Welcome toScience Alliance!

October 2007

Lexington, KY

Science Alliance is supported through Math and Science Partnership (MSP) funds administered by the Kentucky

Department of Education

Group Norms

• Start and end on time• Put cell phones on silent• Be respectful of all comments• Everyone participates• Exercise the rule of “two feet”• Come prepared for the meeting• Keep side conversations to a minimum

Agenda for Today

Deconstruct standards

• Develop performance tasks

• Examine assessment plans for congruency

• Deepen understanding of formative assessment– Difference between of and for

UbD Stages

• Stage 1 – Desired Results– Organizer/Hook– Specific PoS and CCA

• Deconstructed standards

– Essential Questions– Misconceptions– Critical Vocabulary

• Stage 2 – Acceptable Evidence– Formative Assessments– Summative Assessments

• Stage 3 – Learning Plan– Learning Activities

Deconstructing Standards:Creating Clear

Learning Targets

When we have a clear vision of where we’re headed with students, we can communicate that vision to them.

CASL, pg. 57

4 Types of Targets

• Knowledge– Knowledge/facts/con-

cepts to be learned outright; some to be retrieved using reference materials

• Reasoning– Thinking proficiencies-

using knowledge to solve a problem, make a decision, etc.

• Skills– Demonstrations where

the doing is what is important; using knowledge and reasoning

• Products– Characteristics of the

final product are important; using all 3 of the other target types

» Pg. 64, CASL

SC-8-I-U-2Students will understand that the matter in an ecosystem is constantly transferred between and among organisms and the physical environment. While the form and location is continuously changing, the total amount of matter in the system remains constant.

SC-8-I-S-1Students will predict the effects of change on one or more components within an ecosystem by analyzing a variety of data

SC-8-I-S-2Students will analyze ecosystems to identify patterns of cooperation that enhance stability

SC-8-I-S-3Students will model the flow of energy and transfer of matter within ecosystems, communities and niches

SC-08-4.7.2Students will:

explain the interactions of the components of the Earth system (e.g., solid Earth, oceans, atmosphere, living organisms);propose solutions to detrimental interactions.Interactions among the solid Earth, the oceans, the atmosphere and living things have resulted in the ongoing development of a changing Earth system.

DOK 3

SC-08-4.7.2Students will: explain the interactions of the

components of the Earth system (e.g., solid Earth, oceans, atmosphere, living organisms);

propose solutions to detrimental interactions.

Interactions among the solid Earth, the oceans, the atmosphere and living things have resulted in the ongoing development of a changing Earth system. DOK 3

SC-8-I-S-1Students will predict the effects of change on

one or more components within an ecosystem by analyzing a variety of data

SC-8-I-S-2Students will analyze ecosystems to identify

patterns of cooperation that enhance stability

SC-8-I-S-3Students will model the flow of energy and

transfer of matter within ecosystems, communities and niches

SC-8-I-U-2Students will understand that the matter in an

ecosystem is constantly transferred between and among organisms and the physical environment. While the form and location is continuously changing, the total amount of matter in the system remains constant.

What are the targets for this grade level?

ProductsSkillsReasoningKnowledge

Big Idea: Interdependence (Unifying Concepts) Grade 8It is not difficult for students to grasp the general notion that species depend on one another and on the environment for survival. But their awareness must be supported by knowledge of the kinds of relationships that exist among organisms, the kinds of physical conditions that organisms must cope with, the kinds of environments created by the interaction of organisms with one another and their physical surroundings, and the complexity of such systems. In middle school, students should be guided from specific examples of the interdependency of organisms to a more systematic view of the

interactions that take place among organisms and their surroundings. Students growing understanding of systems in general will reinforce the concept of ecosystems. Stability and change in ecosystems can be considered in terms of variables such as population size, number and kinds of species,

productivity, and the effect of human intervention.

The Deconstruction Process(Using the KY Combined Document)

• Read the Big Idea to gather the overarching meaning.

• Read the Understandings to understand the context of the skills and core content.

• Sort the information in the SKILLS/CONCEPTS column into the knowledge, reasoning, skills, and products that students will have to demonstrate in order to develop understanding.

• Examine the Core Content for Assessment statements for any additional targets.

Stage One

• Deconstruct the standards that your unit addresses.

Agenda for Today

• Deconstruct standardsDevelop performance tasks

• Examine assessment plans for congruency

• Deepen understanding of formative assessment– Difference between of and for

Performance Task

• When do you master the game?

• The goal of learning is transfer, not content mastery.

• How do you know if learning has transferred?

• Don’t confuse drills with the play book.

• What does doing science mean?

• You learn by playing!

