Middle School Science CIA Mon Jan 11Announcements

CMT Prep

Performance Based Assessment in NHPS Science

Announcements

Cert/CEUs

Principal… communicate

Outside groups/course/activities communicate with ME

Upcoming PD… Jan 23 Science Fair

CMT Plan

See plan.. Report activities

Need to follow pacing

Need Significant Task Evidence

Need Data Team Minutes??

Review experimentation skills/vocab

CMT review: includes exp, powerpoint, practice test

Quarterly Assessments

Check results/item analysis

Practice open ended, groups, drawing

Review questions, verbs

What are the trends in results?

Issues? (bubbling/part rate)

2nd quarter assessments! Due Feb 5

STEM Tier II

New district improvement planTied to school reform/21st century skills(communication, critical thinking, inquiry, problem solving, collaboration)Forum Jan 15th: stakeholders identify skillsThen: Measures, program review and revision

Performance Based Assessments

(significant tasks… projects)

Are summative, not formative

Tie science concepts/skills to others.

Not new… very popular in the 90s

Demonstrate knowledge

Have an element of authenticity

Key components of PBAs

Longterm

Skills AND concepts

Transfer learning: new situation

HOTS skills

Authentic/alternative

Interdisciplinary (STS

Collaborative

Scored: Peer, Public, rubric

PBAs in NHPS Science

We can start with sig tasks…PBA ≠ labs , it is more than that.Students need to pull info from more than one source to analyze/synthesize.Introduce at the beginning… it is the goal of the learning!Make sure it is science, not just creative regurgitation.

PBAs in NHPS Science

Earth/Bio/Chem 21 courses

NH Academy project tasks

Science Fair Project

Research Project

Issues

Special Ed/Differentiated Instruction

Time/ResourcesRubrics and Objectivity (that’s another session!)

Matching Project to Standards

Validity, communication to others

Completion vs. Mastery

Could YOU do it?

GRASPS is a tool to help develop authentic assessments (UBD)

Goal

Role

Audience

Situation (Scenario)

Product or Performance

Standards (Rubric)

Examples of Performance-Based Assessment PRODUCTS

PortfoliosWork samplesProjects and reportsResearch papersScience lab reportsLogs and journalsModelsMedia projects

Examples of Performance-Based Assessment PERFORMANCESOral presentationsMedia presentationScience lab demoAthletic demoMusical, dance, dramatic presentationDebateDemonstration of specific tasksParticipation in eventsInterviews with students

Sample PBA

You are an urban planner with the city of Mt. Shasta in California. You have been asked to develop and present a risk assessment and mitigation plan in the event that Mt. Shasta should erupt. You hope to reduce the loss of life and property damage by accurately predicting when, and to what extent, a volcanic eruption might affect Mt. Shasta. You will need to prepare a plan that you present to the city council. Present your plan in the form of a PowerPoint presentation. Be sure to inform the public with critical background information by telling the geologic story of Mt. Shasta. Include a research-based prediction of when the next eruption might occur. Prepare a map that shows the areas most likely to be affected by an eruption. Describe your emergency response plan based on the predicted flow of the path of the lava. In addition to maps, it is fine to use additional visuals as needed, as long as they support the presentation. Your presentation should be clear, compelling, and scientifically accurate.

Sample PBA

9th grade Phy/Chem Energy Forum… you are living in a town that has the option of picking an energy for electricity source, each student plays a role: farmer, fisherman, town council, business. Given resources (town map), groups research and present on the options for energy use: a single/multiple source, economics of the options, town impact, etc.. The town council will conduct a forum/town hearing and make a decision on energy source for the town, based on the rubric they develop.

Ideas for PBAs * = in our curriculum now

Write a lab/technical manual

Energy in your life project

Cartoon/Lesson teaching metric system

Molecules skit/play

Wire a house

Analyze a local pollution problem/develop policy brief

Ideas for PBAs * = in our curriculum now

Plan to study a human disease, and ethics standardsPresent on a genetic disorderAnalyze a local traffic intersection/light Energy Source ForumSolve a non violent crime using science skillsPresent a solution to a landslide scenarioInterpretive dance on a cellular processBiography/interview of an organelle

Ideas for PBAs * = in our curriculum now

Chemistry of a car forumEssay about acid rain/ozone depletion/global warming prioritiesDesign a new species, its habitats, taxonomy, and structures.Year in the life of a tree, plot, yard, etc..Write a letter to a scientist about a social issueDesign a better coffee cupPredict the weather for CT

Ideas for PBAs * = in our curriculum now

Select an animal, describe evolution in a million years.Design a new periodic tableRole play chemical bonds with the classAnalyze cartoon physicsPresent on if the moon didn’t existDebate traditional orthopedic medicine versus chiropractic medicine,

