"Making Thinking Visible, A Way to Assess Science Learning" PowerPoint Presentation

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Dr. Juan-Carlos Aguilar. Science Program Manager. Georgia Department of Education. Three Dimensionality of the Science Georgia Standards of Excellence . How Science Instruction Looks Like. What does it look like when assessment is done well in the classroom?. ID: 715379

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Presentations text content in "Making Thinking Visible, A Way to Assess Science Learning"

Slide1

"Making Thinking Visible, A Way to Assess Science Learning"

Dr. Juan-Carlos AguilarScience Program ManagerGeorgia Department of Education

Slide2

Three Dimensionality of the Science Georgia Standards of Excellence

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Slide7

How Science Instruction Looks Like

Slide8

What does it look like when assessment is done well in the classroom?

Establish clear learning targets that form the basis for both instruction and assessment.Ensure that their assignments and assessments match the learning targets that have been or will be taught.

Select the proper assessment methods to match types of learning targets.

Create and/or select assessment items, tasks, and scoring guides that meet standards of quality.

Balance Assessment Systems. Steve Chappuis, Carol Commodere, Rich Stiggins. Page 1

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What does it look like when assessment is done well in the classroom?

Use the results of the assessment in ways that are aligned with the purpose of the assessment.Provide students descriptive, useful feedback during the learning process, not just at the end of a unit in the form of a grade on a test.

When appropriate, involve students in the assessment process as both an instructional strategy and a way to increase student motivation by developing students’ ability to self-assess, set goals for further learning, and self-regulate.

Balance Assessment Systems. Steve Chappuis, Carol Commodere, Rich Stiggins. Page 1

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Building a Balanced Assessment System

“A balance assessment system serves a variety of purposes, uses a variety of measures, and meets the information and decision-making needs of all assessment users at the classroom, building, and district levels.”

High-quality, accurate assessments provide its users with the dependable evidence of achievement they need to do their jobs and improve learning.

Balance Assessment Systems. Steve Chappuis, Carol Commodere, Rich Stiggins. Page 4

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Building a Balanced Assessment System

Clear Purpose

What’s the purpose?

Who will use the results?

What will they use the results to do?

Clear Targets

What are the learning targets?

Are they clear?

Are they appropriate?

Sound Design

What method?

Quality questions?

Sampled how?

Avoid bias how?

Effective Communication

How to manage the information?

How to report?

To whom?

Student Involvement

Students are users

Students need to understand targets

Students can track progress and communicate

Students can assess

Accurate Assessment

Effective Use

Balance Assessment Systems. Steve Chappuis, Carol Commodere, Rich Stiggins. Page 5

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Level/Type

of Assessment

Formative Assessment for Learning

Formative

Assessment

Summative Assessment of Learning

Classroom Assessment

Frequency

Ongoing,

day-to-day

Continuous;

periodic, depending on level of assessment

Periodic monitors of student progress

Key

Decision Maker(s)

Student/teacher

Teacher

Teacher

Instructional

Decisions to Be Made

Student: What comes next in my learning?

Is

the target clear enough for me?

What gaps exist?

Am I ready to move on?

Diagnose student

strengths.

What comes next in my students’ learning?

What misconceptions are present?

What needs reteaching or differentiated?

What grade or standards mastered go on report card?

Information Needed to Inform Decisions

Student-friendly versions of standards deconstructed to learning

targets of instruction.

Diagnostic evidence of student’s current place in progressions and of problems students are having.

Clear and communicated learning targets

to students.

Evidence of standards mastered and not yet mastered, and types of problems students are having.

Evidence of student mastery of each required standard.

Building a Balanced Assessment System

Balance Assessment Systems. Steve Chappuis, Carol Commodere, Rich Stiggins. Page 9

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Assessing the Science Georgia Standards of Excellence

K-5

6-8

9-12

Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.

Plan and carry out investigations

of physical changes by manipulating, separating and mixing dry and liquid materials.

