. concepts. and feelingsthrough cream e dramatics.

Art

2 4 ork cooperatively in art group actin ices.Ph%sical education2.7 Discover various ways to move and object

it oh a partner in groups of three for tour.2.24 Work without teacher assistance in a small

group.Use of ooperarite learning groups ttithin the classin order to1. tattlitate classroom organization.

behatior control in the hands of the studentsruse of peer control,.

3 del flop effective communication skills.4. dctelop appropriate and effective cooperaute

elfectne learning of content to thetlibsroom.

ASSESSMENT PURPOSEMaking instructional decisionsMonitoring student progress in the classroom

Communicating and using summativeevaluation

Monitoring student progress externallX Validating student achievement

Ly aluating programsAddressing Accountability

SETTINGOur school is a rural elementary school for gradesK 5. There are approximately 700 students. Theschool has six grade level teams who plan andteach together. However. each teacher isresponsible for one class of approximately 22students. The teams consist of five teachers, oneinstructional aide, and, in K-2, a reading specialist.W'e have a principal and an assistant principal. Theschool was changed from open space to closedclassrooms in the past three years. There are othersupport personnel - music. PE. special education.librarian, challenge teacher (gifted), and guidance.The school has an active PTA, an organized parentolunteer program, and a pilot tour year-oldprogram and a preschool class for children withspecial needs. This is a class of twenty-one secondgrade students, including eight identified Chapter Ireading students, one identified as learningdisabled, and one identified as developmentallydelayed. One child also receives speech therapy.The class functions as a closed classroom with oneteacher. The teacher is pursuing a masters degreein reading from JMU and is implementingLanguage Arts assessment, whole languagemethods. holistic teaching, and developmentallearning. -Teaching includes the use of integratedsubject-content material, trade books. hands-ontechniques. and developmental learning strategies.HoweYer, what has worked for the teacher and thechildren over the past twenty-three years ofteaching is also respected.

ADMINISTRATIONFor Teachers:

The class is divided into five groups with fourmembers in each group (the self-contained LD childis not a member of the groups since the child is notin the classroom except for roll call. The groupsare formed by the teacher after observingpersonalities and academic achievement. Eachgroup is made of a heterogeneous set of studentsat least on high achiever, one average, and no

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more than two slower or underth hievers. Groupsare changed even six week period. It may he aspecial experience to allow the children to fortntheir ow n groupings later in the sear and or theteacher form groupings based on a Ste ensoctogram.

Inds idual responsibilities are explained and posted:Go-getter gets materials. books. supplies

as needed b the group.Librarian keeps records of work

completed by individuals aswell as the group.

Record Keeper checks off homeworkreturned. notes returned. etc.

Clean-up Manager keeps the group areaclean and makes sure suppliesare kept in order

The groupings are explained. the responsibilitiesare assigned (posted in a class chart). and the lookfors are explained and posted for the class in childtriendl language. The children are encouraged tohelp determine the look fors in order to feel realownership in the process. Several small academictasks are given to the groups so that the teacher canobsene if the members understand their individualrole in the group as well as the function of thegroup before a formal assessment is undertaken.

Sample Academic Activities Invohing GroupsN1sithernaties

Concepts-

Exitinple-

Family problems in basicaddition and subtraction for t)-It). After the concept offamily problems isdemonstrated in a lesson, eachgroup is given a numeral andis asked to discover all thenumber sentences one may findusing the numeral. Eachgroup is also given the numberof unifix cubes equal to thegiven numeral to help themdiscover the family of numbersentences possible for thegiven numeral.Numeral given 7

Group decides how to use the unttix cubesto find the combinations for seven.

6+1=7 5+2=7

1-6=7 2--5=77 -6=1 7-2=57-1=6 7-5=2 etc

Group decides how to represent and reporttheir discoxeries to the class.Example - drawings of the numbersentences by using the colors of the unitlxcubes in the combination with numberproblem written beside the draw ing.

Other actiities one may use with the children (Ihas e used these in a group setting atmosphere':

1 Learning Labs a:ti%ities prepared by theteacher in any academic area for the groups towork in together as the teacher is workingwith children on special needs or in readinggroups. These labs may include such thingsas the use of the computer to practice a skillthrough the use of a program disk, foldergames prepared in subject areas, art protects.or recorded stories the group may recordthemselves reading a story sample. etc.Math - assigning each group a certain sumand asking the group to come up with asmany number sentences for the given sum anddisplaying the number sentences on a chart forthe given sum and displaying the numbersentences on a chart for the class.

3. Math using a pictograph to reportinformation the group is asked to find.

4. Art - giving the groups a supply of artmaterials and allowing the groups to producesomething from them to present to the class.Science - giving each group a certain thing tocollect and to report on to the rest of the class(example: a collection of insects, rocks, trees,leaves, flowers).

MaterialsLook-fors ChartJob ChartCheck List (Class Record)Child's Self Assessment Sheets

LOOK-FORSIndi% idualI. The child participates in planning by

identifing group tasks, accepts responsibilityand locates resources.The child facilitates group work by helpingothers when needed, sharing materials.

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disagreement with group is positive and bynot interfering inappropriately.The child accomplishes his or her own task Ir.working at the task. seeks help when needed.completes task on time. produces anappropriate product. and contributes to thetotal group assignment.

Total GroupI. The group plans by identity ing its task.

The group demonstrates sharing. positixeresolving of disagreements. and helpfulattitude to the group task.The group completes the task on time.produces an appropriate product. and is ableto summarize and report results of product tothe class.

Child Friendly Look-forsI he lollou ing is posted in the classroom on a

chart.Working Together

The group u ill.. ..I Get -don,'2 Share

4

I willI Get along

ShareBe helpful

4 Do my part

Be helpfulFinish on time

SCORING4- Beyond Expectat

The group and or individual student in thegroup met all skills of group participationbevond (Vet mum.Meets ExpectationThe group and or individual student in thecroup met the skills of group participation.Almost ThereThe group and or individual student in thegroup mastered itch some minor problem theskills of group participation.Expectation Not MetThe group and or individual student tinsunable to meet the criteria of groupparticipation

RECORD-KEEPINGCheck list: Children are observed on at least tut)occasions during the year and scored according tothe Scoring Rubric on Skills included on the groupassessment sheet.

PARENT INVOLVEMENT

Blue Ridge Acsesvment Project

3 54

Cl. ASS (W RECORD (1,1401 P NSESSNIEN

.tudent Names

Participates in Planning

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Blue Ridge Aims/nem Project

4 Performed Bo ond live,tation1:wetation !Act

2 Alfth.q '1/4tee!111,2 \re,"I'llI Expectation Not Met

1

3.218 I

Science/Health Group Skills

The following assessment may he given for the children to fill out w ith respect to their ownfeelings in taking part in the activity involved in this project. It may he given at intervalsthroughout the year as groups are used in the classroom or at regular intervals (beginning.middle, and end of the school year).

Scoring: Color in the appropriate face.

s

Assessment List:

Name

Sometimes Never

Child's Self Assessment

Date

I. I feel that every member is doing his or her job (including myself).

I feel that I help the group make decisions.

3. I help to solve disagreements and problems in the group.

4. I do my part to help the group complete assignments on time.

I learn how to work within a croup.

. 1 imprme in pre and post test scores through the participation in the group.

7. I pro\ ide support for in\ group members.

8. I respect the members of my group.

9. I give positive comments to members of my group.

10. I am able to summarize the work of my group.

11. I can communicate the results and findings of my group in a meaningful manner.

12. I demonstrate good behavior skills working with members of my group.

Additional Comments:

Blue Ridge Assessment Project 1-2 19

356

Science/Health Investigative Skills

LEvEL.rvrEFocus

INVESTIGATIVE SKILLSby Phyllis Gaskins

Earls and Upper ElementaryPerformance PortfolioScience as critical thinking andinquiry

Science3 4 l'he student will record and describe

information gathered from first-handexperience.

3.7 The student will place natural events in orderand use the sequence to tell what comes next.

Students it ill int estigate physical and livingsystems. These SOL's are specific to this particulargoal: however, all of the science SOL's could headdressed toil this assessment tool. ,4 variety oftopics lend themselves to setting up investigativesituations: therefore, SOL #3.8 - 43.17 could alsohe met and measured with this assessment. 77w

students are assessed on their ability to completethe on ectigative process. This includes ,nuking ahipothetfi.al statement. using senses appropnatel,asking questions, collecting and organizing data.and using the collected data to answer questionsand draw conclusions.

ASSESSMENT PURPOSEX \taking instructional decisionsX Monitoring student progress in the classroomX Communicating and using summauve

es aluationVonuoring student progress external lValidating student achievementII used over tone

_\ I saluaung programsli this itere used school district wide datamild he «dlected to assess strengths and

itealaressec of this portplio format as a meanstit inctruction and assessment.Addressing Accountability

SFTIA rural school 01 approximatel 250 students withtw o classes of each grade (K -5). Student

population socio-economic backgrounds range fromparents with doctoral degrees to families withminimal education. Job descriptions includedoctors, professors. teachers, secretaries. factorylaborers, farmers, and the unemployed.

ADMINISTRATIONFor TeachersBackground Knowledge Needed to Perform StudentTask and AssessmentThe students would need to have had priorexperience with writing a hypothetical statement,writing questions, collecting data, using the sensesto gather information. answering questions anddrawing conclusions. Each of these could be taughtin lessons designed.to teach a specific skill or skillswithin the content of science, health, or mathactivities. The students would need enoughbackground in the content area to make anappropriate hypothetical statement and drawconclusions.Estimated Time for Activity and AssessmentThe assessment is intended to he a portfolio ofgrowth over time in each of the skill areas of theinvestigation process and an informal inventory ofthe students' ability to do a complete assessmentcontaining all of the skills in one investigativeactivity. The individual lessons to teach/measure agiven skill area would be part of the regularcurriculum and a folder would be kept of thestudent's responses. The teacher would evaluatestudent progress and the students would evaluatetheir own progress. This evaluation would be senthome for parent feedback. In addition to this on-going process. a complete assessment would begiven at the beginning. (middle), and end of theyear. The folder would monitor growth over time.and the complete assessment would give a snapshot

of the student's overall ability. Lessons may hefrom 20-90 minutes and may be broken into two ormore sessions.Instniciional Strategies to he Used

Blue Ridge AsceAanent Project 3-220

35 i

Science Health Investigative Skills

students nia). work as 1111.111 aluals. in pairs. orm cooperame teams but will tomtit late hypotheticalstatemcitts, write tikicstions, etc. milts iduallv. eventhough :hey may he performing the experiment withothers Students 51, hose w none communication is

good may he scored on the basis of how thereword their answers data: others mat he &wen edand or !nay respond orally to the teacher. i In myclass tot 22 third graders there were five which Ineeded to ohser%e more closely and have themrespond orally to the items. All attempted torespond in writing. )Description of the Activity

Acti ittes should he chosen by the instructoras part of the regular curriculum to health, science.and or math. The tbrinat should follow the sauteas the examples included in this demonstrationpackage. The third grade sample is on thedigestive system (chewing) and the fourth gradesample is about plants. The assessment isalternate because it is not a traditional teat /Hotapproach but allows the students to learn content inthe process of being assessed in their insestigamestrategies, no letter grade is assigned (althoughgrades could he gRen), and it lends itself to the useof portfolios. It is authentic because scientist usethe strategies in real scientific investigation.

MaterialsThese would he determined by the type ofart:: itv chosen by the instructor.

For LearnersInstructions vary according to the type of activitychosen. All should include a discussion of theLook-Fors in "kid-language."

LOOK-FORSDuring the activities, observations will he made todetermine if:I. The student makes a hypothetical statement.

The student asks appropriate questions.The student uses several senses to makeobservations.

4. 'the student collects and organizes data fromobservations.

5. The student answers questions and drawsconclusions.

RUBRIC' SCORINGScoring Standards: ( * indicates mastery IAsk Questions:4- Demonstrates higher level thinking by askingmore in-depth questions.3 Uses at least three different question starters andquestions are complete.2- Demonstrates ability to write three completequestions.

l- Uses question starters but not all questions arecomplete.

Senses

Record # senses used.' A =appropriate and I = inappropriateCollect and Organ tie Data:4 Shows a high les el of organization and accuracy.3' Data accurately collected, suitable for answeringquestions. and well organized.2 Data accurately collectedfleeted using appropriatenietluldI 'nsuccesslul method of collecting data(mai mate. unorganized, illegible).Answer ()nest ion and Draw Conclusion:

Iltpotheteal Statement:I -Attempts hypothetical statement but wording isillogical.2-Writes a logical h. statement based on knowledgegained through observation.

statement is logical and reasons are given forstatement ti think...because...).N A = Not Assessed at this time.

