GoalsGoals

To understand assessment of student To understand assessment of student learning as an integral part of learning as an integral part of instruction.instruction.

To learn about RIBTS Standard 9To learn about RIBTS Standard 9

Rhode Island Beginning Rhode Island Beginning Teachers StandardsTeachers Standards

Standard 9. Assessment of Student LearningStandard 9. Assessment of Student LearningTeachers use a variety of formal and informal Teachers use a variety of formal and informal assessment strategies to support the assessment strategies to support the continuous development of the learnercontinuous development of the learner..

RIBTS Standard 9 RIBTS Standard 9 Assessment of Student LearningAssessment of Student Learning

Teachers:• 9.1 Pre-Assessment

… gather information about their student from colleagues and the students themselves

• 9.2 Variety of Assessments… use a variety of assessment strategies and instruments that are aligned with instructional

content and methodology.

• 9.3 Learner Self-Assessment… encourage students to evaluate their own work and use the results of this self-assessment

to establish individual goals.

• 9.4 Report and Recording… maintain records of student learning and communicate student progress to students,

parents/guardians, and other colleagues.

• 9.5 Self-Reflection… use information from their assessment of students to reflect on their own teaching and

modify their instruction.

RecommendationsRecommendations.

Researchers found that teachers spend about 10% of Researchers found that teachers spend about 10% of time on assessment activities.time on assessment activities.

Richard Stiggins (2004) recommended that teachers Richard Stiggins (2004) recommended that teachers should spend as much as 1/3 of their time on should spend as much as 1/3 of their time on assessment. assessment.

Beginning teachers should build a repertoire of effective Beginning teachers should build a repertoire of effective strategies for assessing studentsstrategies for assessing students..

(Arends p. 208)

Assessment Assessment of of and and forfor Student LearningStudent Learning

Assessment is . . Assessment is . .

A process of making judgments A process of making judgments

about students’ learning about students’ learning

in relation to the goals of learning.in relation to the goals of learning.

Judgments are reached by bringing Judgments are reached by bringing together evidence together evidence

which has been gathered.which has been gathered.

Assessment

AssessmentTeachingTeaching LearningLearning

Assessment or Evaluation?Assessment or Evaluation?.

AssessmentAssessment is process of is process of collecting informationcollecting information about students and classrooms for the purpose of about students and classrooms for the purpose of making instructional decisions.making instructional decisions.

EvaluationEvaluation is the process of is the process of making judgmentsmaking judgments or or deciding on the worth of a particular approach or a deciding on the worth of a particular approach or a student’s work.student’s work.

(Arends, p. 211)

Two Main PurposesTwo Main Purposes.

1.1. Assessment Assessment for for learning learning (Diagnostic, Formative Continuous) (Diagnostic, Formative Continuous)

-To place students-To place students-To help students current and future learning. -To help students current and future learning. -To find out in what areas students are making progress -To find out in what areas students are making progress and what particular difficulties they are havingand what particular difficulties they are having-To provide encouraging feedback-To provide encouraging feedback-To provide a baseline of performance-To provide a baseline of performance

Two Main PurposesTwo Main Purposes.

2. Assessment 2. Assessment ofof learning learning (Summative - Evaluation/Reporting) (Summative - Evaluation/Reporting)

-To summarize achievement at certain times, concerned -To summarize achievement at certain times, concerned with judgments about the past with judgments about the past

-For keeping records, reporting to parents, other teachers -For keeping records, reporting to parents, other teachers and the children themselvesand the children themselves..

Major PurposesMajor Purposes

DiagnosticDiagnostic Formative Formative (Continuous)(Continuous)

Summative Summative (Evaluation/Reporting)(Evaluation/Reporting)

Function/Function/

How UsedHow Used

Placement, planning, and Placement, planning, and determining the presence determining the presence or absence of skills and or absence of skills and prior knowledgeprior knowledge

Feedback to student on Feedback to student on learning and to teachers learning and to teachers on instruction; assist on instruction; assist teacher decision-makingteacher decision-making

Grading of students’ Grading of students’ achievements and achievements and behaviors and reporting behaviors and reporting of performance.of performance.

