America’s Choice Inservice - Assessment

Foundational Approaches in Science Teaching
CAESL/FAST reflective lessons Use some kind of graphic assessment
POE predict observe explain
PO discrepant event

Teach 4 types of knowledge and reasoning
  • Declarative Knowing
  • procedural how
  • schematic why
  • strategic when where and how

Backwards Design Process
  • Select content that tomeet the standard
  • Determine prior knowledge needed to work on standard
  • What is the potential for students to learn Has common student misconceptions, essential / core questions and lesson ideas

Seed magazine – tear-out lessons

Understanding By Design Wiggins and McTighe
Suggests that when planning a lesson, determine what information is:
· Worth being familiar with all info in subject all matter can be described by diff properties
· Important to know pre-requisite to know density – relationship of mass and vol
· Enduring understandings relative densities help make predictions

Watson and Crick - DNA all DNA has CGTA variations explain evolution

Identify desired results Enduring understandings Essential questions Knowledge and skills

Framing the Unit

Look at the Action Verbs of the Standards
Compare advantages and disadvantages Graphic organizers (ex Venn diagram)
Describe how
Explain that
Explain how

Create Core questions – come up with essential, engaging questions the lesson will answer, try claims and evidence approach.

Scientific method All men who wear hats lose their hair are bald
Reproduction why do we tend to look like our parents and grandparents
Is it possible to predict what your own children will look like?
where do babies come from?
Evolution - Why do native species have such a narrow here and nowhere else?
What trends do they have?
Should we care about whether plants are brought to the island?
Does it make a difference if a species is isolated in one place?
Why are species here diff than mainland?
How has human skulls changed over time
Periodic Table Why are noble gases monogamous?
What were the nobility of the middle ages like?
Light - How are rainbows created, how can sun be dangerous, how do cameras capture images
UV sunscreen experiments
Waves - how is the height of a wave measured?
Where do waves come from?
What are the parts of a wave?
Food webs - How does energy flow through plants, food webs in specific –
Mongoose, why don’t the eat rats like they’re supposed to
Why does Kauai have no coqui frogs and no mongoose? Why is it that……
Classification – Is a whale a fish or mammal
How are high level organisms more complicated than lower level?
Classify tools, shoes, monsters,
Astronomy Prove the earth goes around the moon

New ACT – 40% is on scientific method - charts graphs diagrams – can st use knowledge and info

Determine Prior Knowledge – what prior knowledge is required for students to learn this new information
What skills or processes will students need to complete activities?
Identify prior knowledge that your students should know at the beginning of the unit
  • Kingdoms
  • Parts of the cells
  • All living things have DNA

Address Common Misconceptions Identify potential areas of misconceptions and list them as complete sentence statements. Multiple-choice test distractors are a good source.
  • All animals are mammals
  • Whales are fish
  • Humans are not related to monkeys
And more
  • Genes and chromosomes are the same thing
  • Dominant traits are traits that will take over a population.
  • Organisms only reproduce sexually.
  • All mutations are harmful.
  • All traits have a fifty-fifty chance of being expressed
  • Previous sex of offspring affect the probability of the next offspring
  • Once a trait is expressed it will show up in the next generation.
  • Expression of a genetic traits
  • Confusion over vocabulary terms
  • Analytical reasoning errors (using or predicting punnet square configuration

Teach Test taking strategies ex. multiple choice if unsure about answer, give distractor points from 1-4 about how right you think they are

Write questions that identify misconceptions

Final Product / Performance Outline google TASKS
Describe the student final product or performance with detail
Develop a brief outline or description of a final unit assessment that includes both a performance task and a written test

Example: Students will read a scenario and receive data about observations a scientist made on the mating of two organisms and subsequent generations. Give data and materials.

The student will:
  • Organize data into charts and table
  • Identify and interpret specific traits based on allele representation.
  • Set up and use a punnett square to represent

Check the outline against the standards action verbs to ensure that the final assessments meeting the thinking level required in the standard

Scoring Guide
List the evidence you want students to provide to you to show that they have mastered the standard

Other Assessment resources
Textbook end of unit tests
Performance tasks
Formative assessment probes
Lab practicums

Embedded assessment planner
Graph, chart or diagram that requires students to use or interpret info contained in the standard
Concept Assessment Probe that requires the student to make a prediction, observe an event and then provide an explanation
Multiple choice item released item that measures a component of the standard
Short response item
Extended response item
Visual representation that requires students to organize the info about a concept and create a visual representation. Visual organizers
Concept maps, flow charts, timelines, drawings and diagram
Misconception probe – find susceptibility to plausible but incorrect ideas and explanations. Students are asked to make prediction and explain why.
Kinesthetic dance - ex. Transcription and translation – cards for mRNA, amino a

Learning block sequence

Concept lessons performance description (learning goal / assessment strategy)

Summary -
Content learning expectations

Core questions

Prior Knowledge

Prior Knowledge/ Misconceptions

Final Product / Performance Outline

Scoring Guide

Other Assessment resources

Graph, chart or diagram
Concept Assessment Probe
Extended response item
Concept maps, flow charts, timelines, drawings and diagram
Kinesthetic dance -