RECORD-KEEPINGSee attached Rubric Sheets. The "IndividualAssessment of Investigative Skills" is designed tohe part of each student's investigative portfolio (seesample "Log".) The "Investigative SkillsAssessment" is intended for use by the teacher forscoring both during and after the assessmentactivity. Each student will do an individualassessment after completing three activities in the"Log". The teacher will assess each activity usingthe rubric and make individual comments. (Not all"Look-Fors" will be assessed in every activity inthe I

!flue Ridge .4svcilment Project 3.221

cis 6

Science 'Health Investigative Skills

PARENT INVOLVEMENTThe -Log" will then he sent home for parentresponse esaluation in the form of comments. Aletter will he sent home to the parents explainingthe "Log" and then a conference syill he held witheach student's parentis). (See sample letter.) Afterdetermining the student's strengths needs. activitiescan be planned to enhance their learning.

PILOT RESULTS

Roadblocks Encountered

were no roadblocks in piloting in my ownLlassroom: howeser, the teacher who had agreed topilot lk 101 me decided at the last minute NOT to doit I his was a setback but also a blessing. I wasable to find a teacher in another building to pilottest it in her classroom. This project received 'cryfasorable reviews from her and I have included herletter w ith this package. (See next page.)Res isions Made After the Field Test and Pilot Test

The rubric for the "Look-For": "AskingQuestions" was revised FROM:

Asks Questions:I-Student writes at least one question.2-Writes 2 questions.

"3-Writes at least 3 different types ofquestions.

4 Demonstrates higher level thinking byasking more in-depth questions.

TO:

Asks Questions:1 -Uses question starters but not all

questions are complete.2-Demonstrates ability to write three

complete questions.3-Uses at least three different question

starters and questions are complete.4-Demonstrates thinking by asking more

in-depth questions.

Scored Student Responses

A sample of a student "Log" is attached is ith that

student's "Inds idual Assessment of InvestigatieSkills".

A cops of both the third grade and fourth gradegroup "Investigative Skills Assessment' is attached.Also a copy of a student's response to eachassessment of all of the skills is attached.

Observation by ParentsTwo parents observed and wrote "detailed"accounts of the third grade assessment. These arealso attached.

Dear Parents.

Our Llass sill he working on investigative skills inscience, math, and health this year. Each studentwill be assessed on skills necessary for observing,collecting data, and writing hypothetical statementsand descriptive summaries.

At the end of each six-week period each student's"Investigation Log" will come home. It willcontain the student's work and an "IndividualAssessment of Investigative Skills" form with abrief description of each activity and studentperformance rating. Each student will be rated ona scale of 1-4 on each of the given tasks which arccalled "Look-Fors". The scale is explained on the"Inch% idual Assessment ..." form. I will also makea brief statement about student progress on eachactivity. The student will complete a self-evaluation form which will he included in the"Investigation Log".

Please review the student's work and assessment.then make a comment in the "Parent's Comments"section on the assessment sheet. These commentsmay he to the student or to me. They may hestatements or may he questions for the student orme to answer. Please feel free to write on the hackif you need more space.

If you has c a question or concern about theprocess. please call (school) and I ss ill gethack w ith you to set up a conference or you maycall me at home at

Thank you for your support.

Blue Ridge Assessment Project 3-222

3 5 (:)

Science Heqlth investigative Skills

Obsers.eion ot a Science Class: I approximatelx I

hour'Grade 3 Mrs. Gaskins. b Christina

Buckw alter

The class was divided into five groups with four tofise children in each group. Each group wasgiven a plate with the following materials: 2

plastic glasses of water. 2 sugar cubes, a plasticbag. and 2 spoons.

Mrs. Gaskins asked the students to imagineputting a sugar cube into a cup of tea or coffee.She asked them to imagine putting some crushedNtIg.:11 lino a cup or water and a sugar cube intosome water She asked them w Inch would dissolvethe lastest ' She asked the students to write down ahpothetical statement about what kind of sugarwould dissolve the fastest the cube or the crushedsugar Mrs Gaskins said their statements should!vein ss "I think". which she wrote on the hoard.

lie were instructed to write wh they thoughtwhat the did. The children began writingimmediaiel . It was obvious then understood thedirections. Children helped each other with the

ot words. Mrs. Gaskins walked aroundthe room with a checklist of her class list.observing the students and then marking whichstudents did not understand the instructions.

The class then proceeded to do the scienceexperiment. One student read the directions to theexperiment. which were on the worksheet. Theteacher went around the room crushing one of thesugar cubes in the plastic hag. The studentsperformed the experiment. They put the sugarcube into one glass of water and the crushed sugarcube in the other glass of water. They stirred eachglass of water five times and observed the glassesof sugar water.

The students were asked to complete thenext question on the worksheet telling whathappened. A typical comment was. "The crushedsugar dissolved taster."

A student was asked to read the nextquestion on the worksheet. which told them toreread their h.spothetical statements. The studentswere told to write whether or not what they thoughtwould happen did happen. Mrs. Gaskins walkedaround checking to he sure the students wrote a

statement and not Just a st ord or I%o She made itclear to the class that it did not matter whether ornot their hpothetical statement was right or w nineThe class continued bs beginning a newexperiment. Mrs. Gaskins asked the class to thinkabout what would happen if they chewed a carrotchunk or gumdrop in their mouth or if the lust putthe carrot chunk or gumdrop in their mouth anddidn't chew it. Mrs. Gaskets told the class to writethree questions about has mg the food in theirmouth without chewing and three more questionsabout chewing the food. The class listed "questionstarters" like are. it. is, itoulrl, xill. who, what,

ii here, and did. The students wrote questionslike, Will it he good? Will it diEr,olve? Does itturn into liquid' The teacher constantly movedaround the room observing and helping thosechildren with special needs to think and write theirquestions.'Hie class needed to lease their tables withoutcompleting the experiment, because it was time formusic. But the teacher gave each child a gumdropjust for tun.When the class returned. they put a chunk of carrotin their mouth. held it for awhile, and then chewed.The students repeated this procedure for thegumdrop. Then the students were given time toanswer the six questions they had asked before theydid the experiment.Mrs. Gaskins asked the group to think about howchewing affects digestion. She asked the followingquestions?

Which sugar digested faster?Why is chewing food important?

" How does chewing affect digestion'?* What happens when food gets to you stomach?" What would happen it a carrot chunk landed insour stomach?

What would happen if a chewed up piece ofcarrot landed in your stomach?The students wrote their conclusions on theirworksheet. The teacher circulated around the roomwith the class checklist, observing what childrenwrote. The teacher continued to ask questions tohelp clarify the assignment when she found somestudents were unsure or had written unclearconclusions. Other questions Mrs. Gaskins askedwere:

* Where does digestion start'* What happens if a carrot chunk versus a ors

Blue Ridge Assessment Project 1 123

3

Science/Health Investigative Skills

piece of carrot were in !.our stomach?it be harder or easier for Your

stomach to digest a carrot chunk'Will you stomach digest a tins of

_.trrot faster or slower than a chunk of

Is one caster than the other' WhsThe children discussed the answers w oh

each other. Then they wrote about choking if thecarrot piece were not chewed properly. Somestudents wrote that chewed up food digests faster.Then the class wrote about which senses they usedto do the science experiment. Lastly, the studentscompleted a self-evaluation. answering questionsabout whether or not they wrote a hypotheticalstatement. whether or not they wrote different typesof questions. and about which senses they used.

I out pleased to have had the opporuenity toparth (pate to Gaskins' pilot program. Aftertpealn., viol! Phyllis. I became excited about all ofthe poAttinlines for the use this framework for mtant rr t( ream e progrant.

/ cc s able to use her Iramettork 10 organizea t lesson on plants. The students tteret( (cram, for the dal" Ther assumed their roles andttere tem curled throughout the entire activity.Act generated hypothetical statements. wrote andansttered questions. collected and recorded data.and t rote conclusive statements. In the experimentthe\ alto dot umented the senses that they used andevaluated themselves on how they completed themot al

I truly believe that this is an effective way toleach science. It not only ttas exciting for thestudents, I enjoyed it too. All students wereimitated and antious to get results. I think thatthis program could be used in other subject areas./ can see myself using this program in math and insocial studies as a way to enhance learning.Students tumid. in nn opinion. he more motivatedto dig deeper into the material if presented in thismanner

Concerning assessment. this program .goesright along itith the portfolio assessment we arecurrentlt using. Student work can he kept andpulled out front tone to tone to see areas of grottthand to share IS tit parents.

I am excited about this program? I fee. thatI am more motivated than ever to rtrengthen mys(teme program. My students It ill greatly benefit

front tins nett energy Italia, me. and they %t illbecome better scientists as we continue to plate a.,iron; emphasis an the scientrtic process.

Blue Ridge Asreviment Propel 3-224

at;1

1

INDIVIDUALASSESSMENT CFINVESTIGATIVESKILLS

Student:

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LHS Q C&OD ANQ I DC

HSDate:

'ow

Activity:

C&OD ANQ DC

in2izatez -..6:e:

HS-Hypothetical Statement:1- Attempts hypothetical

statement but wording isillogical.

2- Writes a logical hypothet-ical statement.Hypothetical statement Islogical and a reason isgiven for the statement.

4- Supportive details areincluded with the hypo-thetical statement.

3_

Q-Ask Questions:1- Uses question starters but

not all questions arecomplete.

2- Demonstrates ability towrite three complete ques.

3-Uses at least three differentquestions starters andquestions are complete.

4- Demonstrates higher levelthinking by asking morein-depth questions.

CsZO-collect & Crganize Data:1- Unsuccessful method of

collecting data (inaccurate,unorganized, illegible)

2- Cata accurately collectedData accurately collectedand well organized

4- Student snows a high levelof organization & accuracy.

3_

AN: Answer Questions:1- Answers incorrect2- Some answers incorrect

and/or unansweredAll answers correct

4- Student demonstrates a highlevel of recording answers( uses complete statements)

3_

DC- Draw Conclusions:1- Student attempts to make a

conclusive statement butwording is illogical.

2- Student writes a logicalconclusion.A logical conclusion iswritten and a reason isgiven for the conclusion.

4- A logical conclusion andreason are written andsupportive details areincluded in the statement.

3_

hi or e.6 ea.t h' . 4 :me.

Teacher Comments:

Parent Comments:

Signature

Science Health Investigative Skills

NAME:DATE:

Health Unit: BODY SYSTEMS

HYPOTHETICAL STATEMENTBased on what you know about things dissolving (coffee in water,sugar in tea, etc.). make a hypothesis about the amount of time youthink it will take these two things (sugar cube and sugar cubecrushed) to dissolve (same, faster, slower).

You Will Need2 plastic cups, 2 spoons, 2 cubes of sugar, water

Directions

1. Half fill each cup with water2. Crush one sugar cube into small pieces.3. Put the crushed sugar on a spoon.4. At the same time, drop the sugar cube in one cup and

crushed sugar cube in the other cup.5. Stir each five times.6. Watch what happens to the sugar in each cup.

Blue Ridge Assevitnent Project 3 3 3 .12fi

Science/Health Investigative Skills

THINK ABOUT IT: Tell what happened.

READ YOUR HYPOTHESIS: Write a summary telling if yourhypothesis was correct. Did what you think was going to happen reallyhappen?

Given a piece of carrot and a gumdrop. Write questions before you dothis activity.This is what you will do:1. Put the piece of food in your mouth. DO NOT CHEW.

Question #1:

Question #2:

Question #3:

Blue Ridge Assessment Project 3-227

Sciences HealthInvestigative Skills

2. Chew each piece of food separately and swallow.Write questions about what you will find out by doing this.Question #1:

Question #2:

Question #3:

PERFORM THE ACTIVITIES ABOVE AND ANSWER YOURQUESTIONS.

What conclusion can you make about chewing food and digestion?

What senses did you use and how did you use them?

Blue Rult!e .1%%4,tnivit Prr

3653 lig

Science/ Health Investigative Skills

Self-Evaluation

Hypothetical Statement:

Collect and Organize Data:

Ask Questions:

questions?

I tried.I did a good job.I did an excellent job.