Obtain, evaluate, and communicate information to support the claim that electromagnetic (light) waves behave differently than mechanical (sound) waves

Develop and use models

to demonstrate the effects that lenses have on light (i.e., formation an image) and their possible technological applications.

Obtain, evaluate, and communicate information to explain the relationships among force, mass, and motion.

Construct an explanation based on experimental evidence

to support the claims presented in Newton’s three laws of motion.

(Clarification statement: Evidence could demonstrate relationships among force, mass, velocity, and acceleration.)

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Assessing the Science Georgia Standards of Excellence

Deconstructing the standard to identify the learning expectations

K-5

Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.

Plan and carry out investigations

of physical changes by manipulating, separating and mixing dry and liquid materials.

Core Ideas

A physical

change is any process involving a substance’s change from one state (gas, liquid, solid) to another without alteration of its chemical composition.

A physical change is any process (usually reversible) involving a substance’s change in form or shape without the occurrence of a chemical reaction.

Science

and Engineering Practice

With guidance students are able to plan and conduct investigations

in collaboration with peers.

Evaluate different ways of observing and/or measuring a phenomenon.

Make observations and/or measurements to collect data that can be used to make comparisons.

Make predictions based on prior experiences

Crosscutting Concept

Patterns

– observing patterns of events to guide their organization or classification.

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Assessing the Science Georgia Standards of Excellence

Deconstructing the standard to identify the learning expectations

Physical Science

– High School

Obtain, evaluate, and communicate information to explain the relationships among force, mass, and motion.

Construct an explanation based on experimental evidence

to support the claims presented in Newton’s three laws of motion.

(Clarification statement: Evidence could demonstrate relationships among force, mass, velocity, and acceleration.)

Core Ideas

An

object at rest will continue at rest unless a net force acts on it.

An object in motion will continue to move in the same direction and with the same velocity unless a net force acts on it.

Forces that do not add to zero can cause changes in the object’s speed or direction of motion.

The force necessary to change the state of motion on an object is proportional to the mass of the object.

For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first but in the opposite direction.

Science

and Engineering Practice

Construct

explanations – Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources.

Construct explanations – Apply scientific reasoning, theories and/or models to link evidence to the claims to assess the extend to which the reasoning and data support the explanation.

Crosscutting Concept

Cause and effect – Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Cause and effect – Cause and effect relationships are identified, tested, and used to explain change.

Systems stability and change – constructing explanations of how things change and how they remain stable.

Systems stability and change – explanations of stability and change in natural systems can be constructed by examining the changes over time caused by forces.

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Building a Balanced Assessment System

Where are we?

5

Implemented

4

3

Progressing

2

1

Getting Started

All faculty and staff are aware of differences in assessment

purpose across classroom, interim/benchmarks, and annual level and know how to use each to support and to verify student learning.

There

is inconsistency among the staff with how we use assessments to improve our school.

We are aware of the need for balance and have begun to plan for balanced assessment.

There is little

awareness in the district of differences in purpose, assessment users, or assessment uses across classroom, interim and annual levels of use.

Our highest assessment priority is to help students develop the capacity

and disposition to assess their own achievement and to use their assessment results to improve their own learning.

Faculty and staff recognize

that students are important assessment users who make data-based instructional decisions that impact their own success and have made some progress in helping them do so.

Students

have not been regarded as key assessment users, and there is little awareness (or support) of the need to bring them into the assessment process.

In our classrooms,

we balance the use of descriptive feedback that supports learning and evaluative feedback.

Our teachers

are starting to use descriptive feedback during student practice to help students improve before they are to be help accountable for their learning.

Evaluative

feedback is the predominate form of communication in our classrooms.

Balance Assessment Systems. Steve Chappuis, Carol Commodere, Rich Stiggins. Pages 60-63

Slide17

Building a Balanced Assessment System

Where are we?

