On the Development of the CAESLFAST Reflective Lessons

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On the Development of the CAESL/FAST Reflective
Lessons
Carlos C. Ayala
Sonoma State University Stanford Education
Assessment Laboratory (SEAL)
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Stanford Education Assessment Laboratory

• Quality Assessment Tools
• Designed to
• Measure the targeted goals for student learning
• Provide evidence bearing on student learning
  using multiple measures
• Guide instructional improvement

QUALITY ASSESSMENT TOOLS
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Reflective Lessons are Formative Assessments

• Embedded in a unit of study and close to the
  curriculum
• Provide teachers and students with opportunities
  for reflection
• Help students and teacher identify the gap
  between what students know and are able to do and
  what students should know
• Informs curriculum implementation
• Assessment used to determine gap between what a
  student knows and knowledge goal
• Teacher, peer, and self assessments comprise
  classroom assessment

Source Black Wiliam, Inside the black box,
1998
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Reflective Lessons How we designed them

• Embedded Assessments in the Foundational
  Approaches in Science Teaching Curriculum. AKA
  Romance (NSF, SEAL and UH CRDG)
• STEPS
• Formed Assessment Development Team (ADT) of
  curriculum designers and assessment specialists
• Found natural knowledge joints
• Identified the progression of what students
  should know and be able to do
• Using knowledge framework ADT developed prototype
  assessments
• Piloted assessments and feedback with teachers

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FAST Acclaimed for 36 Years

• Interdisciplinary middle school science
  curriculum
• U of H Lab School
• First 12 investigations focus on density and
  relative buoyancy

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FAST Acclaimed for 36 Years

• FAST
• The constructivist assumptions
• Disciplinary history provides the intellectual
  substance of FAST
• Expert scientists identify foundational concepts
• Learning guided by carefully engineered
  curriculum
• Learning is social Teacher is facilitator

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The Foundation for Tools Reverse Logic of
Developing Assessments
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The Foundation for Tools
Knowledge Type Framework
Declarative Procedural Schematic Knowledge Knowled
ge Knowledge
(Knowing that) (Knowing how to)
(Knowing why)
Proficiency
Low
High
Extent (How much?) Structure
Facts Concepts Principles
Procedures Designs Analysis Lab Techniques
Schemas Mental models Conceptions
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SEAL Linking Knowledge Types to Assessment
Types
Declarative Procedural
Schematic Knowledge Knowledge Knowledge

• Performance Assessments
• Student Journals
• Multiple-choice

• Multiple-Choice
• Performance Assessments
• Interviews
• POE

• Multiple-Choice
• Short-Answer
• Journals
• Concept Maps

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Buoyancy A Rich Cognitive Domain
Type of Knowledge Focus
Example Prompts Declarative Knowing
that Concepts facts What is
density? Procedural Knowing how Actions,
steps, Find the density of a liquid
procedures Schematic Knowing why Principles
Why do things sink or float? mental
models
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FAST 1-12 Instructional Sequence Outcomes
Joints
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FAST Buoyancy Trajectory
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Reflective Lessons What Are They?

• Composed of multiple types of prompts designed to
  elicit students thinking to make explicit their
  developing conceptual understanding
• Graph Interpretation and Explanation
• Predict-Observe-Explain (POE)
• Open-Ended Question Why Do Things Sink and
  Float?
• Predict-Observe (PO)
• Concept Maps

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Reflective Lesson Timeline

 
                         
             
 

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Reflective Lesson Example _at_ 10A
Explain how knowing the mass and volume of an
object tells you whether it will sink or float?
How do you know?
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Reflective Lesson Example _at_ 10B Density POE
Predict
You have six blocks. Blocks 1, 2 and 3 are made
of one material, while blocks 4, 5 and 6 are made
of another material.
For each block, predict whether it will sink,
float or subsurface float in water. Give your
reasons for your predictions.
The density of blocks 1, 2 and 3 is 0.91 g/cm3,
while the density of blocks 4, 5, 6 is 1.2 g/cm3.
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Reflective Lesson Example _at_ 10B Density POE
Classroom Discussion

• Collect student predictions before observation
• Have student discuss in small group and commit to
  an explanation
• Carry out observation
• Have student reconcile responses

Observe
Explain
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Reflective Lesson Example _at_ 10C Why things sink
and float.
Constructed Response Items asked throughout the
study.
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Reflective Lesson _at_ 10C Predict Observe
Part Ds focus students on what is coming up next
in the curriculum.
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Assessment Implementation
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Reflective Lesson Concept Map
Reflective Lesson Buoyancy Concept Map
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Reflective Lesson Concept Map
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CAESL/FAST Teacher Training

• Five Days of trainingTeacher carry out
  investigations and reflective lessons
• Certified FAST trainer for FAST materials
• Content Physical Science Lesson 1-12
• QuestioningSocratic Inquiry
• Grouping
• Assessment Specialist for Reflective Lessons
• Study Expectations