NeatCorrectWell Organized

How many?Were they different types of

Answer Questions and Draw Conclusions:I answered all questions.My answers were correct.

Senses Used:

I made a statement, it was

Sight A I Touch A I

Smell A I Hearing A ITaste A I

Blue Ridge Assessment Project 3.119

Science Health Investigative Skills

INVESTIGATIVE SKILLS ASSESSMENT

ITopic: Activity:

LOOK-FORS assessed: I. Student asksquestions about

the system.

2. Student usesseveral senses

to makeobservations.

3. Student collectsand organizes

data fromobservations.

4. Student answersquestions and

draws conclusions.

5. Student makesa hypothetical

statement(Ifthen..)

STUDENT

I,4

4 f),111.11.ti lie hither les el thinkine Ks .i,kine mole in depiiiI -es at :c.v.( Rim,- .11111:1Cflt qUI:s11011 Slaricrs and slue:mons arc sons; Inc

I Ocni iitr Ate. ahthr, urge three complete question,se, .1:1r:scion starters hut not an questions are Lottiplele

R.,. iJ a .an.:. atxt A appropriate and I inappropriateh.; cheanite Data

1 Sh..,ak .1 iek el of orcanwation and accurassI Data accuratell. collected. cuitahle or ansucrine que,tions and NC:i ..rginzied2 Data ascurate4 collected using Arpr.Triate method

ihuesesstul method of collecting dila (inaccurate. unorganifed. illegible'and Dust C.tra.lusion,

4 Show, high loci .t recorsline .111VAef% and %rite, dc,,riptis e. conclusise statementQuestions as,uratels ansucied and (.onclusiser.,treLt away:, to all questions

I 11%V.Crs i I) out:0.4 not que%Iions ansucrcd

.r SlaIcittttillisr.thelal Ialetticill aid redst.11, Vc go en for statement 1 I think Iresause

K rm. I lgisal Inponncu.al macciihni haett on kno ledge gamed through ohscnanonI Aitempts but rsling n illroc.11

\ 1 1,SVSNCli JI Illl+ 11111e

undit.ato inaler,

Blue Hulfe Asceiintent !Project3'6

REST COPY AVAILABLE

3-230

Science Health Investigative Skills

Format for Developing an Assessment Activit!.to Assess Investigative Skills

Student Name: Date

ACTIVITY: This could he a teacher-madeactivity or one taken from the text of a unit of study. Be certain to remove any outcomeinformation which might he of a hypothetical nature because the intent is for the student tocreate his her own hypothesis. Be certain to list materials the students will be using andinclude any necessary directions for using the materials.)

HYPOTHETICAL STATEMENT: Look at the materials that are given for this activity.Based upon what you know about make a hypotheticalstatement about what you think might happen and why.

QUESTIONS: What are some questions which might be answered by performing thisactivity''

TRY THE AC rivrry AND TELL WHAT HAPPENED:

READ YOUR HYPOTHESIS: Write a summary telling if you hypothesis was correct. Didw hat you think was going to happen really happen?

ANSWER YOUR QUESTIONS. What conclusion can you make about

SENSES: What senses did you use and how did you use them?

Blue Bulge Assessment Privet 3-'31

Science'Health Investigative Ski&

IMPROVING OBSERVATION SKILLSby Linda Hutson

AGE LEVEL Earls ElementarTYPE Performance PortfolioFOCI'S Science as understanding

patterns and relationships andas in estigation throughexperiential methods.

Die o / this assessment is to erne studentsspetilic, stall as size. color, texture. shape andsmell to look for shpt obsenine. checklist helpsstudent, to oreanize their information for recordingin their science journals.Science1 1 Obserse and describe changes that take

place over tune in both living and non-1 is ing things

2.4 Record and describe information gatheredfrom observations or measurements

2.5 Make inferences after ,11obsers atiorp, inobject or es ell,

3.4 Record and describe information vathetedfrom first hand cKpericmc.

3.15 Identify some characterisnts ttl maimgroups of plants and annuals

Albemarle obleciis esCompare and contrast the methods k sshttli

plants and animals perftirill liteprocessesExplain similarities and differences between

In ing things in various habitatsDescribe Ns as s in which populations tot plants

and animals in a communit interact with oneanother and with the environment

ASSESSMENT PURPOSEX Making instructional decisions

.1 teacher can use the information fromteacher observations and studentsobservations to see shat the students' needstire.

Mimitonng student progress in the classroomBe( MIA(' this prole, t is a sear lone bothteacher and student can compareobsenations collected and see

onprotements. l ssould hope that this assessmentisouhl emouraee a student to sell esaluate as thesear progressed usine the scoriae scale,

Communicating and using summativeevaluationDunne the rear tie u i ll collea information over aperiod of time and then share it ssith parents andstudents.

X Monitoring student progress externallyObservations and scoring scales and comments stillbe kept in the student's science notebook.Anecdotal notes and copies still he in child'sportfolio.

Validating student achievementEvaluating programs

N Addressing Accountabilityht presious rears it hen I've asked children toobserve trees I found that this tsar 0 difficult task.and no specific data was (Alerted I 'Mind thatIben I gale Ann specifics to "look for" the(vet (anon it as there l'he setnul graders I fieldtested Non prole(, stair understood the look fors.I ten otoloi I "broke Mein down" tree checklist)thew look Ion gave them a locus during theobsenation 1eASUM.

SETTINGWoodbrook School in Albemarle County.Charlottes% die, is a small community school withan enrollment of 196 children in kindergarten fifthgrades. The school is nestled in the center ofWoodbrook Subdivision. Our school has three K-Iclasses, 2 second, 2 third, I fourth. I fifth, and 1fourth -fifth grade combination classes. Our schooldoes not qualify for Chapter I assistance. Parentsare actively involved in our school. Woodhrookhas an active P.T.O. and Volunteer program. Thisself contained second grade classroom has 17students. The children are heterogeneouslygrouped. Only four children from this group are ina one parent family living situation -all others arein a two parent family situation.

Blue Ridge Assessment Project369

3.13,

Science health Investigative Skills

ADMINISTRATIONFor Teachers

Nly second graders haxe each adopted atree. We used trees as a class pioteet to begin withusing size. shape. color and texture as wilts todescribe. 'Children max select other things todescribe' Please note that we used this protect tobegin.) Each child will obsere their tree for theear and record data in his science journal. Thechildren hate been gic en look-fors. scoring scale.and a checklist. This protect w ill last from earlOctober - June 1994 with the children. Threeobserx anon sessions using the look fors occurredbefore I scored the children using the scoring scale.Because these second graders are just beginning todexelop xarious observation skills. I telt that usingthe took fors and practicing was important.Previous experiences for the children include:

teacher modeling font 10 describe itemswhat collecting data means and xcli it isimportanthow to wellattentions to size. color. shape. texture as

to describe itemleading books about trees before we started'qir adopt a tree project

Da I: I described the Adopt a Tree protect %sohthe children We talked about collecting dataCihildtm has c had pre\ boils experience with this

through science) and sonic things that we might.1004 for when we obsere a tree. The children.:enera!At sae. color. shape. feel or texture. Atter:his I handed them our loo(;-fOrs. We discussedlooking tor these things each time that we obserxedthe trees. We stapled these look fors in our sciencetournal so we would have these to refer to . Nextwe gathered pencils, clipboard, science ioarnals.cra:Ons, and a dr erase board w ith look forsprinted on it and went outside. As a large groupate wem on a tour, identified. and obserxed all thetrees in the front of the school Next the childrenselected their trees, named Mem and began tocollect data II riot ed trom group to groupabserx ing the children As I v.atched I not ced thatthe look fors on the sheet I had gix en them seemedlike too much for them to co through. Ni)teammate for second grade came up with an idea tocreate a checklist lor the children that would breakdown each item the children were looking for so

the' could organize their thoughts and data in amore concise wait On obserx anon dar 02 I antto trx this ) Alter 45 minutes we went hack toclass and discussed the look for and the observationoutside. Some children shared that it was a lot todo, but the entoed

Da 2:This session began with rex iewing the lookfors. I shared m observations from our firstsession and shared that Miss GateNlood and I hadmade something i 'copy of the new checklist isattached' that we thought would help them organizetheir data more efficiently. I was curious to see ifthe children would he able to star with the tasklonger and if this checklist that broke down the lookfors would he of assistance to them. We went oxerthe checklist (Parts I and .2 only for today.) and Imodeled host to check off items as they hadohser ed them. We collected materials and wemoutside. ,Today I also took a photograph of eachchild in front of or beside their tree to put into ourscience notebook. As I observed the childrentoday . the checklist seemed to help them stayfocused on the observation. The checklist tits withthe look for sheet, but it is written in very simple.concise terms for the children. After we completedthe observation session we went hack to theclassroom. Here arc some of the responses:

D.F. Ile checklist was fun. It helped me and Itried ter hard to finish it."

NE I.. -I might not have needed it. I can look atthe look sheet and list everything from that

B 'Sketching the leaf was hard."I) R 'Hie checklist was easy to do."K.X1 "It was hard to finish."f A. -I don't know. I used it. f finished

e. cr thing on it."I worked indixiduall with children during ouroutside observation time. Some children neededsupport with recording information but the checklistseemed to give them some sense ofaccomplishment. I wonder if i could buddysomeone up w oh those children or if I just need tocontinue to be there with them. S.B.. who hasdifficult% staying with a task needed me to guidehim through various items and :how lum how tocheck off an item. He was able to scat focused fora longer period of time. I worked w oh himthrough all of part one and then said that I \\ ouldreturn after I went to other children. He had part

Blue Rage I%..estneni Prowl

art)3.133

Sdence Health Investigative Skills

two ,Impleted and seemed to teel quite proud ofhimself I am anions to see it over time thisdlet. k' 1,1 helps the student organize the informationthe are collet [1112

Day 3: SCORIM, %11

I ease out the scorme sheets and discussedthe scoring scale w tilt the children today .

scented vcry serious about this observation I

passed out their checklist. the gathered materialsand we went outside. I have selected three samplesfront the room. These show vinous abtlities in theclassroom and the are attached to this narrative.

ForI.

LearnersFins checklist was made for my secondgraders to help them break down their look-fors shown in the previous pages. Studentscould use this as a :wide. This checklistwould not be used each time but perhapsduring the first few times observing.

NameYou and I w ill he . these things

as ou collect and record information about our'tree. We will call these our .

1 he student wuse several senses to make observations.Isecing. smelling. touching and hearme)notice size. color. shape. texture. and;,)cation when obsery ing and include these

ou record sour intormation in souriournal.

more than one way "to record ournformation. (words. pictures, webs, charts.

sketches. other.)I his is a eeneric look-for list.

I eadicis students could use these look fors toarious things.

For Learners II.Part I the Tree

I has e identified ins tree,do g wood.maplc.oakiI has e dated inv nullehook [oda\

I have described the color of in treeI have described the shape of my treeI has e described the size of Inv tree

Part lea% es

I have described the color of the leaf.I have traced a leaf from tm tree.I have done a rubbing of the leaf.

Part 3 *De harkI have telt the hark on the tree and described

how a feels.I have described the color of the harkI have done a rubbing of the hark.

SCORING RUBRICScoring' Scale Adopt a Tree

4. Student's work goes beyond expectation.The student has used size, color, shape. and textureto describe in a variety of ways [graphs. pictures,rubbings. webbing. words) and the observationprovides detailed data. The student was focused onthe observation during the entire session.

3' imasteryiStudent has described tree usingsize, color, shape. texture and has used severalways to collect information. Student is able tofocus on observation for a longer period of time

2. Student is almost there. Student uses morethan one way to collect information but needssupport with staying focused or collectinginformation on tree.

1. Little information gathered. Student doesnot use size, color, shape. texture. when recordinginformation.Comment After the observation teacher wouldconference w rah each student to share scoring anddiscuss the data collected. reacher M. mold askquestions such as:

I What did v on do really 1 ell during thisobservation'

2 How have ou improved its an observer'etc

Reflections on Scoring I found that along with thescoring scale that ms personal observation of thechildren that day also plaed a pact m the scoringof their observations. For example. one verycapable student spent about half of the observationtime not tocusmg on the observation. Shecompleted about half of the work and received ascore of two. She could have scored a tour if shehad put some effort there. I will share that withher \ hen we conference. Another child lust barelycompleted the checklist. BUT he was on task theenure time outside. His notebook elan for him

Wire !hike .1 vArcunrnt Project3"/ 1

Science/Health Investigative Skills

s as remarkable! II feel that a teacher could makenarrause comments to the children. too. I foundthat u I lotted down notes as I 1% :ached the childrenon the 22nd that it helped me as I was scoring.)

