seamless assessment in science deborah hanuscin science education center, university of...

Seamless Assessment in

Science

Deborah Hanuscin

Science Education Center, University of Missouri-Columbia

Hazelwood District Study Groups

Hazelwood Schools MPER Study Group

Workshop Goals

• To help you understand and apply the 5E model to your science teaching

• To help you understand and apply seamless assessment techniques within the 5E model

• To make you aware of the resources in the book you have been provided


Workshop Agenda

1. Interactive presentation—5E Learning Cycle and Seamless Assessment

2. Seamless Assessment workshop—planning a 5E sequence

3. Wrapping it up


Sequencing Instruction

• Work with a partner to select and sequence FIVE of the learning activities in the envelope you’ve been provided

• Why did you choose these activities?

• Why did you place them in this particular order?


The 5E Model (p. 13)

Encourages students to assess their learning progress.

Evaluate

Applies and extends students’developing ideas to new contexts

Elaborate

Introduces formal language, terms, symbols, and models.

Explain

Provides opportunities for students to examine their ideas through first hand experiences.

Explore

Focuses student attention on the context and concepts of the unit.

Engage

Encourages students to assess their learning progress.

Evaluate

Applies and extends students’developing ideas to new contexts

Elaborate

Introduces formal language, terms, symbols, and models.

Explain

Provides opportunities for students to examine their ideas through first hand experiences.

Explore

Focuses student attention on the context and concepts of the unit.

Engage


A Learning Cycle


A Sound Example

• Engage

• Explore

• Teacher reads The Very Quiet Cricket

• Students feel their lips, throat, and nose while making sounds and use words to describe what they feel

• Sound stations: whistles; rubber bands; rulers instruments

• Tuning fork explorations and demonstrations


A Sound Example

• Explain

• Elaborate

• Evaluate

• Model of sound and the human ear using students to represent parts of the system

• Write 3 sentences about sound that you agree with

• Choose between 2 sound theories • Pairs of students make and try out tin

can phones and then draw pictures of what is happening to the sound

• Individual sound test—explanations and justifications required


Revisit (and Resequence)

• How does your initial sequence fit the 5E Learning Cycle model?

• Resequence your activities (or choose alternate activities) to fit this model

• NOTE: There are multiple options!


Examining Your Current Practice

Write 3 things you did in your last unit to find out students’ science ideas.

• When did you do these things?

• How did you use students’ ideas once you learned them?


The 5E Model and Assessment (p. 15)

To determine what students learned from the lessons. For students to be metacognitive about their learning.

Evaluate

For students to demonstrate their ability to apply/transfer their understanding to new contexts.

Elaborate

For students to demonstrate their current understanding.

Explain

To determine how students are building conceptual understandings.

Explore

To identify students’ existing science ideas.

Engage

To determine what students learned from the lessons. For students to be metacognitive about their learning.

Evaluate

For students to demonstrate their ability to apply/transfer their understanding to new contexts.

Elaborate

For students to demonstrate their current understanding.

Explain

To determine how students are building conceptual understandings.

Explore

To identify students’ existing science ideas.

Engage


Assessment Strategies by Phase

Poster, project, test, lab practical, presentation, comparison essay, final reflection, lab report, self-evaluation, debate, memo

Evaluate

Application problem, paired problem solving, design activity, thought experiment

Elaborate

Discrepant event prediction/explanation, ConcepTest (Mazur), Making Models, Make a Claim

Explain

Science notebook, daily reflections, puzzlers, problem of the day, discussion, minute papers, conceptual cartoon, think/pair/share, drawings, predicting activities, graphic organizers

Explore

KWL chart, concept map, card sort task, memoir, brainstorming session, interview, questionnaire

Engage

Poster, project, test, lab practical, presentation, comparison essay, final reflection, lab report, self-evaluation, debate, memo

Evaluate

Application problem, paired problem solving, design activity, thought experiment

Elaborate

Discrepant event prediction/explanation, ConcepTest (Mazur), Making Models, Make a Claim

Explain

Science notebook, daily reflections, puzzlers, problem of the day, discussion, minute papers, conceptual cartoon, think/pair/share, drawings, predicting activities, graphic organizers

Explore

KWL chart, concept map, card sort task, memoir, brainstorming session, interview, questionnaire

Engage


Engage: Identifying Existing Ideas

Card sort (p. 17)Sort the following statements as representative of melting

or dissolving:• Ice in water• Ice cream on a hot day• Salt in water• Licking a lollipop• Heating butter on the stove• Bar of soap in the bathtub


Engage: Identifying Existing Ideas

Memoir (p. 17)Think back about what you know about magnets. What

are some claims you can make about magnets? Where/how did you come to learn this about magnets?