When UsedWhen Used At the beginning of a At the beginning of a unit/lesson, semester, or unit/lesson, semester, or year, or during instruction year, or during instruction when a student is having when a student is having problemsproblems

During instructionDuring instruction At the end of the unit, At the end of the unit, grading periodgrading period

How is How is Evidence Evidence CollectedCollected

Standardized diagnostic Standardized diagnostic tests; observations, tests; observations, teacher checklists, pre-teacher checklists, pre-assessmentsassessments

Different types of Different types of student work; student work; homework; homework; assignments; quizzesassignments; quizzes

Portfolio, Performance, Portfolio, Performance, Final ExamFinal Exam

ScoringScoring Norm- and criterion Norm- and criterion referenced; rubricreferenced; rubric

Criterion-referenced; Criterion-referenced; criteria lists; rubricscriteria lists; rubrics

Norm- or criterion-Norm- or criterion-reference; rubricsreference; rubrics

Assessment Assessment forfor Student LearningStudent Learning

Assessment Assessment ofof Student LearningStudent Learning

Modification of Table 6.5 - Arends, p 226

Process of AssessmentProcess of Assessment

I. I. Plan systematically for a variety of assessmentsPlan systematically for a variety of assessments (RIBTS 9.2)(RIBTS 9.2)

-Identify -Identify Instructional ObjectivesInstructional Objectives-Identify the types of assessments-Identify the types of assessments- Sequence the variety of assessments- Sequence the variety of assessments

II. II. Gather evidenceGather evidence (RIBTS 9.1, 9.2, 9.3, 9.4) (RIBTS 9.1, 9.2, 9.3, 9.4)

III. III. Judge evidence against expectationsJudge evidence against expectations (RIBTS 9.5) (RIBTS 9.5)

IV. IV. Interpret the judgmentsInterpret the judgments (RIBTS 9.5) (RIBTS 9.5)

V. V. Take actionTake action (RIBTS 9.4, 9.5) (RIBTS 9.4, 9.5)-Self-reflect (9.5)-Self-reflect (9.5) -Adjust teaching and assessments.-Adjust teaching and assessments.

-Provide feedback to students (9.4)-Provide feedback to students (9.4)

-Report to parents and other teachers (9.4)-Report to parents and other teachers (9.4)

Process of AssessmentProcess of Assessment

9.1 Pre-Assessment9.1 Pre-Assessment

Major Concepts:Major Concepts:

-Learner pre-assessment as part of -Learner pre-assessment as part of instruction instruction

-Purposes/methods of pre-assessment-Purposes/methods of pre-assessment

-Matching pre and post assessment-Matching pre and post assessment

-External and internal sources of -External and internal sources of assessment informationassessment information

Purposes of Pre-Assessment Purposes of Pre-Assessment

1.1. To improve teaching (understand students’ To improve teaching (understand students’ misconceptions by knowing prior knowledge)misconceptions by knowing prior knowledge)

2.2. To improve learning (help learner confront their prior To improve learning (help learner confront their prior knowledge and self-assess)knowledge and self-assess)

3.3. To learn more about the students’ knowledge and To learn more about the students’ knowledge and dispositionsdispositions

4.4. To develop a baseline for judging progress in students’ To develop a baseline for judging progress in students’

achievement andachievement and behaviors.behaviors.

9.1 Pre-Assessment 9.1 Pre-Assessment

Internal Sources:Internal Sources: Inside the Classroom Inside the Classroom-Teacher Observation-Teacher Observation- KWAL Charting- KWAL Charting- Interview - Individual, Small Group and Whole Class- Interview - Individual, Small Group and Whole Class- Concept Maps- Concept Maps- Concept Cartoons- Concept Cartoons- Interest Surveys- Interest Surveys

External Sources:External Sources: Outside the ClassroomOutside the Classroom-RIDE Information Works-RIDE Information Works-Cumulative Folders (Grades, Standardized Test Scores)-Cumulative Folders (Grades, Standardized Test Scores)-Other Teachers-Other Teachers

9.1 Pre-Assessment9.1 Pre-Assessment

RIDE RIDE InfoWorksInfoWorks

INFORMATIONINFORMATION -Demographics -Demographics -Student Performance -Student Performance -Learning Environment -Learning Environment

EXTERNAL SOURCEEXTERNAL SOURCE

All About (TOPIC)All About (TOPIC)

KK WW AA LLWhat do I think

I know?What do I

wonder about?What actions can we take

What have I learned?

