Student: Jim Smith Class: Science

Assignment: Report on Bird Adaptations

(Initial and Date) Teacher ___ Peer ____ Self ____

Comments:

Jim did a good job on his report because...

I suggest that he might continue to work on...

(Please edit and revise your experimental design after each level of feedback)

Problem Solving

Use the following questions to help you look back and review your thought processes.

• How did you get started? What were your first thoughts?
  
• Did you use any problem-solving strategies discussed in class? Which ones? How did they work out? How did you find your solution?
  
• Did you try anything that did not work? How did you feel about it?
  
• Did you find a solution? Did you check your answer in any way? Were you sure you were correct? Why or why not?

• Ann Arbor Public Schools (1993). Alternative Assessment: Evaluating Student Performance in Elementary Mathematics. Palo Alto, CA: Dale Seymour Publications.
  
• Murphy, N. Cowan, M., and Cantrell, D. (1993). Authentic Assessment in Environmental Education. Unpublished paper presented at the 1993 Conference of the North American Association of Environmental Education. Pgs. 27-32.
  

• They provide insight about a student's level of understanding or use of process
• You can assess attitudes about math and science from writings about thoughts and feelings.
• They demonstrate a student's fluency in the communication of mathematical and scientific ideas.
  

• Students with special needs have more time to process when they use a learning log.
• Respond to a student's writing. Feedback motivates them to continue to write.
• Students need lots of practice writing their ideas. They should get peer feedback to validate their writing and to see how their ideas affect others.
• Don't worry about the mechanics of the writing unless it's part of a final report or project.
• Encourage the use of drawings and symbols.
• Have students practice writing ideas and getting peer feedback.

Name:
Topic:

1) Key Ideas

2) Connections:

3) Questions:

Fractions I know:

How I have used fractions: (draw or write)

Name:
Date:

• Reports/products of an investigation or class activity
  
• Explanations of the processes used
  
• Responses to open-ended questions
  
• Definitions, concepts, and processes written in the students' own words
  
• Explanations of their own errors (self-correction)
  
• Expressions of their feelings about the learning experience
  
• Responses to errors of others
  
• Real-world examples
  
• Technology and society issues associated with a science topic
  
• Problem solving attempts
  
• Responses to teacher demonstrations
  

Ways to Think About Dividing with Remainders

• Ann Arbor Public Schools. (1993). Alternative Assessment: Evaluating Student Performance in Elementary Mathematics. Palo Alto, CA: Dale Seymour Publications. Pgs. 53-57
  
• Burke, K. (1993). The Mindful School: How to Assess Thoughtful Outcomes. Palatine, Illinois: IRI/Skylight Publishing, Inc. Pg. 83-94.
  
• Stenmark, J. K. (ed). (1991). Mathematics Assessment: Myths, Models, Good Questions. Reston, VA: NCTM. Pgs. 45-47.
  

• Contracts can be used to have a student demonstrate organizational skills and autonomy.
• They can help determine students' ability to complete a given task.
• They assess students' ability to apply skills to real-world projects.

Thoughts:

• Contracts are usually done by an individual, but could be done by a group.
• Contracts can delineate a student's level of understanding about a scientific or mathematical area.
• Students need to learn how to work through contracts before you can begin to assess student understanding of other concepts and processes through a contract. Give them plenty of simple contracts to complete at first.

What I will do:

When I am finished it will contain:

my signature:________________________
teacher signature:___________________

Assessment: How I feel about this project:

I wish I had:

evidence

Goal: I will design a safe tree house.

Murphy, 1994 Table 9, p.26.

• Murphy, N. (1994). Authentic Assessment for the Learning Cycle Model in Schafer, L (ed) (1994) Behind The Methods Class Door: Educating Elementary And Middle School Science Teachers. Columbus Ohio: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Pgs. 25-27.

• They provide information on recall and literal comprehension.
• They are sometimes a form of time-efficient feedback.
• They can be useful in testing logic and the ability to recognize connections.