Backward Design from…

• NOT “content” but “thoughtful and effective use of content” – i.e. transfer and personal meaning-making required

• NOT “knowledge” and “skill” but “important accomplishments requiring big ideas, knowledge, and skill”– Grant Wiggins

The difference a transfer task makes:

Measuring Skills

Plant Parts

Experimental Design

What makes plants thrive?Develop a brochure for the local nursery…

Plant Requirements

Performance Tasks

• Ask:– What does it mean to do the subject, to have

your abilities ‘tested’ in the world?– What are authentic options, constraints, and

opportunities when doing such work?

Transfer: Interdependence“What matters?”

• Pre-test: give each student a picture of a “bottle biology” ecosystem, and ask them to identify all of the factors necessary to sustain the ecosystem and explain why.

EQ: Which is more important in an ecosystem: biotic or abiotic factors?

• Identify all of the biotic factors in an ecosystem.

• Identify all of the abiotic factors in an ecosystem.

• Construct a food web for a given ecosystem which shows energy flow.

• Collect and analyze data depicting changes of different factors for different ecosystems and explain the impact.

• Collect and analyze population data when specific variables have changed and explain the changes.

Acquire Information

• Read the textbook section on biotic and abiotic factors in ecosystems.– Card sort for biotic and abiotic factor

• Read the Ecosystems excerpt concerning the extinction of dinosaurs.– Complete the cause and effect organizer and make

generalizations about the extinction of dinosaurs– Quiz over factors that contribute to extinction

• Read different environmental impact ‘case studies’ and make generalizations about cause and effect.– Quiz over factors that impact ecosystems

Apply Learning

• Students present their findings from their “bottle biology” ecosystems to the whole class.

• Small groups analyze the data and draw conclusions concerning biotic and abiotic factors.

• Students participate in John Muir Live! A ‘televised’ debate over which matters more – biotic or abiotic factors?

Transfer Your Learning

• You are an environmental scientist on a team working for the Department of Transportation in KY. Your team has been asked to determine which de-icing agent is the most environmentally safe to use. You need to design and conduct an experiment comparing the effects of the different de-icing agents the DOT is considering on an ecosystem. Your team will submit your recommendation to the DOT, which needs to include your experimental design, your data analysis and conclusions, and your justifications as well as any inconsistencies and further research that might be needed.

G R A S P S

Stage Two

• Draft a performance task for your unit.

• Use GRASPS and the examples in your UbD workbook to assist in drafting.

Agenda for Today

• Deconstruct standards

• Develop performance tasksExamine assessment plans for

congruency

• Deepen understanding of formative assessment– Difference between of and for

A Collection of Assessment Evidence

Targeted Standard

Evidence Source#1

Evidence Source#2

Evidence Source#3

Evidence Source#4

A Collection of Assessment Evidence

Compare abiotic and biotic factors in an ecosystem in order to

Explain consequences of changeIn one or more factors.

Pretest &Card Sort

Quizzes from Readings

“Bottle Biology”Ecosystem Findings

and Debate

Transfer TaskDe-icing

Recommendation

Infer Goals

• Examine the listing of assessment evidence for the unit on nutrition.

• Infer the goals for the unit from the listing.• Compare your inferences to the understandings,

knowledge, skills and essential questions identified in Stage 1.

• Is there congruency between Stage 2 and 1? Is the evidence sufficient to “convict” the students guilty of understanding nutrition?

• Suggestions to address any congruency issues?

Agenda for Today

• Deconstruct standards

• Develop performance tasks

• Examine assessment plans for congruency

Deepen understanding of formative assessment– Difference between of and for

An Excellent Assessment System

Personal Reflection

• In your notebook, please take a moment to think, reflect, and answer this question:

WHY DO YOU ASSESS?

• Take a few minutes to discuss your answers with others at your table.

The perfect assessment system relies on a variety of assessments

to provide timely and understandable information to

those who need it to inform instructional decisions that maximize student success.

THE FLAWS

Mistaken beliefs about:

Assessment and Motivation

Crucial Decision Makers

Assessment Sort

• Working in groups of 2, sort the assessments in your envelope as either Formative (FOR learning) or Summative (OF Learning)

• While sorting, ask yourself…..– What makes this particular assessment

formative or summative in nature?– How have I used this type of assessment with

my students?

New Mission, New Beliefs

• As you view the DVD, keep your considerations about assessment and assessment practices in mind.

• Note any key points that Rick Stiggins makes, where relevant, on the organizer.

• Complete Table 2.1 as you view the DVD.

After Viewing

• Summarization strategy:– Write the ONE word that summarizes the topic in the

DVD (assessment FOR learning).– Explain why you chose that word.– Share your choice with one person at your table.– Defend your choice if it differs from his/her choice.– List your word(s) on your table’s designated chart.