5

Implemented

4

3

Progressing

2

1

Getting Started

We

have an assessment system in place that is meeting the information needs of classroom, interim, and annual assessment users.

We have a

plan we are working on and have begun to design this balanced system.

As yet no such system has been conceived, designed, or developed.

Our

curriculum presents learning progressions in which our expectations unfold over time within and across grade levels in a manner consistent with state standards and the way learning unfolds.

We are developing our grade-level

maps in the form of progressions that link learning prerequisites throughout the learning.

We have grade level standards but

they are not are not articulated or connected with one another in a unified manner.

We have verified that each teacher in each classroom is a master of the achievement standards that their students are expected to master.

We have identified

contexts in which professional development is needed to assure teacher competence regarding content area knowledge.

There has been

little or no investigation of teacher preparedness in their own content area(s).

Balance Assessment Systems. Steve Chappuis, Carol Commodere, Rich Stiggins. Pages 60-63

Slide18

Building a Balanced Assessment System

Where are we?

5

Implemented

4

3

Progressing

2

1

Getting Started

We

have deconstructed each standard into the scaffolding necessary for us to know the foundations of knowledge (core ideas), performance skills (science and engineering practices), and crosscutting concepts for product development capabilities at each subject and grade level that build to success.

We are in the process of deconstructing

each standard in the scaffolding leading to competence.

The

deconstruction process has not been initiated.

We have established and understand the criteria by which we should judge the quality

of our assessments.

We are aware of the need for standards of assessment quality

upon which to evaluate our work and are working to establish our criteria.

No such criteria have been identified;

no quality control framework exists for us at any level.

We have

conducted (and regularly conduct) a local evaluation(s) on the quality of our assessments.

We

are aware of the need to conduct such an evaluation and are planning to conduct it.

There is no awareness

of the need for or plans to conduct such an evaluation.

Balance Assessment Systems. Steve Chappuis, Carol Commodere, Rich Stiggins. Pages 60-63

Slide19

Formative Assessment in Action

Viewing Protocol – Roller Coaster Physics

Evidence

Guiding

Questions

Your Comments

Learning Goals and Success

Criteria

What do you notice about the Learning Goals and Success Criteria?

What

comments and/or suggestions would you offer for this teacher?

Eliciting and Interpreting

Evidence

What do you notice about the Eliciting and Interpreting Evidence?

What

comments and/or suggestions would you offer for this teacher?

Taking Pedagogical Action

What do you notice about Taking Pedagogical Action?

What

comments and/or suggestions would you offer for this teacher?

Student Self and Peer Assessment

What do you notice about the Student Self and Peer Assessment?

What

comments and/or suggestions would you offer for this teacher?

Slide20

Formative Assessment in Action

Viewing Protocol – Roller Coaster Physicshttps://www.teachingchannel.org/videos/teaching-stem-strategies

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Resources

Ready, Set, SCIENCEhttps://www.nap.edu/catalog/11882/ready-set-science-putting-research-to-work-in-k-8

A Framework for K-12 Science Education

https://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts

Balanced Assessment Systems

(All Activities)

https://resources.corwin.com/chappuisbalancedassessment

(Activity 5 used in this presentation)

https://resources.corwin.com/sites/default/files/Activity%202.5%20-%20Local%20Assessment%20System%20Self-Evaluation_1.pdf

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Resources

Research Brief: The Informal Formative Assessment Cycle as a Model of Teacher Practicehttp://stemteachingtools.org/brief/16

Research Brief: Designing an Assessment System that Measures Three-Dimensional Science Learning

http://stemteachingtools.org/brief/34

Formative Assessment in Action

http://www.csai-online.org/spotlight/formative-assessment-action

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Curriculum and Instruction:

http://gadoe.org/surveys/CI-3WVZ6RW

Contact Information

Dr. Juan-Carlos Aguilar

jaguilar@doe.k12.ga.us

(404) 657-9072 (office) or (404) 516-1089 (Cell)

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