Powerful Classroom Assessments: Examining Student Thinking

1. Powerful Classroom Assessments:Examining Student Thinking Tom Hathorn Science Education Director, ESD114 SALT & NCOSP

2. Washington State’s Science Learning System PCA Workshop Goals: • Experience a Powerful Classroom Assessment (PCA) • Examine Student Thinking and Performance • Consider Strategies for Improving Student Learning

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

4. State Science Standards

5. 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.

6. The Science WASL

7. 1 Investigating a Physical System 2 Investigating an Earth/Space System 3 Investigating a Living System 4 Designing a Solution (P, E/S, or L) 5 AnalyzingaSystem (P, E/S, or L) 6 AnalyzingaSystem (P, E/S, or L) 7 Pilot Scenario Scenarios in the WASL Test Map—Assessments Consistent with Desired Learning

8. Attributes of Washington’s 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 Plan a New Investigation of the same System Nature of Science Explain the Properties, Structure, & Changes in the SYSTEM Apply the Results to Human Problems

9. Today’s PCAs:Inquiry Scenarios • Grade 5—The Grass is Always Greener • Life Science…curriculum-based (SALT). • Grade 8—In the Doghouse • Physical Science…WASL + SALT. • Grade 10—Super Grow Fertilizer • Life Science…WASL + SALT.

10. Children’s Ideas:Persistent Misconceptions What [mis]conceptions do students typically bring into the classroom? • Review samples of “children’s ideas.” • What is notable or important to you?

11. PCAs:Our [brief] Process Today • Read & do… • Review scoring guides… • Score sample student responses… • Compare notes with colleagues…

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

13. 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?

14. Score Sample Student Responses Short Answer item—Writing 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.

15. Compare Notes with Colleagues • Which aspects are noticeable to you? • [mis] Understanding the concepts. • [mis] Communicating their understanding.

16. Analyzing Student Performance A few findings from WASL data. Strategies for improvement.

17. 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 Responseitems that compose about 18% of the exam.

18. Students Demonstrate “Thin” Understanding Analyzing Student Performance • Struggle with Short Answer Items: • EnergySources and Transfers—Living Things, Earth Systems (earthquakes & volcanoes), Physical Systems (waves & work), • Writing Conclusions • Struggle with Extended Response Items: • Planning Investigations • Designing Solutions to a Human Problem

19. Ways to Improve Student Performance USE Powerful Classroom Assessments For All Teachers: 3-hour PCA WorkshopParticipants Learn about the WASL, Inquiry Scenarios, Scoring, and Systems Concepts For All Students: Student Involved Assessment Teachers should use today’s PCAs to teach students about writing conclusions, planning an investigation, and demonstrating their understanding of systems concepts

20. Effective Use of PCAs Anecdotes from the field: • Shoreline SD—Science TOSA (SALT) • Elem. & HS PCA experiences. • Evergreen SD—Science TOSA (LASER) • Elem. PCA develop/use with FOSS kits. • North Thurston SD—Science PLC • MS PCA use  writing conclusions.

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

22. Moving Forward • Handouts (more info & resource links) • SALT works (assessment events) • Exit notes (debrief, support needs)