All About All About SoundSound

KK WW AA LL

..

What do I think I know?

What do I wonder about?

What actions can we take?

What have I learned?

Using a Using a KWALKWAL Chart Chart Complete Complete KK--WW--A A for a pre-assessment.for a pre-assessment. Complete the Complete the LL as you learn new knowledge. as you learn new knowledge. As you learn knowledge and take action, put a check As you learn knowledge and take action, put a check

next to the ideas in the next to the ideas in the KK--WW--AA columns--to confirm that columns--to confirm that they have been addressed or used.they have been addressed or used.

Add ideas to the columns as they arise during the unit.Add ideas to the columns as they arise during the unit. Post the chart in the classroom.Post the chart in the classroom. Consider the idea of students keeping individual Consider the idea of students keeping individual KWALKWAL

charts.charts.

Pre-Assessing using Pre-Assessing using KWALKWAL K Know now

What do you think you know about What do you think you know about sound?sound? (Too open-ended by itself!)(Too open-ended by itself!)

Instead, using questions to probe.Instead, using questions to probe. --What are different types of sounds you know?--What are different types of sounds you know? --How do you think a drum makes a sound? --How do you think a drum makes a sound? --How do you think you a guitar makes a sound? --How do you think you a guitar makes a sound?

--How do you think we hear a sound? --How do you think we hear a sound?

Guidelines for Conducting a Guidelines for Conducting a Pre-AssessmentPre-Assessment

Establish trust. “This is not a test.”Establish trust. “This is not a test.” Explain the purpose.”I want to know more about what Explain the purpose.”I want to know more about what

and how you think.”and how you think.” Use effective questioning/responding. Use effective questioning/responding. Have students communicate in different ways: write, Have students communicate in different ways: write,

draw, show, and speak.draw, show, and speak. Avoid explaining the topic. After the assessment is over, Avoid explaining the topic. After the assessment is over,

tell the students that they will learn more about the topic tell the students that they will learn more about the topic by learning new skills, investigating, engaging in by learning new skills, investigating, engaging in presentations.presentations.

NOW, IT’S YOUR TURNNOW, IT’S YOUR TURN

Write questions you will use to cause Write questions you will use to cause students to confront their prior students to confront their prior knowledge.knowledge.

• Start with an open-ended question:Start with an open-ended question:What do you think you know about…?What do you think you know about…?

• Write several questions that probe their Write several questions that probe their thinking further.thinking further.

Type of Assessment: Academic Prompt

Write a caption under this picture. Write a caption under this picture. Explain what kinds of sounds a Explain what kinds of sounds a guitar makes? How does sound come from a guitar?guitar makes? How does sound come from a guitar?

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Type of Assessment: Type of Assessment: Concept MapConcept Map

Concept Map Concept Map Structures of LifeStructures of LifeWORD BANKAnimalsPlantsOrganismSeedsCrayfishLiving Things

Type of Assessment: Type of Assessment: Concept Map - SoundConcept Map - Sound

WORD BANKSoundPitchVolumeAmplitudeFrequencyVibrating objects

Pitch

Sound

Volume

Frequency

Amplitude

Vibration

Type of Assessment: Type of Assessment: Concept Map - SoundConcept Map - Sound

WORD BANKSoundPitchVolumeAmplitudeFrequencyVibrating objects

Pitch

Sound

Volume

FrequencyAmplitude

Vibrating Objects

Is caused by

Frequency is the back and forth movement of the vibrating object the faster the object vibrates,the higher the frequency

Frequency determines pitch. The higher the pitchthe higher the frequency.