RECORD-KEEPINGHits protect w ill continue from September

through June 1994. To keep track of observationsand scoring I keep the scoring scale and commentsof our conference stapled inside the child's sciencenotebook directly behind the obseriation I scoredThis is a the child has his (Ibsen anon ANDscoring scale with comments right there in hisscience notebook. We can compare twoobsersan,ms and hasp all information tR tront ofus I also Xerox some of them: 011.crutIons10tuto eaJt portroho IA sample of itbeginning of the sear ohsersation and then one atthe end of the scar is usually taken ) I find thatconterences are a natural part of inr classroom andthe do not require hours of time Generally eachconference requires about seven or eight minutesper child

During obser awns sessions I also take mown narratiie notes. These generally stay with me

in each child's portfolio folder) and are usedwhen appropriate during conterences with childrenor parents.

PARENT INVOLVEMENTIrhe scoring scales and data were shared

with parents during conferences. Parentscommented that the liked seeing what wasrequired look tors ) and how the look-fors werescored Nlan parent, commented that their childcollected more information than usual. andspecifically focused on -ire, color, shape andtexture.

ItN-l) 'Science tournals are also senthome ht- months so parents ma share in their

learning We are now continuing with"look fors" (sue. color. shape. texture) in a classgarden that is e has e planted. l'in seeing thechildren using ,ue. Lolor. shape. texture. and taste

the describe'

If kidi( .1% set CIlleltr

s)

3 235

Science'llealth Investigative Skills

Scoring Scale - Adopt a Tree

Date:

4. Student's work goes beyond expectationThe student has used size, color. shape,and texture to describe, in a variety ofways (graphs. pictures, rubbings, webbing,words) and the observation providesdetailed data. The student was focused onthe observation during the entire session.

*(mastery)Student has described tree usingsize, color, shape, texture and has usedseveral ways to collect information.Student is able to focus on observation fora longer period of time.

Student is almost there. Student uses morethan one way to collect information butneeds support with staying focused orcollecting information on tree.

Little information gathered. Student doesnot use size. color, shape, texture whenrecording information.

Blue Ridge .tise%%ment Project3 7 3

Science Health Investigative Skills

Student Self Evaluation

Name

Date

HOW I COLLECTED THE INFORMATION:I have recorded information about my tree using:

sizecolorshapetexture

I used:

wordspicturesrubbingswebschartsother hen I observed my tree

What did you do the best on today during the observation'

Why!

What do you feel is the most difficult part for you as you observe your tree'

Blue Ruke Assessment Project 3.237

Science; HealthInvestigative Skills

NAME

IYou and I will be .z: these things as you collect and recordinformation about your *tree. We will call these our

The student will:

1. use several senses to make observations. (seeing. smelling, touching andhearing)

notice size, color, shape. texture, and location when observing and includethese as you record your information in your journal.

use more than one way to record your information. (words. pictures.webs, charts, sketches, other.1

* This is a generic "look for" list. Teachers /'students could use these look forsto describe various things.

IBlue Ridge Assessment Project

3-238

3 7 5

BibliographyAppaiachian Educational Laborator (1993). Mthing toward a trio% me target. Charleston. WV. AEL.

Ischbacher. P R :993( Issues :n innovative assessment for classroom practice: Barriers and facilitators.Report No 359). Los Angeles: National Center tor Research On Evaluation. UCLA.

Baker. E. L. 11993( Making performance assessment work: The road ahead. Educational Leadership. 51.6(.pp. 58-63

Borko. H . F1, %n . M & Cumbo. K. )1993) Teachers' ideas and practices about assessment and instruction.Report No 3661. Los Angeles: National Center for Research on Evaluation. UCLA.

Bowers. B. C. 11989). Alternames to standardized educational assessment. ERIC Digest. EA 40. pp. 4-6.

Bradford. K . & Stift. H. R. 11993). Vireinia's common core of learning takes shape. EducationalLeadershi 5(8). pp. 35-37

Bredekamp. S & Rosegrant, T 11993) (Eds.). Reaching potentials: Appropriate cumculum and assessment for%ming children. Washington. DC National Association for the Education of Young Children.

Breuer. W R .19021 Can performance assessment survive success Education Week. April 15, 1992. pp28

Brov.n. R. 119x91 -resting and thoughtfulness. Educational Leadership, 46(7). pp. 31-34.

Cockle. s (1993) the Adult Educators Guide to Practioner Research. Dayton: The Virginia Adult EducatorsResearch Network. ED3t2'I3.

Cluttenden. E 199()). Authentic assessment, evaluation, and documentation of student performance.kieundria. VA Association for Supervision and Curriculum Development.

(-1a%. \I )990. March) Research currents: What is and what might be in evaluation. Language Arts.pp. 288-208

DarlingHammond. L. (1991). The implications of testing policy for quality and education. Phi Delta Kappan.7313.. p 221-22.5

Da.. C.. Calderhead. J.. & Denico. P. (1993) Research on teacher thinking: Understanding professionaldeelopment. London: Falmer Press.

Drennon. C (19931. Inquiry in Action: A Plan for Adult Education in Progressive Development in Virginia.Richmond: VCU. Adult Education Centers for Professional Development.

Frechtling. J A (1991. Winter) Performance assessment: Moonstruck or the real thine? EducationalMeasurement. Issues and Practice. pp. 23-25.

Fosnot. C T. (1989). Enquiring teachers, enquirme learners A Constructivist approach for teaching Nev.York: Teachers College Press.

Fullan. NI. G.. & Stiegelbauer. S. (1991). The new meaning of educational change. New York: Teachers

College Press

Glaier. S. NI 11993. Januar i Assessment in the classroom: Where we're going. Teaching K-8. pp. 68-'1

Goldenbert. C 11993. Nos ember) Intervening in imersention, local knowledge. and intervention.Ciusersus of Virginia George Graham Lecture Series.

Guske . T. R. 11993). What you assess mas not he what sou get. Educational Leadership. 5116). pp. 51-53.

Haas. (;.. & Parkas. F. W. (1993). Curriculum planning: A 11 CA approach. Boston: Allyn Bacon.

HMI. G E.. & Loucks. S. F. (19-81. Teacher concerns as a bash for facilitating and personaliiing stalldes elopment. leachers College Record. 80( I ), pp. 3(s-53.

Line . W.. Madaus. G. (19891 Searching for aiternati\ es to standardised tests: Whys, %%hats. and\\ hullers. Phi Delta Kalman. 709), pp. 680-685.

Herman, J L., Aschbacher, P. R & Winters. L. (1992). A practical guide to altername assessmentAle\andria. VA: Association for Supers ision and Curriculum Development.

J R. (1991). Apathy concerning grading and testing. Phi Delta Kappan. 72(7), pp. 40-45.

Jamenti. K. (1093). Making sure that assessment improves performance. Educational Leadership. 51(hi.pp 55-57.

Johnson, P. 11 (1903, Fchruars I. Assessment and literate 'deselopment'. The Reading Teacher.pp. 28-29.

Klein. F. (1991. August 25). We're talking about a resolution. The Washington Post. p. 4-7.

KrecheAsks. \I (19911 Protect Spectrum. An innos wise assessment alternative. Educational Leadership.49( 3). pp. 43-4(s.

Leibeinian. A. CCOUnlabIlli as a reform strategy. Phi Delta Kappan. 73(9). pp. 219-225.

Nladaus, G. F (1991) The effects of important tests on students: Implications for a national examinations stein Phi Delta Karnali. 7313). pp. 227-231.

\laerott. (i (1991) Assessing alternative assessment. Phi Delta Kappan. 7314). pp. 273-281.

Mariano. R. J. (1993). Lessons from the field about outcome-based performance assessment. EducationalLeadership, 51(6). pp. 44-50.

Mariano. R. J., Costa. A. 1..11085). Question: Do standardued tests measure general cognitive skills'Answer no Educational Leaderslin. -12(61, pp. M-71 .

McLaughlin. NI W 11091). Test based aecountabilit as a reform stratep,. Phi Delta Kappan, 730). pp.248-251

McLaughlin. NI. . Talbert. J F.. & Bascia. N. (1990) The contexts of teaching in secondary schools-reacher.' realities. New York: 'leachers College Press.

Blue Rulge .4s sess mew Pmject 4-2

:3rr

Me\ ers. C. A. 11992). What's the difference between authentic and performance assessment'? EducationalLeadership. 49(81. pp. 39-40.

C Wood. S. (1993). Beyond site-based management. Empowering teachers to reform schools.Phi Delta Kaman. 75(3). pp, 245-252.

R (1992). Testme for learnine: How new approadies to ealuanon can improve American schools.New York. Free Press.

\ lurph\ . J. 119911. Restructurim: schools: Capturine and assessme the phenomena. New York: TeachersCollege Press.

National Council for Teacher, of Mathematics. (1993). Assessment Students for School Mathematics. (WorkingDratt) Reston. VA: NCTM

Paulsen. L. F.. Paulsen. P. R., & Mer. C. A. (1991) What makes a portfolio a portfolio? EducationalLeadership. 49(31. pp. 60-63.

Powell. M. (1990). Performance assessment Panacea oi Pandora's ho\ Rockville. MD- Montgomer\County Public Schools.

Rantch. D. 119931. Launching a resolution in standards and assessment Phi Delta Kappan. 74(10). pp.

Rossermann. J. E.. & El -Khan as. I.. 1198-1 1)1111,1m.! about assessment. Perspectives for presidents andchief academic officers. Washington. DC Amern.an Council 01 ducation. pp. 76-81.

Scvtirth. J. (1993). Performance based assessment Questions and anstsers. Richmond: MERC.

Shepard. L. A. 119891. \\'hr we need better assessments liduLanonal Leadership. 46(71. pp. 4-9.

Stake. R. E. ( I9911. The teacher. standardlied testis. l. and piospek is of resolution. Phi Delta Kappan.73(3). pp. 243-247.

Stigins. R. J. (1991). Assessment Mcrae\ . Phi Delta Kappan. -1141. pp. 534-539.

ti J. (1993). Factors influencing teachers' assessment and instructional practices in an assessmentdriven educational reform (Unpublished doctoral dissertation. Dissertation Abstracts International.

Wiggins, G. t 19931. Assessine. student performance. San Francisco: Josses -Bass.

Wiggins. G. (19931. Assessment: Authenticity, context, and validity . Phi Delta Kalman. 74(6).pp. 200-214..

Wiggins, G. 11993. Not ember). Performance based assessment: Promises and perils. Paper presented atthe Metropolitan Educational Research Consortium Mini-Conference. Virginia CommonwealthUniversitN.

Wiggins. G. (19891 reaching to the (authentic) test. Educational Leadership. 46(71, pp. 4149.

Worthen. B R 19931 Critical issues that will determine the future of alternative assessment. Phi D,71taKappa!). -4(61. pp. 444 454.

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true ie.' ft and more authentic and equitable assessment. Phi Delta Kaman. 73(31.pp. -(10-703.

V11'21111,1 Department 01 TallICal1011 18921. irall1C1kork tor the ViNmia \ ,,Ien1 of ClitiCall(111,11 .INeNrnentRichmond. %.. Department of Education.

/Hue Ridge .-1s.secrnent Project

3 ;'44

AN ASSESSMENT GLOSSARY

BY GRANT WIC;CLN5ON LEARNING, ASEBSMENT, 5::::.DOL

:ss!simen,t. To "assess" is to sn:::ent accomplishzr.e.:.: ci:ena rare of docutnerta.-y teciniqes ie.g. perior=ances, cuestonnai:es,

obse:.-ations, etc.) When used in an evaluative sense, a.^. "2..ssessrnent" is a carefuland range of adhieve=..ent.

:5 a "ter: di:fere= i:corn a^ "assecsrnent"? The isone of attitude. as imlolied the word's ' at4-. orizin: to assess is :o 'sit v ith. thesn:der.:. A "tes:" is u.sual:y though: of as :e: 2.:1 := of :heair:. :5 evaluate snide:: atedeve r.-.ent using a str.ail, indirect, se: of ira s.The mo:e of an oblizaticn than t'r.e "test -rnake:" to ou: orevoke a:: of whz: th.e student knows and car. do.