Explore: How are students building their ideas?

Daily Reflection in Science Notebook (p. 18)Today we investigated pitch with 3 different kinds of

objects: nails, bottles, and rubber bands. Think back on all of your observations. What patterns do you notice? Write a rule about pitch that takes your observations into account.



Conceptual Cartoon (p. 19)



Minute PapersWhat is one thing you learned from today’s discussion?

What is one question that you still have?


Explain: Demonstrating Current Understanding

ConcepTest (Mazur) (p. 21)A boat carrying a large boulder

is floating on a lake. The boulder is thrown overboard and sinks to the bottom of the lake. Will the level of the water in the lake (with respect to the shore) go (a) up (b) down, or (c) stay the same? (correct choice is b)



Make a Claim (2nd graders—shadows) (p. 22)• A shadow is the same shape as the thing in front of it.• The shadow’s shape is from the object’s shape. And the way you shine

the light.• Light is getting blocked by the object.• It matters what the object is, not the shadow.• That is the way the object is shaped.• It is the same shape because it won’t get any bigger than the object.• Because it copies things and the light makes the object make a

shadow.• The part that blocks the light makes a shadow.• The object is blocking the light so it traces the object, so it makes a

black spot, so it makes a shadow.• Because the light is going on the sides and on top and bottom.



Make a Claim (4th graders—sink and float) (p. 22)Idea Agree? Reason

Things that are heavy sink. Things that are light float.

Some things that are big can float and some really small things can sink.

It depends on the material the object is made of whether it will sink or float.

Things that are small and heavy sink. Things that are big and heavy float.

Things that sink weigh more than water. Things that float weigh less than water.

Water pressure keeps things up.


Elaborate: Transferring to New Contexts

Design Activity (p. 25)Welcome to the Acme Toy Company. You have been hired

as members of a research and development (R & D) team assigned to the Water Toys Division. Using what you know about sinking and floating, your job is to make a water toy out of floater materials that will sink OR to make a water toy out of sinker materials that will float.



Thought Experiment (p. 24)This bottle has 2 divers in it.

One diver has a lot of water and

the other has a little water.

Draw 3 pictures:–Draw what will happen when you squeeze lightly.–Draw what will happen when you squeeze harder.–Draw what will happen when you let go.

Explain why you think this will happen.



Thought Experiment (p. 24)

Fixing the backyard swing. In what ways could I make this crooked swing go straight?


Evaluate: Determining What Students Learned

Memo Writing (p. 27)Now that your investigation has been completed, it is time

to report to your boss at Acme Chemicals. Your boss is a busy woman, and does not have time to read a 10-page laboratory report. Instead, she requires you to write a 1-page memo in which you highlight your research question, procedures, findings, conclusions, and implications for Acme Chemicals.


A Sound Example

Engage • Group discussion

Explore •Team station worksheets•Team tuning fork presentation

Explain •Making a claim•Theory choice

Elaborate • Tin-can phone drawing

Evaluate • Sound test of constructed response items


Designing an Assessment Task

Identify the LEARNING GOAL for your 5E lesson sequence.

Select ONE phase of the lesson sequence and decide on the PURPOSE OF THE ASSESSMENT task for that particular phase.

Create an ASSESSMENT TASK using one of the strategies from Seamless Assessment.


Closure

• What are 3 new ideas about finding out student ideas that you gained from today’s session?


Next Activity

• Choose a group in which to design a 5E plan with Seamless Assessment


Sharing

• Share your group’s 5E and assessment strategies


Lessons Learned

• Finding the focus is critical to success.• 5E is useful for planning and assessing.• Planning for assessment simultaneously with

planning for instruction improves both.• Seamless assessment is valuable to teachers.• Seamless assessment is valuable to students.• Collaborating and reflecting with other teachers

makes us better teachers.


Closure

• What questions do you have?

• What ideas have you used?

seamless assessment in science deborah hanuscin science education center, university of...

Documents

phase slide

bathtub slide

model of sound

learning cycle slide

students ideas

students science ideas

e learning cycle model

sound example