Amplitude determines volume. The higher the amplitudeThe higher the volume.

Type of Assessment Type of Assessment Concept CartoonConcept Cartoon

What Do you Think?

A. If we plant the flower, it will grow into a new plant.

B. If we plant the seeds, they will grow into a new plant.

C. If we chop the root into pieces each piece will grow into a new plant.

D. If we chop the stem into pieces each piece will grow into a new plant.

A.B

C D

A

B

C

Plucking the guitar string

harder does not change the

sound.

What do you

think?

BC D

Plucking the guitar

string harder

changes the sound.

Plucking the guitar

string harder

changes the pitch.

Plucking the guitar string

harder changes the volume.

A

B

C

D

What do you

think?

Design a Pre-AssessmentDesign a Pre-Assessment

• Relate to “Relate to “Objectives to Assess.”Objectives to Assess.”• Include different ways learners can Include different ways learners can

communicate during pre-assessmentcommunicate during pre-assessment--write, draw, show, speakwrite, draw, show, speak

• Consider using visuals to prompt Consider using visuals to prompt thinking (e.g., photo, drawing)thinking (e.g., photo, drawing)

• Use the phrase “do you think” in Use the phrase “do you think” in questions.questions.

9.2 9.2 Variety of Assessment StrategiesVariety of Assessment Strategies

Major Concepts:Major Concepts:

-Variety of assessments-Variety of assessments

-Purposes/types of assessments-Purposes/types of assessments

-Diagnostic, formative, and summative -Diagnostic, formative, and summative assessmentassessment

-Systematic Planning-Systematic Planning

9.2 Variety of Assessments9.2 Variety of Assessments

A. Relate to instructional objectives to A. Relate to instructional objectives to assess.assess.

B. Relate to RI Grade Span Expectations.B. Relate to RI Grade Span Expectations.

C. Plan a variety of assessmentsC. Plan a variety of assessments Diagnostic, Formative and Summative Diagnostic, Formative and Summative

-Pre-assessments-Pre-assessments-Post-assessments-Post-assessments-Learner self-assessments-Learner self-assessments-Teacher observation-Teacher observation-Student work-Student work

Linking Linking Objectives Objectives with Types of with Types of AssessmentAssessment

INSTRUCTIONAL OBJECTIVES TO BE

ASSESSED

TYPE OF ASSE SSMENT

SELECTED RESPON SE

ACADEMIC PROMPTS

PERFORMANCE PERSON AL COMMUNICATION

Declarati ve Knowl edge

Mas te ry of factua l knowle dge (e .g., facts, conce pts) a nd

concep tua l knowle dge

Multiple ch oice , true /fals e , matc hing, a nd fill-in sampl e master y of fact s and conce pts

Can tap unders tandi ng of relati onships a mong concepts a nd fa cts

Not a good choice Can ask ques tions , evalua te ans wers, and infer mastery , but a t ime -consumin g option

Proced ural Knowl edg e: Reasoni ng

Detec ting pa ttern s ; Using ev idence t o

formula te a ge neraliz a tion

Can assess a pplica tion of some pa ttern s of reasoning

Written descrip tions o f comple x sol utions can provide windo w into reasonin g

Can w a tch s tude nts solve some probl e ms , inquire , or exami ne pro ducts an d infer abo ut re asoning

Can ask s tude nt to “think aloud” or ca n ask fol low-up questi ons to probe reasoning

Proced ural Knowl edg e:

Thinking Process es -Obs erving,

-Hypothesizing -Pla nning

-Inte rpret ing Re sults an d Formula ting Co nc lus ions

-Comm unicat ing Procedural Skills

us e o f therm omete r, han d lens , eyedroppe r, s yringe e tc.

