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* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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