Assessing Scientific Inquiry Presented by:. Goals for Scoring Sessions Learn to reliably score...
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Transcript of Assessing Scientific Inquiry Presented by:. Goals for Scoring Sessions Learn to reliably score...
Assessing Scientific Inquiry
Presented by:
Goals for Scoring Sessions Learn to reliably score student work
using the Scoring Guide. Understand that knowledge of the
scoring guide is needed to elicit scorable student work.
Score student work--anchor papers, “new” candidate anchor papers and your own students’ work.
Have fun and learn from each other!
A Science Challenge!
What do you know about straws and how you can use them to move objects?
We claim: “Characteristics of the straw will control how far you can blow the cotton ball”
Carry out a quick investigation (10 minutes) As a team, report your findings to the group.
Assessing Your Inquiry
Fantastic!GoodSo-soNeeds workEmbarrassing
Enter the Scientific Inquiry Scoring Guide…
It defines the important aspects of a task,
provides clear assessment guidance,
and promotes uniformity of assessment and feedback to students/teachers.
Oregon's Scientific Inquiry Scoring Guide
Was developed to include the following… Science content mastery as assessed with a
standardized knowledge and skills test and Science process which must be experienced
and practiced. Process (via work sample) is assessed
using the scoring guide
What are the scoring dimensions?
4 Dimensions: Forming a Question or Hypothesis Designing an Investigation Collecting and Presenting Analyzing and Interpreting Results
Can you build the scoring guide?.. Puzzle Activity
A, N, C Pattern…
2002 - 2003 Official Scientific Inquiry Scoring Guide
Forming Question or Hypothesis Based on observations and scientific concepts, ask questions or form hypotheses that can be answered or tested through scientific investigations.
Designing an Investigation Design a scientific investigation that provides sufficient data to answer a question or test a hypothesis.
6 A) N) C)
A) N) C)
6
5 A) N) C)
A) N) C)
5
4 A) N) C)
A) N) C)
4
A,N,C…The Mysterious “Threads”
What do the “Threads” represent?
Why were they created?Which are more important?
A, N, C…
A: Application of Scientific Knowledge
N: Nature of Scientific Inquiry
C: Communication
Scientific Inquiry in Your Classroom
Which dimensions do you already spend the most time doing in the classroom?
Activity: Chart your own classroom investigations into a dimension.
Scientific Inquiry
Scoring Scale 6
5
4
ExemplaryStrong
Proficient 3 Developing
2 Emerging1 Beginning
Scientific Inquiry Key Distinctions
Within the Threads…what differentiates a 3 and a 4?
Important Issues! What do we mean by “preponderance of
evidence?” Can evidence from throughout the work be
used to score each dimension? Did you know, beginning this year, one work
sample is required per year beginning in 4th grade?
Phase In Schedule and Work Sample Guidelines and FAQ documents are located in Science Teaching & Learning to Standards http://www.ode.state.or.us/tls/science/
OK, OK Let’s do some scoring already!……But first, some rules.
Rules of the Road for scoring… We are not here to change the guide.
We are not here to dispute the anchor papers or the tasks.
We ARE here to understand that experienced teachers have reached scoring consensus.
We ARE here to calibrate our scoring.
Scoring the First Anchor Paper!
The anchor paper: “for each Benchmark” Met the Standards in each dimension Why this score? Make notes and discuss with a
partner.
Assessment is only truly successful when results are used to improve instruction for individual students.
-Johnson, 1987
Scoring to Improve Student Success:
Words of Wisdom
Remember the rules…
Rules of the Road for scoring… We are not here to change the guide. We are not here to dispute the anchor
papers or the tasks. We ARE here to understand that
experienced teachers have reached scoring consensus.
We ARE here to calibrate our scoring.
Scoring more papers…
Remaining Anchor papers Score each paper (whole numbers…
be brave…and don’t peek!) Compare at table, reach consensus? Tally scores/reveal anchor scores Be sure to align yourself with
consensus scores.
Scientific InquiryDocumentation Sheet
PAPER #
F D C&P A&I COMMENTS
Scientific InquiryScoring Sheet
Anchor Paper #
Score Point F D C&P A&I
6
5
4
3
2
1
Anchor Scores
Learning from student work…
What do we tell the student?What do we learn as the teacher?
How does this inform our instruction?
T-CHART the feedback…
End of Session #2
Goals for Session #3
Introduce formative assessment
Provide Research Base
Develop and apply process for formative assessment
Formative Assessment and the Scoring Guide
Scoring Guide is intended to be more than a final assessment tool.
Teachers and Students both can improve inquiry skills through use of the scoring guide.
Value of Feedback
Research suggests FEEDBACK is MORE important than
grades.
Research Basis of Formative Assessment
Writing assignment with students using well-known scoring criteria
Three treatments - Students received Grades alone Grades + feedback Feedback alone
Performance improved only in group that received feedback alone!
( Butler,R. 1987 and 1988)
Student work
Scoring guide
Scores Feedback(For state/district) (For students/teachers)
The Role of Formative Assessment in Inquiry
Formative Assessment Process
Targeted Oregon Science Standards
Student Inquiry Work
ID gaps between standards and student work
Classroom Instruction? Student Performance?
What should we do? What should students do?
Practicing Feedback
Look at the chosen piece of student work
Use Highlighting colorsMake notes as you identify gaps;
note implications for both student and teacher.
T-chart recording
Classroom Issues
Time to score PLUS time to generate feedback
Who provides feedback ( can students help each other)?
Forms of feedback
The Journey Continues
For more information contact Leslie Phillips, Office of Assessment and Evaluation, Oregon Department of Education
[email protected] or 503-378-3600 Ext. 2317