Can assess ma s tery of the knowledg e prereq uisite to skillful pe rformance , but canno t rely on thes e to assess th e skill itself

Can assess ma s tery of the knowledg e prereq uisite to skillful pe rformance , but canno t rely on thes e to ta p the sk ill itse lf

Can observ e an d eva luat e skills/a ttitude s as the y ar e bein g perfo rmed

Strong m a tch whe n skill is oral c ommunic a tion proficienc y; a lso ca n assess ma s tery of knowledg e prere quisite to skillful pe rformance

Dispos itions (Feelings about process of

learning science and science as a subject to learn)

Sele cted respons e , ra ting scales, a nd quest ionnair e ite ms ca n tap s tude nt feel ings

Comb ining ra ting scales and o pen -ende d questi onnair e item s ca n probe at titudes/dis posi tions

Can i nfer dispos itions from behavior and products

Can talk with s tude nts abou t their fe e lings

9.2 Variety of Assessments9.2 Variety of Assessments

Formative Assessment (Scientist Notebooks)Formative Assessment (Scientist Notebooks)Scientific Thinking

Ideas, Skills, Attitudes To Assess

Evidence (Part of Notebook)

Scientific Knowledge

-Big Idea Electric circuits require a complete circle through which an electric current passes. Electricity in circuits produce light, heat, and other forms of energy.

-Sub-concepts A complete circuit is required to light a bulb

Prediction and Conclusion

Scientific Processes and Reasoning

Predicting

Observing

Prediction

Data/Observations

Data Organizer

Scientific Attitudes and Dispositions

Desiring knowledgeNext Steps/

New Questions

Plan a Variety of AssessmentsPlan a Variety of Assessments Sequence assessments. Make a chart.Sequence assessments. Make a chart.

1. Pre-assessment1. Pre-assessment2. Learner self-assessments2. Learner self-assessments3. Other Assessments (Scientist Notebooks)3. Other Assessments (Scientist Notebooks)

4. Post-assessment 4. Post-assessment

LeLe ssssonon ##

BBrr ii eeff TT ii tltl ee

TyTy ppe e ooff AssAss eessss --

mmenen tt

PPuurprp oossee WhWh aatt wiwi ll ll bebe

aassss eessessed?d?

HHooww wwii llll tthehe

eevivi ddeennccee bebe

ccolol ll eecc tteedd??

Example of a Systematic Example of a Systematic Plan Plan A. Learning Outcomes That Will Be Assessed1. Knowledge: The students will be able to classify an insect is an organism and explain why it is a living thing.2. Knowledge: The students will be able to sequence the stages of the life cycle of an insect.3. Science Processes: The students will be able to observe the structures of an insect.4. Science Processes and Reasoning: The students will be able to support claims with evidence.5. Disposition: The students will be able to demonstrate curiosity.

B. RI Grade Span Expectations in Science Related to Learning Outcomes

RI Grade Span Expectations in ScienceRI Grade Span Expectations in Science

Relate to Learning Outcome

1. Statement of Enduring Knowledge:

LS1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species).

Grade Span Expectation LS1 (K-4)

Sort/classify different living things using similar and different characteristics. Describe why organisms belong to each group or cite evidence about how they are alike or not alike.

1

2. Statement of Enduring Knowledge:

LS1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species).

Grade Span Expectation LS1 (K-4)

Predict, sequence or compare the life stages of organisms – plants and animals (e.g., put images of life stages of an organism in order, predict the next stage in sequence, compare two organisms)

2

When

Scheduled?

Type of

Assess-ment Purpose What will be Assessed?

How will the

evidence be

collected?

Relate Relate to to

Object-Object-ives to ives to AssessAssess

Relate Relate to to

RIGSERIGSE

Before

Class 1Academic

PromptDiagnostic

(Pre-Assess)

Knowledge (key terms-insect, animal, organism, life cycle, egg,, pupa, larvae, adult, metamorphosis)

Assignment (Concept Map in

Scientists Notebook)

1, 2 1, 2

During

Classes 2-6Teacher

Observation

Formative

(continuous)

Knowledge (four stages of metamorphosis)

Reasoning (detects pattern-sequence of metamorphosis)

Skills (observing, predicting, claims and evidence)

Attitudes (curiosity)

Checklist

Teacher Notes

2, 3, 4, 5 2

During

Class 5

Selected Response

Formative

(Learner Self-Assessment)

Dispositions (towards learning science)

Assignment (Activity Sheet)