Thoughts:

• It is time consuming and difficult to construct a good written test.
• Many teachers have very little training on how to create a meaningful tests. See Burke for excellent suggestions.
• Teachers need to consider the various learning styles, multiple intelligences, cultural diversity, and learning problems of students and provide a balance of assessment activities that allow students to succeed.
• Within developmental limits, more items are better.
• Limit T/F items due to the high probability that students will guess.

True-False Items

• Avoid absolute words like "all", "never", and "always".
• Make sure items are clearly true or false rather than ambiguous.
• Limit true-false questions to 10.
• Consider asking students to make false questions true to encourage higher-order thinking.

Matching Items

• Limit list to between 5-15 items.
• Use homogeneous lists. (Don't mix names with dates).
• Give clear instructions. (Write number, letter, etc.)
• Give more choices than there are questions.

Multiple-Choice Items

• State main idea in the core or stem of the question.
• Use reasonable incorrect choices. (Avoid ridiculous choices.)
• Make options the same length (nothing very long or very short).
• Include multiple correct answers (, and b, all of the above).

Completion Items

• Structure for a brief, specific answer for each item.
• Avoid passages lifted directly from text (emphasizing memorization).
• Use blanks of equal length.
• Avoid sentences with multiple blanks.

Essay Items

• Avoid all-encompassing questions (like "Tell all you know about..." or "Discuss...")
• Define criteria for evaluation and point value.
• Use some higher-order thinking verbs like "compare and contrast" rather than recall verbs.

Directions: Write a word or phrase to answer each question (3 pt). If you cannot answer it, explain how you would find the answer (1 pt).

1. Elements are pure substances made up of one kind of atom.

Directions ( 2 pt each): Draw a line that matches the name with the picture of the shape:

Directions: Circle the T next to the number if the statement is true. Circle F if the statement is in any way false (1 pt each). You will receive an additional point if you rewrite the false statements and make them true.

T F 1. The Tongass national Forest is located in SE Alaska

Rewrite:

T F 2. There are no rainforests in North America

Rewrite:

T F 3. Admiralty Island has the largest concentration of brown bears in the world.

Rewrite:

Directions: Select one of the following questions for your essay. Your essay will be graded on the following criteria:
5 pt: accuracy of information
5 pt: organization of information
5 pt: use of diagrams to explain the process

Select one:

Describe how you would determine the height of a tree using
1) its shadow

2) a protractor adapted with a plumb bob

Directions: Write a short list or phrase to answer each question (3 pt). If you cannot answer the question, rewrite the question so that you can answer it, then write your answer (1 pt).

1) List the properties of matter that can be used to identify a pure substance.

• Burke, K. (1993). The Mindful School: How to Assess Thoughtful Outcomes. Palatine, Illinois: IRI/Skylight Publishing, Inc. Pgs. 27-42.

• Checklists note whether or not a behavior exists.
• Likert Scales note to what degree a behavior exists.
• Analytical Trait Scales explicitly describe which behaviors represent performance at the varying degrees of a Likert Scale.
• Holistic Scales combine the Analytic Performance Indicators to provide a complete picture of the student's attainment.

Thoughts:

• Discuss each criterion on your scoring guide with your students as you begin your instruction. This engage them in a discussion about the appropriateness of each criterion.
• Ask students to use these tools for self-assessment and peer feedback before they edit their final work for teacher assessment.

___Emerging: Can show 2 groups of 3 with manipulatives

___Developing: Shows with manipulatives and writes algorithms

_*_Applying: Uses manipulatives, algorithms, and applies to classroom issues

Evidence for judgment:

She showed me that three students wanted to do a blindfolded taste test on salt and fresh water. She determined that they would need 3x2 cups.

• Ann Arbor Public Schools (1993). Alternative Assessment: Evaluating Student Performance in Elementary Mathematics. Palo Alto, CA: Dale Seymour Publications. Pgs. 3-8.
  