OVERVIEW

Assessment OF

Learning (AOL)

Assessment For Learning (AFL)

Reason Report achievement status

Promote more learning

To Inform Others about students

Students about themselves

Focus Achievement standards

Achievement targets that underpin standards

Assessment OF Learning

Assessment FOR

Learning

Teacher’s Role

Follow test administration procedures

Change standards into classroom targets, inform students, involve students

Student’s Role

Strive for highest score/avoid failure

Strive to see the targets, use results, learn to do better

Primary Motivator

Promise of reward, fear of punishment

Joy and expectation of success

OVERVIEW

Crucial Distinction

Assessment OF Learning:

How much have students learned as of a particular point in time?

Assessment FOR Learning:

How can we use assessment to help students learn more?

ANALOGIES

Working with a partner, complete the following analogies:

• AOL is like _____________________________________________ because ______________________________________________.

• AFL is like______________________________________________ because ______________________________________________.

Assessment is REALLY formative when:

• Its purpose is to support—not merely monitor--learning

• It points up the scaffolding

• It provides descriptive feedback

• It builds self-confidence, self-efficacy

• It’s “Assessment FOR Learning”.

We ASSESS to:• INFORM instructional decisions

• ENCOURAGE students to keep trying to learn

Research-based Strategies

5 Research-based strategies that significantly improve student learning:• Sharing criteria (clear learning targets with

success criteria)• Questioning• Feedback• Peer assessment• Self-assessment

Different Methods—Different Responses

The different assessment methods provide students with the opportunity to respond in different ways. Let’s examine selected response/multiple-choice items to determine QUALITY through item design considerations and effective use of assessment items for formative assessment purposes.

Selected Response

Students select an answer from a list or generate a very brief answer.

For example:• Multiple Choice• True/false• Matching• Fill in the blank• Label a diagram

Advantages of Multiple Choice

When there is only one correct answer with several PLAUSIBLE ALTERNATIVES to the correct answer, MC is an effective tool because it can

* cover a variety of material efficiently,

* be scored easily, and

* provide formative information.

Multiple Choice Construction

A multiple-choice item consists of three parts:

1. The STEM (the question)

2. The KEY (correct answer)

3. The DISTRACTORS (plausible choices)

MC Design Considerations

• Factors to consider for the KEY and the DISTRACTORS

– Provide one, and only one, correct answer– Include plausible options that demonstrate a

student’s level of understanding– Colleague review

School Bus Item

A teacher is planning a field trip and will need school buses to transport students. A school bus holds up to 36 students. If 1,128 students will be transported, how many buses are needed? Explain your answer.

A. 31B. 31.33C. 32D. 36

Sample NAEP question taken from the Nations’ Report Card at www.nces.ed.gov

Based on student answers, what could you determine abouta student from each

choice?

School Bus Item

A teacher is planning a field trip and will need school buses to transport students. A school bus holds up to 36 students. If 1,128 students will be transported, how many buses are needed? Explain your answer.

A. 31B. 31.33C. 32D. 32.33

Sample NAEP question taken from the Nation’s Report Card at www.nces.ed.gov

How did changing D make this

assessment moreformative in nature?

What to do with the results?

Based on the students’ answers, you attach a problem for each student to work on.

A. Rounding ProblemB. Rounding for Real-World PurposesC. Correct—Extension ProblemD. A division problem

An item like this can give a teacher differentiated information for the class so the teacher can figure out who needs extra help and plan ahead for additional instruction.

Science Example

Deer herds in KY are currently plagued by a fatal hemorrhagic disease. Which population will be most affected by the loss of deer?

A. AcornsB. GrassC. SunD. CoyotesJustify your response.

• What do the distractors need to discriminate about student understanding to be used formatively?

• What might be better distractors for formative purposes?

What to do with the results?

Deer herds in KY are currently plagued by a fatal hemorrhagic disease. Which population will be most affected by the loss of deer?

A. Acorns

B. Wolves

C. Humans

Justify your response.

A. Examine various energy pyramids and determine population changes

B. Correct answer – extension activity (e.g., analyze more than 2 populations compared graphically)

C. Examine population growth of humans vs deer over time and determine what the relationship is between the two.

Now it’s your turn

• Using information from your CTS and known misconceptions, design a MC item that would assist you in uncovering student thinking.

• Do the answer and distractors you provided help to identify problems your students may be having?

• Brainstorm possible next steps depending upon the results.

Agenda for Today

Deconstruct StandardsPerformances of UnderstandingExamine assessment plans for

congruencyFormative Assessment

Difference between of and for

At Our Next Meeting

• November 29th

• Continue to work on Unit Development

• Have a Happy Thanksgiving!