5 None

Class 7 Performance

Summative

(Post-Assessment)

Reasoning (detects pattern-sequence of metamorphosis)

Assignment (Scientists Notebook)

3, 4, 5 None

Example of a Systematic PlanExample of a Systematic Plan

9.3 Learner Self-Assessment9.3 Learner Self-Assessment

Major Concepts:Major Concepts:

-Metacognition-Metacognition

-Purpose/types of learner self--Purpose/types of learner self-assessments assessments

-Learner self-assessment as part of -Learner self-assessment as part of instructioninstruction

9.3 Learner Self-9.3 Learner Self-AssessmentAssessment

3 GLOWS 1 GROW1 GROW

I help others when I work in groups.

I wish I draw what I I wish I draw what I observe.observe.

I conduct procedures step by step.

I completed each part of the notebook.

3 GLOWS and a GROW

9.3 Learner 9.3 Learner Self-AssessmentSelf-AssessmentName:________________Date:____________

Self-Assessment

A. What was the purpose of your inquiry? B. Mark the box that best describes your feelings:

Yes ? No

1. I followed the procedures step by step.

2. I used the materials and tools correctly.

3. I am comfortable handling the squid.

4. I recorded data carefully.

5. I completed the inquiry.

6. I can identify each structure.

7. I can explain the function of each structure.

C. What did you learn from the inquiry?

-Rating Scale (B)Rating Scale (B)

-Open-ended questions Open-ended questions (A and C)(A and C)

9.3 Learner Self-9.3 Learner Self-AssessmentAssessmentFEEDBACK GUIDE

STUDENT TEACHER CRITERIAFOCUS QUESTION

• Learner generated; in own words• Relate s toBi g Idea

HYPOTHES /IS PREDICTION• Connect s to prior experience• Relate s tofocu s question• Give s an explanation/reason

PLANNING• Relate s tofocu s question• Ha s clear sequence/direction• Identifie s variables/control• Includ es data organizer

DATA /OBSERVATIONS• Relate s tofocu s question and plan• Includ es lear ner generated drawings, charts,

graphs, narrative• Organized• Clear• Accurate

CLA IMS AND EVIDENCE• Claims a re supported by evidence• Claims reflect rules or underlying principles• Eviden ce includes what work s and wha t doesn’t

wo rk wh en appropriate

CONCLUSION• Uses an appropriat e topic sentenc e tha t reflect s the

focu s question.• Utilizes the “word wall” term s appropriately• Based on the planning, and eviden ce that

addresses the focu s question• Connect s the Bi g Idea to the “rea l worl .d ”

NEX T STEPS/NEWQUESTIONS

• Pose s newthought s o r question s tha t hav e arisenfro mthe inquiry.

• Wow factor.

--Adapted from Laurie Thompson, Calte ch CAPSI

9.4 Recording and 9.4 Recording and ReportingReportingMajor Concepts:Major Concepts:

-Relationship between recording and -Relationship between recording and reportingreporting

-Purpose/types of recording and -Purpose/types of recording and reportingreporting

9.4 Reporting9.4 Reporting

SCIENCE REPORT CARD CRITERIA SCIENCE REPORT CARD CRITERIA (Grade 4)(Grade 4)

• Demonstrates effort/participationDemonstrates effort/participation• Makes predictions and observationsMakes predictions and observations• Demonstrates understanding of ideas and Demonstrates understanding of ideas and

termsterms• Represents concepts in multiple ways e.g. Represents concepts in multiple ways e.g.

words, diagrams, graphswords, diagrams, graphs

and charts.and charts.

9.4 Reporting9.4 Reporting

Scientific ProcessScientific Process: demonstrates an : demonstrates an understanding of the scientific process: understanding of the scientific process: experimenting, observing, reporting, experimenting, observing, reporting, discussing, and analyzing the results.discussing, and analyzing the results.