• Murphy, N. (1994). Authentic Assessment for the Learning Cycle Model in Schafer, L (Ed) (1994) Behind The Methods Class Door: Educating Elementary And Middle School Science Teachers. Columbus Ohio: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Pgs. 21-25.

Here is my map of the room:

Self, Peer, Teacher Feedback

• Portfolios provide a chronology of the student's progress and development on important concepts, processes, skills, and attitudes.
• They encourage teacher-student reflection and interaction about the student's performance.
• They allow students to demonstrate their knowledge through a variety of learning styles.

Thoughts:

• Students should be actively involved in assessing and selecting their work. Plan student-led conferences with parents. Include best work, not poor work.
• Individual portfolio pieces will have been assessed as they are produced. Portfolios as a whole may be assessed as broad examples of student achievement in relation to the Standards' key elements or other curriculum goals.

Snow as Insulation

• What evidence do you have that you have explored the topic:
  book report
  field trip journal
  
• What evidence do you have that you understand the concept
  jelly animals experiment write-up
  snow lab data sheet
  
• What evidence do you have that you can apply the concept
  list of where I won't drive a snowmobile and why
  journal of night in a snow cave
  

Outstanding:
The outstanding portfolio is exciting to look through. It includes a variety of written and graphic mathematical work, indicating both individual and group work. Projects, investigations, diagrams, charts, photographs, audio or video tapes, or other work will indicate broad and creative curriculum that leads students to think for themselves. There will be evidence of student use of many resources: calculators, computers, reference libraries, and conversations with adults and other students. Papers will display student organization and analysis of information. Although neatness may not be a primary requisite, clarity of communication will be important. Student self-assessment will be shown by revisions of drafts, letters that explain why the student chose certain papers, or student-generated assessment lists or reports. Improvement in communication over time will be reflected in samples from beginning, middle, and end of term. Student work reflects enthusiasm for mathematics.

Good:
A good portfolio indicates a solid mathematics program. There is a variety of types of work presented, as in the top level. Students are able to explain fairly well their strategies and problem solving processes. Some use of resources and group work may be evident, and students indicate good understanding especially of basic mathematics concepts. Work over time is included. The factors most likely to be missing are indications of student enthusiasm, self-assessment, extensive investigations, and student analysis of information.

All Right:
The all right portfolio indicates an adequate mathematics program, somewhat bound by textbook requirements. There will be little evidence of student original thinking as shown by projects, investigations, diagrams, etc. Student explanations of the process by which they solved problems are minimal. There may be an over-concentration on arithmetic or similar algorithmic topics, and a resulting lack of work from other content areas.

Not So Good:
A not so good portfolio includes almost no creative work and may consist mainly of ditto sheets or pages copied from a textbook. There is almost no evidence of student thinking. Papers are most likely copied from a textbook. There is almost no evidence that students are discussing mathematical ideas in class. Students do not explain their thinking about mathematical ideas.

from Gresham, 1992, p. 19.

Have students write a math and science autobiography for their portfolio. It should include

1) a history of their experiences as a young mathematician (or scientist);

2) a history of their feelings about math (or science) and what affected those feelings;
3) a plan for what they intend to do in math (or science) in the future.

Dedicate sections of the classroom wall for each student's work. Let the student decide what work to display. Have students guide parent conferences by discussing the strengths and weaknesses of this work.

• Report Card and Standardized Test Information
• Journal Entries
• Periodic Student Self-Assessments
• Pre- Post-Tests
• Goal Setting Sheets
• Responses to Questions/Problems
• Works of Student's Choosing
• Descriptions of How Students Feel About Science/Math
• Pictures, Graphs, Dictated Reports
• Individual or Group Work Samples
• Math/Science Autobiography
• Analyses of Problem Situations, Simulations, Logs of Experiments
• Student Video and Audio Tapes
• Student Writing Samples Related to Science/Math

• Ann Arbor Public Schools. (1993). Alternative Assessment: Evaluating Student Performance in Elementary Mathematics. Palo Alto, CA: Dale Seymour Publications. Pgs. 30-40.
  
