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ED 109.02 April 18, 2012

Peer Teaching

Plant Journals

Case Study Reflections

Objectives and Assessments Activity

Lesson Plan Reflections

Assessment Review

ONE LESSON FOR FINAL UNIT DUE APRIL 11

Standards versus Students

Creativity versus Curriculum

Patience, Young Grasshoppers OR These things take time, experience, and practice

Forgotten details: time and sources (make sure theres variation!)

Vocabulary versus Concepts

Standards and Assessments

today!

Using science-appropriate verbs and setting science-appropriate instructional objectives

 Verb (Not know, understand, learn) + content

Students will define that a chemical reaction is Students will analyze data to determine if a chemical reaction occurred by Define, Identify, Describe Predict, Design an experiment, Make observations, Collect Data, Analyze data Create a model, Write a explanation

Examples of science verbs

Exam-Type Assessment
Multiple choice

Performance Task Assessment

Labs Projects Reports Presentations

Short answer
Matching

True-False
Essays

Creating Assessment Tasks

Select a Content Standard
Unpack the Content Consider the Practice

Write the Assessment Task

 Select

a standard to focus on either from AAAS Benchmarks, NRC Standards or Mass Frameworks Example:

Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed. (Mass Frameworks. Grade 3-5)

 Key

What is the key science learning goal or big idea? Example (Reflection and Sight):

science learning goal

We see objects by light reflecting off an object and entering into our eye. Light travels in a straight line from the source of light (e.g. sun) and then reflects or bounces off the object and travels in a straight line into our eyes.

Misconceptions What misconceptions do you think your students might have? How can you include these in the assessment? Example: Light can curve around corners. All objects give off light. Our eyes give off light or something comes out of our eyes allowing us to see objects. Students may mix up reflect, refract and absorb.

What is it that you want students to be able to do with the content?

Pick a verb that describe what you want students to be able to do. For example:
Lower level cognitive tasks: Identify, Define or Describe Middle level cognitive tasks: Predict or Analyze data High level cognitive tasks: Write an explanation using evidence, Design an investigation, or Build a model.

There may be multiple practices (verbs) that you want students to be able to do around a science concept. Example: #1 Identify and #2 Draw and explain

 Multiple

Choice

The stem (question) - focus on one idea, minimize reading demands, avoid negative words The choices - should all be the same length, use misconceptions as distractors, avoid fillers
Fill

in the blank

Only omit key words. Avoid using too many blanks.

Matching

Give clear directions Keep the statements similar in length and type

 Open-Ended

Items

Focus on key concepts and use precise language Write a sample student response and develop a draft of a rubric before.
Performance

Assessment

What would you want students to do that would count as success? Create a checklist or quick rubric you can use while the student is talking or doing the activity

The picture below shows a duck swimming in a lake.

There is a mirror image of the duck in the water of the lake. What process allows us to see the mirror image?
A. B. C. D. Refraction of light Diffusion of light Reflection of light Absorption of light

Draw a picture that shows how you see an apple.

Explain your picture. What happens to allow you to see the apple?

Read over your cases in groups of 2-4

Develop 1-3 Instructional Objectives

Develop 2 Assessment Items and a Brief Discription of How to Evaluate the Item
One test item One performance item

Share and discuss with the rest of your table