Scientific KnowledgeScientific Knowledge: demonstrates knowledge : demonstrates knowledge of the topics and concepts presentedof the topics and concepts presented

Responsibilities of ScientistsResponsibilities of Scientists: demonstrates : demonstrates responsible involvement in the classroom responsible involvement in the classroom experiments by carefully and safely using the experiments by carefully and safely using the equipmentequipment

SCIENCE REPORT CARD CRITERIA (Grade 3)SCIENCE REPORT CARD CRITERIA (Grade 3)

9.4 Recording9.4 RecordingTeacher Checklist

Products #

1 Concept Map2 Activity Sheet 2- Observable Properties3 Activity Sheet 3- Learning About Lenses4 Activity Sheet 4- What Have You Learned

About Lenses?5 Written explanation of how to handle and use

the microscope correctly.6 Activity Sheet 5- Field of View7 Lesson 8&10- Student drawings and

observations in science notebook8 Identifying unknown specimens- Student

drawings and observations in sciencenotebook.

9 Activity Sheet 6- What’s Inside an Onion?10 Self-Assessment and Student Rating Scale11 Activity sheet for microscope station.12 Activity sheet for slide station

Special SkillsCan determine the difference betweenobservation and scientific observation.Is aware of the five senses and their relation toscientific observationCan identify the common characteristics ofmagnifiers. The lens must be transparent andconvexIs aware magnification power is directly relatedto how much a lens is curved. (The greater thecurve the greater the magnification).Can demonstrate the correct way to handle anduse the microscope.Can prepare a wet mount slide.Can prepare a well slide.Can bring three-dimensional objects into focusCan identify unknown specimens throughobservation.

Use “Checklists” as a running Use “Checklists” as a running record in science.record in science.

--FOSS Assessment Charts--FOSS Assessment Charts

--STC Teacher Checklist--STC Teacher Checklist

9.4 Reporting9.4 Reporting

SCIENCE REPORT CARD CRITERIA SCIENCE REPORT CARD CRITERIA (Grade 4)(Grade 4)

• Demonstrates effort/participationDemonstrates effort/participation• Makes predictions and observationsMakes predictions and observations• Demonstrates understanding of ideas and Demonstrates understanding of ideas and

termsterms• Represents concepts in multiple ways e.g. Represents concepts in multiple ways e.g.

words, diagrams, graphswords, diagrams, graphs

and charts.and charts.

9.4 Reporting9.4 Reporting

Scientific ProcessScientific Process: demonstrates an : demonstrates an understanding of the scientific process: understanding of the scientific process: experimenting, observing, reporting, experimenting, observing, reporting, discussing, and analyzing the results.discussing, and analyzing the results.

Scientific KnowledgeScientific Knowledge: demonstrates knowledge : demonstrates knowledge of the topics and concepts presentedof the topics and concepts presented

Responsibilities of ScientistsResponsibilities of Scientists: demonstrates : demonstrates responsible involvement in the classroom responsible involvement in the classroom experiments by carefully and safely using the experiments by carefully and safely using the equipmentequipment

SCIENCE REPORT CARD CRITERIA (Grade 3)SCIENCE REPORT CARD CRITERIA (Grade 3)

9.5 Self-Reflection9.5 Self-ReflectionMajor Concepts:Major Concepts:

-Teacher self reflection as an aspect of the -Teacher self reflection as an aspect of the planning, action, and reflection processplanning, action, and reflection process

-Using assessment to improve teaching -Using assessment to improve teaching and learning and learning

RIBTS 9.5 Self-ReflectionRIBTS 9.5 Self-Reflection

Making Meaning of Making Meaning of AssessmentsAssessments

Include a sample of student performance on the post- Include a sample of student performance on the post- summative assessmentsummative assessment

Write a self-reflection.Write a self-reflection.1-Analyze results of students’ performance on your post-1-Analyze results of students’ performance on your post-summative assessments. summative assessments. Did your students develop deeper Did your students develop deeper understanding of the big ideas?understanding of the big ideas?

2- Relate to your pre-assessment. 2- Relate to your pre-assessment. Was there any progress in Was there any progress in the student’s thinking?the student’s thinking?

3-Propose next steps for improving learning and teaching? 3-Propose next steps for improving learning and teaching? What needs to change?What needs to change?