Ideas for PBAs * = in our curriculum now

Analyze traffic accidents

Design a blimp

Debate on pesticides

Interview/Shadow/Present on life of a lab tech

Analyze the physics of High School Musical

Debate nuclear energy

Build a model of CT Geology

Links

To share: www.newhavenscience.orgOr http://newhavenscience.wikispaces.comwww.nhsciencefair.orgwww.21skills.orghttp://chemconnections.org/modules/index.htmlhttp://pals.sri.comhttp://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm

http://www.emtech.net/Alternative_Assessment.htmlhttp://www.teachervision.fen.com/childrens-science-activities/printable/30270.html

http://www.ubdexchange.org

Resources PBA Science

Abell, S. K., & Volkmann, M. J. (2006). Seamless assessment in science: A guide for elementary and middle school teachers. Portsmouth, NH: Heinemann.Ainsworth, L. B., & Viegut, D. J. (2006). Common formative assessments: How to connect standards-based instruction and assessment. Thousand Oaks, CA: Corwin Press.Atkin, J. M., & Coffey, J. E. (2003). Everyday assessment in the science classroom. Arlington, VA: National Science Teachers Association.Atkin, J. M., Coffey, J. E., Moorthy, S., Thibeault, M., & Sato, M. (2005). Designing everyday assessment in the science classroom. New York: Teachers College Press.Bell, B., & Cowie, B. (2000). Formative assessment and science education. New York: Springer.Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning. Milton Keynes, UK: Open University Press.Carlson, M. O. B., Humphrey, G. E., & Reinhardt, K. S. (2003). Weaving science inquiry and continuous assessment: Using formative assessment to improve learning. Thousand Oaks, CA: Corwin Press.Chan, F., Tamir, P., & Lenhardt, C. (2002). Science educator's guide to laboratory assessment. Arlington, VA: National Science Teachers Association.Enger, S. K., & Yager, R. E. (2000). Assessing student understanding in science: A standards-based k-12 handbook. Thousand Oaks, CA: Corwin Press.Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.Furtak, E. M. (2009). Formative assessment for secondary science teachers. Thousand Oaks, CA: Corwin Press.

Resources PBA Science

Hibbard, K. M. (2000). Performance-based learning and assessment in middle school science. Larchmont, NY: Eye on Education.

Keeley, P. (2008). Science formative assessment: 75 practical strategies for linking assessment, instruction, and learning. Thousand Oaks, CA: Corwin Press.

Keeley, P., Eberle, F., & Dorsey, C. (2008). Uncovering student ideas in science, volume 3: Another 25 formative assessment probes. Arlington, VA: National Science Teachers Association.

Keeley, P., Eberle, F., & Farrin, L. (2005). Uncovering student ideas in science, vol. 1: 25 formative assessment probes. Arlington, VA: National Science Teachers Association.

Keeley, P., Eberle, F., & Tugel, J. (2007). Uncovering student ideas in science, volume 2: 25 more formative assessment probes. Arlington, VA: National Science Teachers Association.

Lantz, H. B. (2004). Rubrics for assessing student achievement in science grades k-12. Thousand Oaks, CA: Corwin Press.

Resources PBA Science

Liu, X. (2009). Essentials of science classroom assessment. Thousand Oaks, CA: Sage Publications, Inc.

Marzano, R. J. (2006). Classroom assessment & grading that work. Alexandria, VA: Association for Supervision and Curriculum Development.

McMahon, M., Simmons, P., & Sommers, R. (2006). Assessment in science: Practical experiences and education research. Arlington, VA: National Science Teachers Association.

National Research Council. (2001). Classroom assessment and the national science education standards: A guide for teaching and learning. Washington, DC: National Academies Press.

Naylor, S. (2005). Active assessment: Thinking, learning and assessment in science: David Fulton Publish.

Norton-Meier, L., Hand, B., Hockenberry, L., & Wise, K. (2008). Questions, claims, and evidence: The important place of argument in children's science writing. Portsmouth, NH: Heinemann.

Popham, W. J. (2008). Transformative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

Price, S. L., & Hein, G. E. (1994). Active assessment for active science: A guide for elementary school teachers. Portsmouth, NH: Heinemann.

Stiggins, R. (2007). Student-involved assessment for learning, an introduction to (5th ed.). Upper Saddle River, NJ: Prentice Hall.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design, expanded 2nd edition (2 ed.). Upper Saddle River, NJ: Prentice Hall.

A humorous look at some characteristics of authentic

assessment…..

Authentic assessments……...

…specify a goal and a role

Psychology– Employing principles from the major

schools of psychoanalytic thought, successfully subject yourself to analysis. Make appropriate personality changes, bill yourself, and fill out all medical insurance forms. Now do the same to the person seated to your immediate left.

…replicate real world contexts

Medicine–You have been provided with a

razor blade, a piece of gauze, and a bottle of Scotch. Remove your own appendix. Do not suture until your work has been inspected. You have fifteen minutes.

…include standards

Economics–Develop a realistic plan for

refinancing the national debt. Run for Congress. Build a political power base. Successfully pass your plan and implement it.

…take time

Biology– Create life. Estimate the differences

in subsequent human culture if this form of life had developed earlier, with special attention to the probable effects on the English parliamentary system. Prove your thesis.

…apply knowledge and skills

Chemistry– Transform lead into gold. You will find a beaker and three

lead sinkers under your seat. Show all work including Feynman diagrams and quantum functions for all steps. You have fifteen minutes.

…often require innovation

Physics–Explain the general theory of

relativity. Keep it simple. Now demonstrate the limits of faster-than-light travel through an experiment of your own design.

...…may culminate a unit

Political Science–There is a red telephone on the

desk behind you. Start World War III. Report at length on its socio-political effects, if any.