• Burke, K. (1993). The Mindful School: How to Assess Thoughtful Outcomes. Palatine, Illinois: IRI/Skylight Publishing, Inc. Pgs. 43-54.
  
• Hart, D. (1994). Authentic Assessment: A Handbook for Educators from the Assessment Bookshelf Series. NY: Addison-Wesley Publishing Co. Pg. 66.
  
• Stenmark, J. K. (ed). (1991). Mathematics Assessment: Myths, Models, Good Questions Reston, VA NCTM. Pgs. 35-48.
  
• Gresham, Oregon School District. (1992). Portfolio Guidelines in Primary Math. (Draft). Multnomah, Oregon.

• utilize the criteria established within the assessment to award a quantified or letter grade. These can be weighted and/or averaged to establish final grades as needed.
  
• not grade every small assignment (homework, end of chapter questions, etc.), but to grade large summary assignments. Smaller assignments can be graded in "clumps" or by students selecting their best examples of such assignments. (A portfolio process along with scoring guides can assist in this process.)

• Ann Arbor Public Schools. (1993). Alternative Assessment: Evaluating Student Performance in Elementary Mathematics. Palo Alto, CA: Dale Seymour Publications. Pg. 30+
• Bredenkamp, S.& Rosengrant, T. (1992). Reaching Potentials: Appropriate Curriculum and Assessment for Young Children (Vol. 1). Washington DC: National Association for the Education of Young Children. This book thoroughly addresses the guidelines for ages 0-8.
• Brooks, J., Brooks, M. (1993). In Search of Understanding: A Case for Constructivist Classrooms. Association of Supervision and Curriculum Development: Alexandria, VA. A good resource for ages 9-18
• Burke, K. (1993). The Mindful School: How to Assess Thoughtful Outcomes. Palatine, Illinois: IRI/Skylight Publishing, Inc. Kay Burke makes a powerful statement about the damaging effects of the existing grading systems on students and schools.
• California State Board of Education. (1992). Science Framework for California Public Schools. Sacramento, CA: California Department of Education p. 176-177. These pages provide lists of questions for assessing science teachers and programs.
• Loucks-Horsley et al. (1990). Elementary School Science for the '90s, Alexandria, VA. ASCD Publications. Ch. 7, 8, 9, 10. These chapters suggest that we refocus assessment on what is valued, that we diversify assessment, and that we integrate curriculum, assessment and instruction.
• National Council for Measurement in Education, American Educational Research Association, and American Psychological Association. (1985). Standards for Educational and Psychological Testing. Washington DC: American Psychological Association. This includes lengthy discussions of validity and reliability. It also includes lengthy guidelines for the legal necessity of including multiple measurements of assessment for purposes of allocating resources between schools, districts or for special needs.
• National Council of Teachers of Mathematics. (1991). Professional Standards for Teaching Mathematics. Reston VA: NCTM. p. 71-119. This chapter provides a detailed description of the standards for the evaluation of the teaching of mathematics.
• Sanders, J. R. et al. (1990). Standards for Teacher Competence in Educational Assessment of Students. National Council of Measurement in Education, American Federation of Teachers, and the American Educational Research Association. This document reaffirms the classroom teacher's need to understand and apply principles of assessment. It will help the district curriculum director determine what professional development opportunities should be provided for the teachers. A copy is included in the Resource Notebook of the Reference Kit.
• Stenmark, J. K. (1991). Mathematics Assessment: Myths, Models, Good Questions. Reston, VA: NCTM.
• Wiggins, G. (1993). Assessing Student Performance: Exploring the Purpose and Limits of Testing. San Francisco: Jossey-Bass Publishers. This book addresses the limits of testing in an assessment system and provides a thorough philosophical framework for a systematic change in assessment.