Transcript Assessing Inquiry_13May09_seminar_v2 - PLC-METS

Julie Singleton
Heather Miller
Write down everything you know about gravity
 Assess
prior knowledge - prior to inquiry
lesson
• Way to help connect lesson with what the
students already know
• A context for student understanding
• Avoid assuming students are blank slates
 During
inquiry there are many opportunities to
use multiple methods to
• assess student knowledge
• skill development
• &/or concept understanding through:
 Observations
 Student reflection
 Discussions
 And more…
 Assessment
provides opportunity for students
to demonstrate what they know, understand &
can do
 You
must determine how you will assess
students progress in both content & scientific
processes on an ongoing basis before you start
the lesson
 Integrate
assessment with instruction
 Communicate to the students how they will be
evaluated
 Provide feedback
 Allow for reflection & revision during the lesson
& unit
 Assessment
strategies should match the
learning outcomes/instructional objectives &
be aligned with instruction

Formative Assessment
• Used to improve quality of learning, not provide
evaluation
• Ongoing during instruction & learning
• Gives immediate feedback
• Typically not graded, often anonymous, could be
participation grade

Examples of Formative Assessment:
• Direct observations
• Student portfolios
• Warm-up questions
 Summative
Assessment
• To show level of student achievement
• Takes place after inquiry activity/instruction to
measure what student learned
 Examples
of Summative Assessment:
• Quizzes
• Homework
• Tests
• Lab reports
• Presentations
 Classroom-Embedded
Assessment
• Involves direct personal communication with the
student
• Type of formative assessment
 Examples
of Classroom-embedded
assessment:
• Selected questioning/response
• Performance task evaluation
 Performance
Assessment
• Demonstrate understanding of new concepts
• Often used to measure higher order thinking
skills
 Examples
of Performance Assessment:
• Authentic task
• Create a model/product
• Debate
 Secured
Assessment
• Administered under controlled conditions
• Summative
 Examples
of Secured Assessment:
• Standardized tests
• State assessment tests
 Examples
of assessment that works well
with inquiry
• Concept maps
• Conceptual models
• Vee diagrams
• Rubrics/criteria checklists
 Concept
maps
 Conceptual models
 Vee diagrams
 Use of rubric/criteria checklist
•
Graphical tool for organizing & representing
knowledge
– Concepts are enclosed in circles/boxes
– Line linking the two concepts shows relationships
– Word(s) on the line specify the relationship between
the two concepts
– Can be used as formative & summative assessment
– Underlying Theory of Concept Maps
Force in relation to body systems
Force in relation to earth systems
Force in relation to motion
 Concept
maps
 Conceptual models
 Vee diagrams
 Use of rubric/criteria checklist
 Students
conceptual understanding of the
systems under investigation are drawn out
 Relationships, organization, understanding
the system under investigation
of
Conceptual model of plate tectonics
Conceptual model of potential & kinetic energy
 Concept
maps
 Conceptual models
 Vee diagrams
 Use of rubric/criteria checklist
 Problem
solving to
promote critical
thinking
 Way
of
representing
knowledge about a
subject
Focus Question
Theory
Value basis
/ philosophy
Theory
Concept
Methods
Implementation
Value
Knowledge Claims
Results
transformations
Records
 Focus
question – what is the problem you want
to solve?
 Planning/What do you know
• Value basis – why do you want to solve this
problem?
• Theory basis – what do you already know about
this?
• Concepts – what are the main concepts of your
theoretical basis?
• Methods – how will you solve this problem?
 Evaluation
• Value claims – how worthwhile are these new claims?
• Conclusions – what are the main conclusions from
your data?
• Transformations – how did you reach your main
conclusions? What are the implications?
• records, quality of data – what kind of data did you
gather? How will you present your data?
 Implementation
– what do you have to do in order
to construct answers to the focus question?
Can you collect cells, stain them, and see
differences between animal and plant
cells?
Theory:
Principles:
Concepts – Words:
Claims:
Question: Can
you collect cells,
stain them and
see differences
between animal
and plant cells?
Knowledge claims:
Transformations:
Record:
Objects and events:
Theory: Organisms are
made up of cells. Cells are
small living units. Animal
and plant cells are different.
Principles: Living things
include bacteria, plants and
animals so all must be made
of cells.
Concepts – Words: cell,
living, microscope, similar,
different, stains, organelles
Question: Can
you collect cells,
stain them and
see differences
between animal
and plant cells?
Claims: You can tell the difference
between animal and plant cells by
looking at them down a microscope
Knowledge claims: cells contain
certain bits the same like nucleus,
cytoplasm but there are different bits
like cell walls and organelles.
Transformations: Animal cells do not
have a cell wall or vacuole – the hole
in the middle but all have the large
blob called a nucleus
Record: see drawings drawn from
the microscope
Objects and events: We have cells in our cheeks. We can remove those cells by scraping. They
can be stained and put under a microscope.
Onions have cells in the layers. We can remove a thin strip of that layer. It can be stained and
put under the microscope.
By looking at both and using a book for reference I can see the difference in the animal cell
(mine) and the plant cell (onion).
 Concept
maps
 Conceptual models
 Vee diagrams
 Use of rubric/criteria checklist
Identifies
variables
Experimental
methods
Data
collection
Outstanding (3pts)
Acceptable (2pts)
Correctly identifies dependent
and independent variable
Procedures clear, experiment
easily reproducible, limits
variables tested
Systematic, accurate, objective
Correctly identifies at
least on variable
Procedures fairly clear,
Incorrectly identifies
variables
Unclear procedures,
not easily reproduced
Minor inaccuracies,
inconsistent data,
some subjectivity
Meets most graphing
guidelines
Significant errors or
gaps, very subjective
Mostly supported with
evidence
Mostly clear and
precise
communication,
somewhat focused and
organized
Evidence does not
support
Unclear
communication, lack
organization and focus.
Graph
Meets all graphing guidelines
Technology
applications
Conclusion
Appropriate use
Overall
quality of
presentation
Clear and precise
communication, focused and
organized
Well-supported with evidence
Needs Work (1pt.)
Meets few graphing
guidelines
Inappropriate use
Missing (0)
 Example
– graphing guidelines:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Use pencil
Include a title
Print
Label the axis with correct variable
Include units on axis
Plot points neatly & accurately
Use straight edge or ruler
Write a conclusion about the data
Neatness counts
 Inquiry
follows the impulses of the student
within the parameters of the lesson
 Share
your expectations with the students
 Use
multiple methods of authentic assessment
to gather information about student learning &
understanding throughout the process
 Share
knowledge of progress with the students