:ssessmer.:. An "authentic" is of 1.4-.::hy:a5k5 ohallenzes we want students Aut:-.entio azz,.2:....ent thusteac:-.es :he st.L.::e.nts (and :e.achers) what derncr.s::atei uses of tnatte: a:ecor.side:ei The test asks a.:e a:e re ::e-senta:iveZ: VE:E:07.3 of essential :::.estions or ::::12-nerzes iacinz practtioners

An 'aut:-.entic' test Or. pe::::::.ances wevalue. M-.:Itiple-choice tests are by definition, indirect. They are "proxy" forms of:ne.asu:ernent (t:-.ough perhar.s tralf.i., see bei::,w). By calling a :es: or the tasks Y,1-__hcornbsose it "irautnenticf the speaker is suzgesting tnat the 'iterns' a:e simblistioand forms of testing.

fcr the Standa7::5 7ropc:. 5r,:wmass, C:icrado, jui:.. -

Blue Ridge Assessment Project

L-11.)1. nr1ftt" II4.' 360

Ir. st:=, at:the:Ito assesscr.ent should -

engage the srudent in challenges r-7 .. 'tP=ts' "kelvface the= as professioals, oldzers, cons=P-s.

2) be co=.3..)osed of tasks that look like the best kinds ofazdvides: oral histories, science labs.,debates, reserca-.orojec-, er-

111

zer.::-...7.:7;;(5). A berterznazk is the soecLic zrociuo: or ven-c" used io:set =-4 the standards in an assessment. TIE belch:nark "andhors" ::-.e scoring scale.1%.'i:hout ber.o.b=azk an assesstnet--. would be relative or no:::-.-:eierenzed: the"best" result would S:=7.11.* be the best of what we received c--- -ten:: that

:-.tedloce. The selected El ah275 ::::15 se: -le:es, --_:=-.on-reierence4: we would no Ic.r.ge: expect scores :o be

te a..cr.:: a no:T.-.L: cuzve. We =4:It ge: very few Frodu.c:s 2:- c: even none a: all - tha: r.-.actth the oualitv of a to;

Cr.: r_. To ask "what are the z-.iteria to be used in judg-,ing snider.: work?" Ia.-.-.ounts to asking: "Wnere should we look in examir.ing th.is 7.roduct orcerforr-..a.-.:e? What agoects of verio..-ner.c0 are :-....ost :--;octant? For wh.:: kin-:c of Ie.:.c:s N4.-::: we then take ocints off, and to what de=-7.e?" We cr....iv _ -so de::::::neh.:-. much we shouri WE:Z:It each :::::erion relative to other crite.-:z L-. -:a :'r' our;,---r.-- -.c ..c.n.- .:awe usaerP and develor.=.er.: of ideas are l:::::1-. ir-.;c::::.: in--,...-... ...., = ::.-.- ...--

ng wrid.r.; wnat oerzent should we ,csin to ea"., hov.er...?A fa.:u.:e to carefullv oorside: czitet:a when designing tests z: eva:uating

student work can uncle.-7...ine the ability to ser.:: a clear ;hence, fair) rnessage to57-::::er.:5 abecut ezzeztadors; it 22.so frzeatens test ":ellability" (see below). ::ow shallwe weient ::-.e reiatire pci.-.: values of the test cues:ions? How shz...:.1:1 we weic,h.:'forr..' (such as the :dr.:lc:tante of writing a 3-calagrach essay, c: being neat in I1,%-:::ing)? :.7.-.culd we ovP-look inventeci szeilirr Should we give ccrti.' :re': for.

. . .9.-.7.-::: 'orocess , out v.-rang answers?, etc. Some o rocedu:e Is :Lecessa..-... to =sure t.-.at 1there is a s_.fi.-.4.ent cor_sensus on the ar.swers to these ruestions :el:c.c.:Hr.. deoPnris...icon the answers beina known and shareA I-

Blue Ridge Assessment Project BEST CON AVAILARLE 4.6

3 I

GLZESARY

.......g. Authentdo tests are often scored 'hol;s-'-..d in the sensethat a score is z-iven based uocr. an over-all iudr-len: of the co7-blet.'4 croduc: cr

ericronance. =lost state ring assessments for exa_-noie, readers are asked tom.ake 'uolz:-..ent about a babes cualty, ars soeciil.:criteria.

But Z.7..e:°_ are other kinds of oterforrnance assessment Sto..7 SVS:E7.7.S. :7.

soor.ng or essays, for exar.p.e, one 7E27.5 an essay butthe :ens' of a szecific dimension or set of traits, considered in turn - often

readers (e.g. reading a paper twice.... the first case judzinz for "syntax"the second for "rherotoal effectiveness" using seoarate ruhrics for earh trait).

75. What we subply the student (-:riculum, instr.:otion,tazk.s.. is ''Ulput" and what the sruclent gives uc back as finished work, on

as.sir.::.-ents and assessments, is "output." Many eduoators confuse the te:atior.better tasks to do is r.c.: sufficient to cause exceilent

student work: onanzing the =riot:it:on and assessment me:-.1v alters kind ofchallenges undertaken, not the "quality cont.oi" necessary to ensure tha: snident

c: exceeds stated ext.--enations.. .Consider. for exam 'e, the sheet music, football -...!av000k Cr sor-.: tor a oav:. . .

:nose "Inous" :7'.av :.\'.3. a5 F:75.:-C1?-.55 a7..7. thorouzh. as tea:. be; but `'..,,; .-.z.. ''''_. . . .-- c.-.,..-,--.... -.: - vo---"-"2." -a depends ,.--- --. ,.a--.- c.7.---^± =z.... . .

. . .

57.17.:177.5: r.z.ht kind of tee:track, no: accebdr.zwork, etc.

-:..utcornes" is shorthand for "intended outcomes of -st.-.:ction."Ctzomes are thus zenerai zoat statements for srudents, schools and so:-.x: systems.To :beret:ore:ice outcomes we have to acee on tne "standards andmeasures" - :he ta.ks, critena and standards by which the outcomes be assessed.

::..sxs or .7..;zst:or:5). A task is if it isrouone. -rninkinz is cpen-ended when one is presented with a ,0 n

^"CC.^...

with either no -nzh.:" answer, or in which the justifiable answers can be obt,':.-.__...Js: varier! of solution baths. 'Essay test :7...test:ors are 2...

Blue Ridge .ssessment Project

GI:SSARY

5 v a2 multioe-choice tess are, by ciesip and zear.:=,open o

This is no: to say, however, that answers to open-ended:obis. -^s ere only a matter of versonal taste or cavrice. Some answers are exr.e:ned

to be better than others, based on what "works" (or dots :'t work in context; or therange of res-oonser: and oroduo:s is judged according to scecific (as when weevaluate log:: of an arr.:men:, the use of evidence, or the way in which aproblem hes been concepnualicted). Such answers are has "justified" as opposed to"correct."

Such cues:ions thus demand more knowlece: ..evir.ariZaticr. All good: essay cuesdors :7 '-eng:71 C.72

ill-structured: even when you know what is eroected you have to stra:ch yor head,.refine - often revising as you go - your .e

wItn sucn :roble=.s, the srudent not know how roproductive :7 ur.de way, even with a r.eat deal of prior ni.r.i.r.g and "knowledze."

are --stni=ed; the reverse is not necessa.-.:v :n ecase. 1_-_-strictured problems can have clear, unambiztios and correct answersin the .5.k des:scrim: g ,ea:est mp to Eurove), still is no: 70C2::=E; 7:7 the =obi= correctly.

10 per:crm is to, 'act 4.a-- .%.=le:on." in the in:.e:e.onial realm usir c...-. one s

.e::eczve:y a:: or brinz .-r-uton a CO:::,:,1eX orocuo: ::: which one's know:ed=eand ex=ec -ise is revealed. Music recitals and auto z-.echanic cornoe::::::-.3 are:erfo.-.-..ances senses; so are oral exams.

A assessment thus differs from a conver.:ional ca:rer and :en:::es: in same wav that the driving test for one's license differs from:est. :n former case, the test is mean: to realistically simula:e driving

:olics.:e some 'tests' that arise in dailv drivin7. In thelat:e: case, we :es: for Imowiedge of driving fat-is and rules, not v..hether :he sruden:knows how to c=:oloy the= in gpe.-fon-..ing' the act of driving.

The use of word "oerforrnance" hizi-ilizhn. differencee:we,,n au:her.d: and -....:1"-ole-choice tests. Consider any be It tie

Blue Bulge Assessment Project

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athlete, debate, dancer, scientist or actor. They 'perfor.-X with knowledge in theserse that they must fashion or construct responses to orobles arising in a fluidand context-, their knowledge is used to fashion new 'lc:ow:edge orr.eaninz. Bv contrast, multiole-choice tests ...ereiv ask the student to recall orrecognize isolated 'items' of finished knowledge, one a: a derle. R.ather than beingtested as root-v.:ice performers with knowledge, sruder.z ze ripiv.11v asked on tesZto be more like learned spectators of other people's knowledze.

Terforrnance' also implies that the student must gain control over a =Flex'whole' attviry (the recital or play) for which one pra..dces and learns the`knowledge' rectired. A typical test, by contrast, often asks sr.:dents to apply oneskill or fa:: to one isolated cues:ion =ore like the d.-1.:s for 3.7.C9 than theperfor.-n2--.:e Paper-and-per.cil tests ;L.-4%1 be "perfr..rnances" if the task andscoring sys:ern are like 'real life' test of our wrinen ability, but it is rare Y. real life

men women are asked to recc7i,e a right answer in a field of wrong ones,as opposed to generating the right answer then-selves.

Since many perfo=ances can be el:theme:al actions, fair assessment ir,-picallyinvolves the =ea:ion of products. This insures adequate doc--nentation and thecssibilir ar.oroorlate review and oversight is scorinz the zerf=ance.

?or::::::o (sc.:med.-nes appearing jlist as folio). A bertfolio is a recresen:adveand judicious co:ecdon of one's work. As the word's roots suggest (and as is stillthe case the aros), the collection is carried from =lace to :lace for inspection orexhibition, usually as a kind of resume.

In academic subject areas such as Briglish/La..E-.. .,zi. Arts or Mather:at:es, ao.ortfoilo often serves two distinct purposes: providing a documentation of thesrudentjs work, and serving as the basis for evaluation of work-in- progress or workover ti--.e. The doc.=entaon typically serves three fun:ions: revealing thesnicier.t's control over all the major areas/techniques/ge.-zesitopics of the course orcourses, al:owing studenz to reflect on and show off &al:best work (by letting themselect which works will be put in the portfolio), providing evidence of how worksevolved and were refined.

For evaluation purposes, portfolios can do what traditional assessmentcannot do: provide evidence for evaluating the student's ability to makeprogress, over time, at mastering essential concepts and tec:-.niques of the co:irse.

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Ofren, students are asked to choose a "best' piece or to disringuish between `rnaor`and 'minor' pieces as part of the evaluation. Thus, the sr....ie.-4's judgement s beingeve:elated, additcn to the collected works.

In evaluating portfolios teachers can profi: from working together to ensuregreater reli..f.eility in scoring. A procedure used extosively in Great Britain andAustralia, where portfolio assessment is :O=C7., is to have rneednrs where peoplebring samples of the best, miridle-level, and worst suder..: work fro= the por7:oliosa: ime grades are re-calibrated based on a came :sus about sten:lards.

Process. lr. the context of assessment, "croces.s" refers to the intermediatesteos the sruden: takes in reaching the firtal oerior:-..znce or end-oroduct specified bythe assessment. "Process" thus includes all scateeies, decisions, sub-skills, roughdr:efts and rehearsels used in completing the given task.

In being asked to evaluate the 'process' leading to the final performance Croroduct, the assessor is some-limes asked to erelicitiv fudge the oualit-y cf thestudent's intermediate steps, independent of what can be infe.-red about :hoseor:4953es from the end result For ex--ole, one might be asked to secaratelv rate astudent's ability to work with a group or do pre-writing as part of a re.search 7..7*ot -indeoendentiv of the ul'd.-nate oroduct the group individual write: ,rodIces. Wesho..cld beware of routinely sco..ng 'process' seperately, however, even in teachingwe want to brot-r.ote and assess develop :lent of those trocess' abilities. After ail, asti -.e "oar:or-mance" implies, the emphasis is cn whether the ilnal produr oroeriormance me: standards set - a' '-ou; "te-- 6., -" - - -

miter :. A :Toth::: is the tangible and stable residue of a pe-:orman.:1 andprocesses that led to it. The product is zzlid for assessing the student's

knowledge :o the extent that success or failure in producing the product a) isdecendent upon the knowledge we taught and want to assess, and *t..) avorooriatelv'samoles' from the =ivel.= in a way that mirrors the relative i=.cortrance of thematerial the course.

reiirbildv. Reliability in testing refers to the likelihood that the scoret---ade would be constant if the test were re-taken or the same performance were44400.,W0^

by someone else. O. .464 4error es uavolozoie; all tests, in:tut:mg the best

3(1';)Blue Ridge Assessment Project 4.10

A----MENT GLCSBARY

tests, lack WO% reliabili:v. The aim is to mir.im.icte it to tolerablelevels.

