Powerful Classroom Assessments: Examining Student Thinking

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Powerful Classroom AssessmentsExamining Student
Thinking

• Tom Hathorn
• Science Education Director, ESD114
• SALT NCOSP

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Washington States Science Learning System

• PCA Workshop Goals
• Experience a Powerful Classroom Assessment (PCA)
• Examine Student Thinking and Performance
• Consider Strategies for Improving Student Learning

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Products of Our Science Learning System
EALRs 1997
WASL Specs 2000
Grade Level Expectations WASL Evidences of
Learning
Professional Development
Instructional Materials
WASL
Powerful Classroom Assessment
Instructional Units to use WASL Support
Materials
Releases
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State Science Standards
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Merged Curriculum Assessment

• Grade Level Expectation IN03 Explaining
• Grades 3-5 Understand how to construct a
  reasonable explanation using evidence.
• Evidence of Learning
• WASL and Classroom
• Given a description of a scientific
  investigation, items may ask
• Identify or write a conclusion, including
  supporting data, which answers the investigative
  question or
• Identify or describe a reason for a given
  conclusion using evidence from an investigation.
• c. and d.

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The Science WASL
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Scenarios in the WASL
Test MapAssessments Consistent with Desired
Learning
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Attributes of Washingtons Science Inquiry
Scenarios
Ask students to use their Reading, Writing, and
Mathematics skill (at 2 grades level below) to
Analyze a Student Investigation of a System
Nature of Science
Plan a New Investigation of the same System
Explain the Properties, Structure, Changes in
the SYSTEM
Apply the Results to Human Problems
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Todays PCAsInquiry Scenarios

• Grade 5The Grass is Always Greener
• Life Sciencecurriculum-based (SALT).
• Grade 8In the Doghouse
• Physical ScienceWASL SALT.
• Grade 10Super Grow Fertilizer
• Life ScienceWASL SALT.

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Childrens IdeasPersistent Misconceptions

• What misconceptions do students typically bring
  into the classroom?
• Review samples of childrens ideas.
• What is notable or important to you?

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PCAsOur brief Process Today

• Read do
• Review scoring guides
• Score sample student responses
• Compare notes with colleagues

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Read Do

• Identifying variables, writing conclusions,
  planning an investigation
• Grade 5The Grass is Always Greener
• 1-3, 5-7, 9.
• Grade 8In the Doghouse
• 1-6, 10.
• Grade 10Super Grow Fertilizer
• 1-4, 7, 8, 12.

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Review Scoring Guides

• Predict
• Which concepts may be challenging?
• Which variables will be understood?
• What successes/challenges may emerge when writing
  conclusions?
• Scoring guide vs. our predictions
• Review/discuss Multiple Choice results
• Concepts challenging?
• Variables understood?

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Score Sample Student Responses

• Short Answer itemWriting a Conclusion
• Use the rubric to score a few student responses.
• Which aspects are noticeable to you?
• mis Understanding the concepts.
• mis Communicating their understanding.

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Compare Notes with Colleagues

• Which aspects are noticeable to you?
• mis Understanding the concepts.
• mis Communicating their understanding.

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Analyzing Student Performance

• A few findings from WASL data.
• Strategies for improvement.

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Differences Between Basic and Proficient Student
Performances
Analyzing Student Performance (35 are passing
Grades 5, 8, 10)

• Basic and proficient students perform the same on
  physical, Earth, space, and living systems items
  content and process items and multiple choice
  items.

• Basic students perform differently (½ pt) than
  proficient students (1 pt) on Short Answer items
  that compose about 40 of the exam.

• Basic students perform differently (1 pt) than
  proficient students (2 pts) on Extended Response
  items that compose about 18 of the exam.

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Students Demonstrate Thin Understanding
Analyzing Student Performance

• Struggle with Short Answer Items
• Energy Sources and TransfersLiving Things, Earth
  Systems (earthquakes volcanoes), Physical
  Systems (waves work),
• Writing Conclusions

• Struggle with Extended Response Items
• Planning Investigations
• Designing Solutions to a Human Problem

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Ways to Improve Student Performance
USE Powerful Classroom Assessments For All
Teachers 3-hour PCA Workshop Participants Learn
about the WASL, Inquiry Scenarios, Scoring, and
Systems Concepts For All Students Student
Involved Assessment Teachers should use todays
PCAs to teach students about writing conclusions,
planning an investigation, and demonstrating
their understanding of systems concepts
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Effective Use of PCAs

• Anecdotes from the field
• Shoreline SDScience TOSA (SALT)
• Elem. HS PCA experiences.
• Evergreen SDScience TOSA (LASER)
• Elem. PCA develop/use with FOSS kits.
• North Thurston SDScience PLC
• MS PCA use ? writing conclusions.

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Wrapping Up

• Did We Accomplish Our Goals?
• Experience a Powerful Classroom Assessment (PCA)
• Examine Student Thinking and Performance
• Consider Strategies for Improving Student Learning

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Moving Forward

• Handouts (more info resource links)
• SALT works (assessment events)
• Exit notes (debrief, support needs)