This kind of e.-.-or may not be a defect in the test, but a stasoloal fa:: abouthow extrar.eotis factors inevimbiy influence test -makers or judges. Insrractions aremds-read; the wrong box is marked; judges disagree, sometimes for good reasons.

In performance assessment the reliability problem. tri.ically occurs in twoforms: 1) to what extent can we generalize from the single or small amount ofperf=ances to performance in gene:al? and 2) what is the 15:elihood that different

will see the same performance in the same way? Most test -makers - andschool board members - would insist on SO% reliability or better.

How car. we obtain such in "subjective" assessmen t? Fitst, ensure:ha: :here are multi-bile tasks for the same outcome. .Thirl of athletics: one game orevent is rarely enough to generalize about a pet-for:nes ability, even at theprciessior.al level. Secondly, use wined judges, working from specificoacers/oerformances and with dear ctiteria, to ensure adecui:e "inter-raterreliability." Even then, some oversight process is usuallv desirable to ensure thatjudges apply c.-: :era and standards consistently - without "d:ift" due to fatigue orother rao:ors - and fairly.

A rubric is a set of scoring guidelines for giving 5:: :es to studentwork. (The word derives from the Latin word for "red" and was once used to Si 17.i:7the directions for conducting religious services, found in the mannns of lintrzicalbooks - and written in red). The rubric answers :he cues-dor: Whit does zuste.-,.,zr.: .a...-.r. degrees of mastery) at this task look like?

A

contains a scale of dffierent possible points to be assigned, often ranging

frym 4 or 6 as the top score, down to 1 or 0 for the lowest scores inperformance assessment;

states all the different major traits or dimensions to be examined (e.g."syntax" or "understanding of scientific method");

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ASSEES,M7N.:7 C:a:SARY

provides key signs or salient as of performznce or oroduct for gthe :lett place on the scoring sale :o which a varticula: student resultcorresponds. Note, therefore, that a rubric siznifies the: the assessment is"criterion-referent:v.'," implying that scores are determined by mastery andshould no- necessarily be distributed along the 'n:=21`

Sarrtple. .nere ate two lc.,s of "sampling," going on in La forms of testdesign: sampling with reszect to the domain of all possible cuticula: topia andtasks, and sampling of the student population.

in the former case, we are asking: what feasible and efficient same of tasksor questions will enable us to make :lid inferences about the snide-:'s overallcompetence since we cannot test the student on ever:thing that was :aght andlearned. In the latter case we are talking about the :est-takers, not the test; we szeasking the riuestion the po:sters ask: what _must be the cornposidon of any sampleof students from which we could validly infer cow ^s about the system-wideperformance of a: studencs?

One way to do both forms of sam..pling a: once, and thus test in a very elfidentand eifec:ive ::-.2z-zter, is to do "t-2.-zix sampling": ask different samples of snide:2to take different sub-tests, the sum total of which add up to the whole studentacaulaor.'s ability on a cocr.olete range of tasks. on a school-wide waitingtest, we could test all students but eve one of six possible kinds of writing :asks toeach srudent, then draw inferences about all sturlents' ability to handle all thegenres of yr:it:ma. as they do in California's state writinz test).

Boast 7:-.e demarcated c07.7.:=1.1171 (number-..n e) for scoring performance:the ranze of numbers (or letters) within which we score work. Performar,ceassessment r.,-pically uses a much smaller scale for scoring than standardized tests.Rather than a scale of 100 or more as found on most tests, the majority ofperforrnance-bac-ed assessment use a 6 -point scale; rarely does a scale contain morethan II points. 73 use a scale of so many points makes reliability unlikely, andatternots at such fine citer.on-referenced distinvdons become picky or arbl:rarv.

Se.varf, ser.:74. A test is iseture' when teachers and/or students do not haveprior access to the test for of preparation. Most multi:le-choice tests muct

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be secure or vali,:iN is 4 ; egg.tat& aGto E.: gni ca.3 they rely on a small aur.-.ber ofcues:ions with 'correcti answers =prided within the stated four or five choices.Interestingly, many valid perfor.nance assessments aze not secure. The student tobe assessed X.-tows the musical niece, debate tc ;ic, oral exam cites ions, or term;abet. sublect In advance; the teacnci coact: tr.:iv tea:nes the Cknown) test' ofvertorm.ance.

Too little attention has been paid to the invalidir: of using sezze tests: if thetask is not known in advance, and if the student cannot fully rehearse to producequality, and cannot use 7esources :n the tes-:-.9: then what is really beinc::este?

7:.sk. A task is a cow lex assessment: activity. C.-ne British use the oh:ase. ."inteczrated :ask" to cacgure this idea). It dez:,-.ds t.'-at we brira to '-e.- a ""4".^."of knowledge an' skill to solve a .-cfaceted orobli.--. :7 ouestion .f.----.h. a series.of judzonents and actions. Most tasks are c-a.--irecteci: they are 'done' when wehave successfully fashioned a perio7:-..aice or o7:.duct soecitications. Standardsare set relation to exontations about student oerionnance on :asks. Task. . ... .tievelorm..ent, therefore, is a way or art:cu.:Rung en: exez-..::.7y:ng performancestanda:::s.

A task thus differs from a conventional test item in the same way that0/

"successfully build...:^4 a ..c..sa :maze to withstand ocun's so. inch" o:::ers fromsolving ohsics textbook oroblems. Some :asks .:_ow:

Blue Ridge Assessment Project 385 4-13

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1. A performance 'engineering' task (for rnicC7e or high school):

Design :no largest passible closed container trorn a givenamount of stiff colored paper.2

Determine the amount of rape used for each contairie..Dete__-.ine how large capacity of container w be when comp.leted.Cors.-ruct the ar.ual con mine.KeeF :og of ycur prog-..ess tor lack of it).Jusdi7 Your ariswers in a rePort, vcur and

All sources, friends, patren-c, teachers, 'cooks, ioumals, etc. mustacxnowledzeci ittn-h.as used .us: *--ye -Iv-iv rated andtheir source acictowled,ed.

2. from COMPACT the Conn. Common Core of Learning Project:

a. Which Suoermarket Has the Best Prices?

"Desist-. a research croject for ::::-.ca:..*-tz the rwo localsuverm.a:kets. tit ha: items and r.'ices Y.4.11 Yr.r..: =are and why? Howkill vo_ .Isdfy the choice of your 'sa.tr.ale'i raabit. is the sarnzle?et- "

work is to be done both :nd in roups; roupsccrng rubric rr..:y be four: in the scoring rubric section]

'

b. How Mu::: Does it Cost to Take A Shower?

are ecoe:ted to invesdr.ate energy cos -s using not only their kncwieclveof path and sden :e but their ability to explore the hidden "costs" such asenvircnmental damage, piing ecuipment, etc.

2 ccun--sy of Cr:. Mcggison, Fox lane F 2. Bo.:::re. !N'Y

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I dam

3. The Pythagorean Theorem revisitedWher: srLty the Pythagorean theorem you dis=ver :he S. ch :hehypothenuse equals in area the sum of the squares oh me of two legs.

BUT......Must the figure to be drawn on the legs, a square? Could ore use theleg as a piece of a different shape so thi: Lle theorem be true? If so, thetheorem wcued read:

A x of x (area of shape) = x (area of shape).

What other figuresshapes make the theorem work?What is the more general formula?

4. Math task for grades 3 -5:

Students are askr.:.:.1. to ese:raze the number :f M & M's a. large cohrainer. Thestur.:*eh:s propcse. justify, ey out, an: :neck melt straTe;:es.

Materials:

f I'.O.. 3

rPa:e:

large SCDC:" Balance scale

di:fere::: size : rai. a :a Weichts for baltr.:e

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A =:::"LorTN..., , C.:.: V...

ENGLISH/LANZ UAGE ARs:1. GAacie 3-5 Readin; Assessment, Upper Arlin;:zn

SUGGESTED PRD=..7.1.'S:

ava1. Ask the child to bring ub a book he/she his rec-.:v r-sehe: rea-"-..", and ....Ls'us: of books read.

:-.:ave the tell vou about the book. Ask follow-o and brobine ozbel :h

astiors-Cow). Rala:e you: obse-radors to e descip:ors.(ex: sheet be:ow)."Tell about this book.""'Willy did you select this book?""Did you like this book? Why or whv hot?""What would you tel a friend abcu : bookic:-.ar,:er?"

3. Have the choose a pan :o share you. is helocnild select a short passage to read aloud.

zrzr.a.n. -_sages may be from 100 =IX wordsinrermedia:e bassaees may be frorn 200 to 400 wordshave child read passage silently thc: read same zassaee aloudwhile lis:enir.g, esdrnate word accuzari.

97 - 1007: = easy

below 9:7.1 =in:a:vane when chile. stcrs and :ell word., have 7E1:nuke boslcve co=.ent about rer--..F oa-fon-...,nr.e :-.-=naral, *on e: .s:r.

"You read aloud well""Sounds a zood book"

4. Ardrude. Ask.:"What are your favorite storiesix,,:ks?""What authors do you like best?"So you :ike to read?"" Jo you you are a good reader?"

3. with a orcidve c:=--ient. Consider focus lc: furire insz-ucron

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Blue Ridge Assessment Project

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2. A 9th-grade multi-day writing assessments

days I - 4: F.-e-writing class lessons & activiries:watchir; an excerpt from "Stand And Deliver

reading and escussing a poem and an essay on teacrersbringing in pictures cf themselves as elementa.7 soroolr7eici :r; to lcoai elementary school

:ay 5: Ww;r: class

Select cne of your past learning experiences w'n.ich you recner.-.berwell. Write an autobiographical essay in whic:-. you: 1) na:rate :hedi:v.:7.5:1:1:es (where? when? why?how -'; 2) describe the "teacher" and his/her significanceas wei: as you: own reactions at the time; and,3; interpret your present feelings about it.Wnv do you remember? What does it mean to v no

Be sure :o use specific details, including conversation.

This sync:ma sap ble will be completed in class today.On day your final copy must be handed in.

" "Lwrzy C .

"1.1, and final v .

Pacers _oared language a »s teacne7s.Wnr;;.; scored on 4 eqally-weighted dirnensiors, using a 3:aia jzr

eacn: :ontent, Organization, Lang:Age Usage. Mecnanics

3. Write a play (4th Grade,$

St:-Cenrs, in grcu :s of 4.5, will be asked to select a story from their reader to acactinto a play. The group will re-write the story, agree cn the part each cniid snail ; ay.Each child will se,ec: one appropriate prop to signify their character. Arter a few caysof practice, they will read the play to the class as a readers theaterproduct:on.

3 ran of a twice-yeriy distnct.wicle K-I2 writing assessment in C",erry C:eek, CO.4 courtesy of the Ker.:ucky Council on School Performance Standants.

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Use of the Assessment Standards for Different Purposes

Assessment Purposes

Purpose 1: Making Instructional DecisionsAssessment is the link between reaching and learning. As such it is a dynamic,ongoing and critical process that shapes classroom environments and studentsopportunities to learn. Through assessment, teachers monitor the success of theirpractice and make instructional decisions.

Purpose 2: Monitoring Student ProgressAssessment as a means of monitoring student progress describes students'development and documents their progress towards specified goals. The primaryaudience are teachers and students. Monitoring encompasses informal judgmentsbased on classroom observations and interactions, as well as those based onwritten assignments and formal presentations. It can describe the progress ofgroups of students as well as individuals. This ongoing process also provides thedata for swnmative evaluations. Students as well as teachers share responsibilityfor monitorine their orogress. When teachers and students collaborate inmonitoring progress student learning is enhanced and the teaching-learningprocess becomes open.

Purpose 3: Communicating and Using Summative EvaluationsPeriodically, we pause in the learning process to reflect on what we'veaccomplished. We aggregate data on student learning. What we gather andreport communicates what we value. Summative evaluations involve both theaggregation of data about student progress and the communication of that data.Preparing a valid summary is a complex responsibility that requires carefulplanning, quality judgments of student performance (valid inferences), and thethoughtful synthesis of evidence into a formal description. Formats vary.Including student work enhances the communication of student progress.

Purpose 4: Monitoring Student Progress ExternallyThe monitoring of student progress via externally established performancestandards should be wedded to the ongoing instructional assessment in theclassroom. This marriage is viewed as an equal partnership, with eachsupporting the other. Some of that support comes from the incorporation ofclassroom assessments into the external assessment process. The externalperformance standards on which students are to be assessed should be establishedwith the help of classroom teachers, who can recognize which tasks are relevantto their classrooms as well as which classroom tasks are relevant to the externalevaluation.

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Purpose 5: Validating Student AchievementThe purpose of establishing the validity of student achievement is to attest that anindividual student has demonstrated a specific level of accomplishment. Onemight liken this process to earning a merit badge in scouring, or passing theDepartment of Motor Vehicles driving test. In validariny student achievement we,simultaneously place value on a student's past achievement as well as give publicexpression to our confidence that the student is ready to face the next challenge.student certification should not be based on a single assessment event. However,

Purpose 6: Program EvaluationA program evaluation must collect information from a variety of sources and ina variety of ways in order to provide meaningful feedback for teachers, students,and those making policy decisions. This process includes activities such asdocumenting strengths and wealazesses, as well as planned and unplannedoutcomes. The intent is to make commendations and/or recommendationsconcerning the program.

Purpose 7: AccountabilityAccountability is a shared responsibility that connects each of the six basicpurposes for assessments. Those who are accountable for student achievementincludes all stakeholders - students, teachers, administrators, parents and policymakers.There are criteria for accountability:

Levels of Perfonr.anceValue Added and accountability based upon gain rather than absolute levelof .perfonnancePosition in Distributions'

from: NCTM: Assessment Standards for Sc=olMathemati:s. Working draft October 1993

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The Process of Assessing forMonitoring Student Progress

Deciding what to assess and how to assess it

Selecting appropriate assessment methods

Choosing assessment tasks and opportunities

Making inferences from student responses

Reporting and using results

Blue Ridge Assessment Project

Issues Associated With Changing to New Assessments Systems

'onditions for Implementation

Involvement

Public Valuing

Support

Cost-benefit balance

thallen&g Traditions

Grouping and tracking

Grading practices

Conventional tests

Norm referencing

telationships to Other Reforms

Technology

Opportunity to learn

OBE

National goals and world class standards

Blue Ridge Assessment Project 4-29

411

Issues Associated With Changing to New Assessment Systems

Conditions for Implementation

1. involvement of teachers and other stakeholders in the development of newassessment systems:

public valuing of teachers' judgments and contributions in the assessment process:

3. support of teachers so they become the primary assessors of student performance;

4. reasonable cost-benefit balance for the development of the new assessmentsystems.

Challenging TraditionsFour issues are raised about how this reform vision is related to-

5. grouping and tracking of students for instruction;

6. grading practices;

conventional tests;

8. norm-referencing.

Relationships to Other Reforms

9. uses of technology for assessment:

10. "opportunity to learn" standards:

11. "outcome-based" movement;

12. national goals and world-class standards.'

'Adapted frctr.: Assessment Standards for Sc :1001Mathematics . Working draft Ocz.t.r.er 1993

:1 I

E f c t. CF

:=:ov:zies:or

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Comparing current performance andtrend vs. suc:essful result

e.g. the on-going :aste and appearance ofthe food, not the recipe alone, guarantee

the meal as described

Naive:v assumes that instructionsand h.arci work are sufficient to

:each goal

e.g. pi.an::ng seeds and wa:erine a c::rdi nzto aka ze does not enscze a suczesaful

ea rden

imrneciiately usa'cleNo: too lone a de:a in

usability;or too late to use

Frequent Infrequen:

In terms of absolute progress:

assessment of :e accomplishments

Specific degree of conformance vis a visthe exemplar, goal or standard:

e.g. you are 8 miles from destination, andneed to turn left at next road ahead

In terms of relative change orgrowth:

assessment of student behaviors orattitudes

Relative to the self or norms: tells youhow far you've come, not how far, and in

what direction you must go, to get 'there': '

tells you how close people generally get

Descriptive language predominatesin assessing aspects of performance

e.g. you made a left turn onto Main St.instead of a right turn

Evaluative or comparativelanguage predominates in assessing

perform ante

e g. you made many correct turns and oneincorrect turn; your navigating i s grea t I y

improved and better than most of yourr.PPrs

Blue Rulge Assessment Project

4 1 3

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AUJALIMAJaliajaattUsing the follow:71g checklist, rem= your (IBM assessment and the samples proz--ied.

Assessment Title /Focus:

Assessment Author :

Purpose of Assessment: (check as m any as ar.,ply)

making ins=vdonal dec. isirms monitoring =daft proces in the classroom

cotturami=ting and using sit= tive evaluation monitoring studeit progess externally

validating srudeit achievmneu Evaluating proFams addressing accountability

Characteristics of the A5sessrnent

reflects exit -level outcomes and standardsCotruncils:

5 4 3 2 1

includes '-a aiteria and standards that are predictable 5 4 3 1- 1

or known and are clearly related to the essential aspects ofeffective performance.coirmusus

has coastraints that are consistent with reaa 5 4 3 2 1

Comma=

improves performance toward a 5taDdard that is 5 4 3 2 1

zilisatesLutzgadiamirzcomment=

4 1

can be used to improve performance not jus: record result 5 4 72

Corrur.c.=

presents engaging, simulated real-life problems,challenges and / or questions of importance and substancecomatc.=

5 4 3 2 1

requires learners to use knowled r. and ccrstruct 5 4 3 2 1

/nearing. not lust recall data.Corriznc.z:

provides learners with the opportunity to 1.:stikv theirresponseConunc.z:

5 4 3 2 1

provide information that allows the learner to self-adjust 5

Couumem

OVERALL CONNEITS

41 7

Appendix A

Blue Ridge Assessment Research ProjectRey iced Project PlanSeptember 22, 1993

Diane Foucar-Szocki. Project Director

Introduction

Our project is a ear-long teacher-centered effort to generate alternative assessments. We will work in earlychildhood settings with an emphasis on third grade.

Teachers from six Virginia school divisions. Rockingham. Harrisonburg. Albemarle. Fluvanna, Greene and Orangewill work together in collaborative, cross-division teams to develop. pilot test and revise these alternativeassessments. Our higher education partners include Piedmont Community College and the University of Virginia.Each w ill provide talent and expertise in assessment. JMU is not currently a formal partner. however, JMU'sinvolvement and support is significant.

The focus of this work is learning. Together we w ill learn about how curriculum and assessment changes truly takeplace in various school settings. We will record the conditions that encourage success and what barriers impedeour process. We will learn what is realistic to expect and what expectations might need modification. Simultaneousvy ith this learning. we will produce classroom based alternative assessments of worth. Some of these assessmentsmay have utility at a division or state level. however. that w ill not he our focus. Finally, in this process we furtherdevelop the professional capacity of Virginia's teachers b ins olv mg them in the real work of educational reform.

Philosophy

Virginia teachers are knowledgeable and experienced practitioners. From their practice these educatorscreate knowledge and develop questions regarding their work. Respecting this, participants in this project areencouraged to actively pursue questions regarding the design, development and use of alternative assessment byacknow ledging what they already know about the subject and building upon their knowledge in a meaningful way.We will work collaboratively to broaden our perspective and critically examine the use of alternative assessmentin our contexts. This project will allow for optimum collaboration among participants. It will foster an open andparticipatory process of assessment design for use in rural early childhood public school settings.

Assumptions

This project is guided by the following assumptions regarding assessment:

l'hat assessment activ tees are an integral part of the instructional program; learning and theassessment of learning arc simultaneous events.

Mat high-quality assessment activities have the characteristics of high-quality lessons -- direct andactive student participation, tasks that are interesting and motivating, tacks that can hedifferentiated for a variety of learners, and the ability of students to make choices.

Blue Ridge Assessment Project 5- I

US

Appendix A

3. That criteria and models of successfull perlormanve are part of the teaching learning process, sothat students being assessed understand vlearlv what suvvess on the task looks like and can focustheir work toward meeting the criteria.

That students and parents are part of the assessment tun ess and should avtiv elv . thoughttullv . andcontinually examine student work

5. That assessment tasks pros ide students 11th) alio! s ot vt as s lip demonstrate competence.including performance tasks, open ended questions. group and WI% idual protects. and pon 'ohodevelopment.

Professional Development

The project will also be guided by the billow mg assumptions dhow professional development:

1. That opportunities for professional development should esIst along a continuum. trom awarenesslevel introductory experiences to intensive, long-f.fi in involvement. There should he a variety ofentry and exit points along this continuum.

That prolessional des elopmem activ Hies should tov us on student outcomes: and that any strategies.research. methodologies, etc. should he presented within the context of those outcomes.

That professional development is not lust for teachers, but has as its audience the entire schoolcommunity te.g. parents. administrators, support staff).

4 That a curriculum for professional development can and should be in place which establishesdesired outcomes for teachers, and guides the planning of professional development opportunities.

5. That professional developtnent is most effective when it incorporates opportunities for teachers totest their learning and understanding in a supporter environment.

Goals & Oblectives

1. To build a cooperative and collaborative community of educators who are using their expertise andexperience to work toward the common goal of developing classroom -haled assessments forquality learning and teaching in early childhood public school settings.

To produce teacher-designed and tested early childhood assessments keyed to existing divisionlevel measures including Standards of Learning. Division curriculum guides, and nationalprofessional organization standards.

3. to inform and elaborate existing SOL's and curriculum measures using our expertise, parental andcolleague feedback, and appropriate professional organization standards (i.e., NCTN1. IRA. etc.1

4 To examine and record our professional development process and products for developing andusing alternative assessment in rural early childhood public school settings

To des clop a cadre of professionals to serve as resources to their Divisions in the area ofalternative assessment.

Blue Ridge Awstment Project

41 9

5-2

Appendix .4

Rine Ridge Assessment Research ProjectActin it Plan

1993-94

Date I.:sons Adis ities & Objectis es Responsible

7 ql Pros ide alternalr% e assessment course

through l'V A Continuing ducationon Alternatise Assessment to beattended. at protect expense. 1w 12of the 24 participating teachers.

introduction to alternat is eassessment research andmethodologIcsopportunity to begin

delithing ossn ahem:Ito. eassessment strategies

Susan !kin/Laurie McCullough12 participating teachersti non-rennhursedparticipating teachers

t 01 Plan and deliser 2 Lla miensise meet and get acquainted Project Directorproject planning and team team-hudding aces rues Project participantsdes elopment meeting. organize design teams

restos AA materialsdiscuss current status of ('Cof Lres less of criteria forassessment designexamine prototypesdes elop procedures andinitial work schedule

Steering Committee

t ,,7, Select external protect res lesser qual,ay controllormative and summatisees :dualism

Project DirectorSteering Committee

Reviek% at non-tested assessments.9 111 43 shale dratted assessment

measures

- Project DirectorSteering Committee

receise iecdhack and makeles Non,drscuss piloting proceduresdiscuss other projectprocesses and needs, asrequired hs participants

Consultants

Ifluc Ridge Project 5-1

.4ppendix ..1

Date F.% ents Activities & Objectives Responsible

I( 03 Prepare. at a team level, for pilottesting of designed instruments.

to he decided by each team Design teams- Project Director

Conduct protect inaill:111(111 On

prtlieNs1011.11 deelopment and protectsupport acti Hies

solicit written feedbackconduct focus groups

- External Consultant

10 't, 'Ror

I otal Group re% iew of own day,tested instruments with DOI:,as,essment team members

establish communicationwith DOE

All Project Participants- DOE Assessment Team

I I S 91 review developedassessments

MembersSteering Committee

receive DOE assessmentteam member feedback

Members- Project Director

provide mutual feedback onissues related to assessmentdesign and implementation

I I 1(1 Pilot iesi gather student performance Design teamsrI 2 1)1 data - Project Director

\ ideotape assessmentprocess. where appropriategather student selfassessment data (reflectionon performance. attitudetoward assessmentprocedure)gather data on howperformance data will bereported to parentsconduct interviews withselected parents re:perceptions of assessment.qualit of information

Blue Ridge Assessment Project

45-4

1

1

..Ippendix

Date Events Activities & Ohjectix es Revnsihle

12 13 93 Pilot-tested Instruments due to Diane Intit% 'dual ream members

Nleut with DOE and other Project DOI'.12 15- Directors review assessment designs - Protect Directors22 93 and pilot process

exchange assessments to ix:tested in other project sites.as appropriate

Phase II assessment design period Design Teams12 15 93- design additional Project DirectorI 30 94 Compile and anal) /e Phase I pilot

test procedures.assessments

- designated design team1 94 conduct follow -up

interviews withadministering teachers re:effectiveness. quality.content and logistics

members iProject DirectorHigher Education partners

- External consultant

2 I 94 Total Group Meeting for Phase II share drafted assessmentmeasures

- Design Teams- Project Director

receive feedback and makerevisions

Steering CommitteeConsultants

discuss piloting proceduresdiscuss other projectprocesses and needs, asrequired by participantsrevise pilot test process,based on experience.

Blue Ridge assessment Propel

? 25-5

Appendix .4

Date Events Actit sties & Objectives Responsible

94 Pilot Test to he decided by each team Design Teams

3 I 9.4 rota' Group Meeting to resters continue communication All Project Participantstested items 11 It h DOE DOE Assessment Team

review deselopedassessments

MembersSteering Committee

recei% e DOE assessment

team member feedbackMembersProteLt Director

provide mutual feedback onissues related to assessmentdesign and implementation

3 94 Pilot test periodDesign reams

4 15 94 Due date for pilot-tested assessmentsto Diane

DOEDOE Protect Director meeting review progress to date Protect Directors

exchange assessments forcross-project pilot-testing

solicit uritteo feedbackconduct focus groups External Consultant

5 94 Conduct protect evaluation on Inghlitiln vlidt hal. %%orked.

professional deelopment and proleLt make recommendations for Project Directorsupport activities. improt ellierif Design Teams

re% lest pilot testing process Steering Committee5 15 )4 Conduct end ()I' protect meeting. and results

res tea project process andresults Project Directors

- DOE AssessmentRepresentatives

ro.iew projects process andresults DOE

Project DirectorsProtect Director's meeting make recommendations for

h 44 future - Project Director

Protect report and Professional6 IS 94 Des elopment Materials to DOE

Project report and ProlessionalDes elopment Materials to DUE

Blue Ridge Assessment Project

4 ?35-6

1

1

Appendix .A

Date Events Activities & ( thjeeth es Responsible

Monthly Conduct Steering Comintitee updates share & receive teedhack on Design Teams& discussion meetings.

Maintain contact with design teams

assessment tools. .orntruhncs & administrationprocedures

Protect I.)irectorSteering Committee

identif & discuss logistics.roadblocks & strangles foralternative assessmentbuild on staff developmentprocedures & materialsbased upon experienceset short term goalsprovide feedback to ProjectDirector

Blue Ridge Assessment Project 5.7

Appendix A

Septemiler 3U. I k)93

October

Blue Ridge Assessment Research ProjectProject Timeline

11493_94

Review of IllIlltehtt:d[(MAI Group. aailahle Steering Committeemembers. and Consultants

On class pilot test period

October 26 or Total group and DOE:. reNiew of our classroom-Nov. 5 or Nov. 4 tested assessments

Nov.-Dec.

Dec. 13 (in mail to Diane)

Week of Dec. 16-22

Dec. 15 Jan. 30

eb. I. 1994

I eh.

Pilot test and revision period

Reised assessments for delivery to EMI.

Project Directors meeting

Development period of Phase 11 assessments

l'otal group meeting for Phase II review ofnontested items

Pilot test period

\larch I Total group meeting to review tested items withconsultants, available Steering Committeemembers and DOE

April Other class pilot test period

April 30 (tentative) Due date for tested assessments due to Diane foruse by other projects

1-7 (week of) Project Directors meeting

N1a 25. 1994 1.nd of Project meeting

June 1-7 (week or) Project Directors meeting

Blue Nolo Assessment Project 5-8

4 .) r". 411

1

Appendix A

June 1 5. 1994 Projeet Iinal report and ProfessionalDeN elopment materials due to IX H.

Blue Ridge Assessment Project 5-9

1 7 ti

Appendix B

Name\udience

Re it..%%ers anteRe%ie%ed

Assessment Item Checklist

Intended

Fide

Content ValidRelates to one or more objecti%es. including:

Date

Allows for students ks.ith a IA ide range of expertise to demonstrate their status on the outcomes.

Reflects assessment techniques appropriate to the outcomes being measured.

I las scoring ::.uidelines or rubrics that appropriately reflect the outcomes that are the focus ofthe assessment.

Comments:

Intructionally Valid\lakes use of assessments that reflect appropriate classroom practice.

Requires the student to process information actl% el. rather than to rel> solely on recall.

Allows for more than one patimay to a correct ansker or for more than one correct ansv.erhere appropriate.

Is connected to an appropriate range of student interests or experiences.

Comments:

RdiahleShtms el.idence. that it can he scored consistently .

Blue Ridge ,4ssessnient Project

197

5-1(1

Appendix B

Is accompanied 11. a scoring rubric which pro% kik... clearl distinguishable lc\ els olperformance where appropriate.

Comments:

Developmentally AppropriateIs given in a form that is appropriate for the targeted group.

Is reflective of how students learn.

Is administrable within time limits that are appropriate for the students' attention span andability to sustain involvement.

Specifies the t.pe and degree of assistance given if the item differentiates between what a childcan accomplish alone and hat a child can accomplish onl !. with assistance so that emergingskills can be identified and fostered.

Comments:

EquitableIs free of stereot pie or offensive lanizuaue attitudes based on factorssocio-economic status, gender. geographic location. and disabilit).

such as race ethnicity.

Is free of irrelevant factors that are likely to interfere with assessing the targeted outcome.

Reflects sufficient flexibility to elicit appropriate responses from all students.

Comments:

Clearly DefinedIs accompanied by clear and complete directions for administration.

Contains clear and complete instructions to the student.

Blue Ridge Assessment Project

498

Appendix B

accompanied h' information No that the student understands the basis on Nhich a judument%%ill be made

(*omments:

Feasiblek phsicall safe for students.

ta s %. it hin constraints of reasonable time and monetary costs for the degree of informationreceived.

Is manaueable in terms of the administration. scoring. and record keeping.

Requires materials and set-ups that are reasonabk accessible.

Comments:

IOverall Comments:

e Ridge Assetsmeni rived5- I 2

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431

Appendix C

Use of the Assessment Standards for Different Purposes

Assessment Purposes

Purpose 1: Making Instructional DecisionsAssessment is the link between teaching and learning. As such it is a dynamic,ongoing and critical process than shapes classroom environments and studentsopportunities to learn. Through assessment, teachers monitor the success of theirpractice and make instructional decisions. 7

Purpose 2: Monitoring Student ProgressAssessment as a means of monitoring student progress describes students'development and documents their progress towards specified goals. The primaryaudience are teachers and students. Monitoring encompasses informal judgmentsbased on classroom observations and interactions, as well as those based onwritten assignments and formal presentations. It can describe the progress ofgroups of students as well as individuaLs. This ongoing process also provides thedata for surnmative evaluations. Students as well as teachers share responsibility,for monitorine their orogress. When teachers and students collaborate inmonitoring progress student learning is enhanced and the teaching-learningprocess becomes open.

Purpose 3: Communicating and Using Summative EvaluationsPeriodically, we pause in the learning process to reflect on what we'veaccomplished. We aggregate data on student learning. What we gather andreport communicates what we value. Sununative evaluations involve both theaggregation of data about student progress and the communication of that data.Preparing a valid surrunazy is a complex responsibility that requires carefulplanning, quality judgments of student performance (valid inferences), and thethoughtful synthesis of evidence into a formal description. Formats vary.Including student work enhances the communication of student progress.

Purpose 4: Monitoring Student Progress ExternallyTice monitoring of student progress via externally established performancestandards should be wedded to the ongoing instructional assessment in theclassroom. This marriage is viewed as an equal partnership, with eachsupporting the other. Some of that support comes from the incorporation ofclassroom assessments into the external assessment process. The externalperformance standards on which students are to be assessed should be establishedwith the help of classroom teachers, who can recognize which tasks are relevantto their classrooms as well as which classroom tasks are relevant to the externalevaluation.

4:1 2

Appendix C

Purpose 5: Validating Student AchievementThe purpose of establishing the validity of student achievement is to attest that anindividual student has demonstrated a specific level of accomplishment. Onemight liken this process to earning a merit badge in scouring, or passing theDepartment of Motor Vehicles driving test. In validating student achievement we,simultaneously place value on a student's past achievement as well as give publicexpression to our confidence that the student is ready to face the next challenge.student certification should not be based on a single assessment event. However,

Purpose 6: Program EvaluationA program evaluation must collect information from a variety of sources and ina variety of ways in order to provide meaningful feedbackfor teachers, students,and those making policy decisions. This process includes activities such asdocumenting strengths and weaknesses, as well as planned and unplannedoutcomes. The intent is to make commendations and/or recommendationsconcerning the program.

Purpose 7: AccountabilityAccountability is a shared responsibility that connects each of the six basicpurposes for assessments. Those who are accountable for student achievementincludes all stakeholders - students, teachers, administrators, parents andpolicy

makers.There are criteria for accountabiliry:

Levels of PerformanceValue Added and accountability based upon gain rather than absolute levelof performancePosition in Distributions'

'Adapted from: NCTM: Assessment Standards for SchoolMathematics. Working draft October 1993

Blue Ridge Assessment Project

4 ih3

5-15

Appendix 0

Jane

11 tioilhrook 1.1eincillai '1,111)0121)2 ootthrook 1)1Cliarlones\ 'y _ .111111

BeLky FisherMurray llieh School1200 Forrest St.Charlottes\ V. 22901

Paula While\ 'roma L. Murray Fiementar. School

liox mobIs . A 22945

Ilette I !onePaul II Cale Fleinemar St.hool

\\on St I st

Challonesille. \:\ 22901

c mole I ear1koollInook I lementary School!I1.! V. oodluook 1)r

hailoties\ ille. \.1 22901

%,00llInook I lemmal. School'le 11 oodbrook 1)r

A 22901

Participant's Address listSchool

!recite

June tiattaileNalhanael Greene Elementary SchoolRowe 33 westStanardsille. VA 229'3

Ann BohnGreene County Elementary Schoolgl Monroe Dr.Stanardsville. VA 22973

Marida LambGreene County Elementary School

I Monroe Dr.Stanardsville. VA 22973

liarrisonhura CityI3arbara McKeeStone Spring Elementary School1575 Peach Grow Dr.liarrisonburg. VA 22801

Jennifer H. DrescherWaterman Elementary School451 Chicago AveHarrisonburg. VA 22801

Karen rhomsenStone Spring Elementary School1575 Peach Grow Dr.Harrisonburg. VA 22801

I ?mannalets Blanks ()raneeCemral Elementary School Lisa Cob, inRI I. lion 29 Lightfoot Elementary SchoolPalmy ra. VA 229111 Unionille, VA 22567

Chi 1st me Cole

Columbia Elementary SchoolPalm\ I.t. VA 22961

Donna HollinsGordon Barbour Fit:MC:111,n St.hoillGordons$, tile. A 22942

little Ridge ,liertieoli Project1 4

lb

.Appendix

Rick I((itthr,

() Bo\ ;It)\ 22,4,11

Itockint!hant1)%:2;4 StinpNott

Pleasant \ alle Llenwilia) School15 Pleaant Vallo Rd

Ilarrhonburg, VA 2281)1

PhylliS (iaskmeKee/It:um n Elementar Schoolkeeiletocn. VA 22812

Donna liarherJohn \V.1 land Elementan ScholIP O. lio 311. Rt I

Bridge%%ater, V.\ 22812

1.1t le irahamtlement.n School

Rt 1, Box 208\1,.:(;:the V.\ "S41)

\ant. 1,1111South RI\ er 1.1emeniar Schoolirottoe,, :it 24441

10.111 Iltitchen,,Pl.tnIN I Ic.thentar. School22i \nicrtc,tit I cuton lir

\ \

1)1,1y I ottc,t1 S/oclo { LI I)1)1 S .1.(1Liale.DifeLlor1'12.2 I_\ line PIliarionburg. V.\ 22;411

Blue Ridge Avsecsment Pnyeer 5 17

`1 Pt)