Assessment Assessment of of and and forfor Student Student LearningLearning

What is What is Assessment?Assessment?

A process of making A process of making judgments about students’ judgments about students’ learning in relation to the learning in relation to the goals of learning.goals of learning.

Judgments are reached by Judgments are reached by bringing together evidence bringing together evidence which has been gathered.which has been gathered.

Assessment

AssessmentTeachingTeaching LearningLearning

What are the Purposes of What are the Purposes of Assessment?Assessment?

.

1.1. Assessment Assessment for for learning learning (formative assessment) (formative assessment)

-To help students current and future -To help students current and future learning. learning.

-To find out in what areas students are -To find out in what areas students are making progress and what particular making progress and what particular difficulties they are havingdifficulties they are having

-To provide encouraging feedback-To provide encouraging feedback

What is the Purpose of What is the Purpose of Assessment?Assessment?

.

2. Assessment 2. Assessment ofof learning learning (summative assessment) (summative assessment)

-To summarize achievement at certain times, -To summarize achievement at certain times, concerned with judgments about the past concerned with judgments about the past

-For keeping records, reporting to parents, -For keeping records, reporting to parents, other teachers and the children themselvesother teachers and the children themselves..

National Science National Science Education Teaching Education Teaching

StandardsStandardsTEACHING STANDARD C:TEACHING STANDARD C:

Teachers of science engage Teachers of science engage in ongoing assessment of in ongoing assessment of their teaching and of student their teaching and of student learning.learning.

http://www.nap.edu/readingroom/books/nses/html/3.html#tschttp://www.nap.edu/readingroom/books/nses/html/3.html#tsc

Rhode Island Beginning Rhode Island Beginning Teachers StandardsTeachers Standards

Standard 9. Assessment of Student Standard 9. Assessment of Student LearningLearningTeachers use a variety of formal and Teachers use a variety of formal and informal assessment strategies to informal assessment strategies to support the continuous development of support the continuous development of the learnerthe learner..

RIBTS Standard 9 RIBTS Standard 9 Assessment of Student Assessment of Student

LearningLearningTeachers:• 9.1 Pre-Assessment

… gather information about their student from colleagues and the students themselves

• 9.2 Variety of Assessments… use a variety of assessment strategies and instruments that are aligned with instructional content and methodology.

• 9.3 Learner Self-Assessment… encourage students to evaluate their own work and use the results of this self-assessment to establish individual

goals.

• 9.4 Report and Recording… maintain records of student learning and communicate student progress to students, parents/guardians, and other

colleagues.

• 9.5 Self-Reflection… use information from their assessment of students to reflect on their own teaching and modify their instruction.

ResourcesResources

WebCT WebCT Homepage->Class Handouts & URLSHomepage->Class Handouts & URLS

->Assessment->AssessmentCarin et. al. Chapter 6 Carin et. al. Chapter 6 Assessing Science LearningAssessing Science Learning

National Science Education StandardsNational Science Education StandardsChapter 5 Assessment of Student LearningChapter 5 Assessment of Student Learning

Hein and Price. Hein and Price. Active Assessment for Active ScienceActive Assessment for Active Science

9.1 Pre-Assessment9.1 Pre-AssessmentMajor Concepts:Major Concepts:

-Learner pre-assessment as part -Learner pre-assessment as part of instruction of instruction

-Purposes/methods of pre--Purposes/methods of pre-assessmentassessment

-Matching pre and post -Matching pre and post assessmentassessment

-External and internal sources of -External and internal sources of assessment informationassessment information

9.1 Pre-Assessment9.1 Pre-AssessmentInternal Sources:Internal Sources: Inside the Inside the ClassroomClassroom

-Teacher Observation-Teacher Observation- KWAL Charting- KWAL Charting- Predicting Using Scientist Notebooks- Predicting Using Scientist Notebooks- Interview - Individual, Small Group and Whole - Interview - Individual, Small Group and Whole

ClassClass- Concept Maps- Concept Maps- Concept Cartoons- Concept Cartoons- Interest Surveys- Interest Surveys

External Sources:External Sources: Outside the Outside the ClassroomClassroom

-RIDE Information Works-RIDE Information Works-Cumulative Folders (Grades, Standardized Test -Cumulative Folders (Grades, Standardized Test

Scores)Scores)-Other Teachers-Other Teachers

9.1 Pre-Assessment9.1 Pre-AssessmentRIDE RIDE InfoWorksInfoWorks

INFORMATIONINFORMATION -Demographics -Demographics -Student -Student PerformancePerformance -Learning -Learning EnvironmentEnvironment

EXTERNAL SOURCEEXTERNAL SOURCE

9.1 Pre-Assessment9.1 Pre-AssessmentConcept Map Concept Map Structures of LifeStructures of Life

WORD BANKAnimalsPlantsOrganismSeedsCrayfishLiving Things

9.1 Pre-Assessment: 9.1 Pre-Assessment: Concept Concept CartoonCartoon

What Do you Think?

A. If we plant the flower, it will grow into a new plant.

B. If we plant the seeds, they will grow into a new plant.

C. If we chop the root into pieces each piece will grow into a new plant.

D. If we chop the stem into pieces each piece will grow into a new plant.

A. B

C D

The bulb will light because there is a complete

circuit.

The bulb will NOT light

because the circuit is

incomplete.

The bulb will NOT light because the

threads of the bulb are touching the

battery.

The bulb will light because

the wire is touching both

the battery and bulb.

A

B

C

D

Predict what will happen if Predict what will happen if you assemble the you assemble the batterybattery, , bulbbulb and and wirewire this way. this way.

9.2 9.2 Variety of Assessment Variety of Assessment StrategiesStrategies

Major Concepts:Major Concepts: -Variety of assessments-Variety of assessments

-Purposes/types of assessments-Purposes/types of assessments

-Diagnostic, formative, and -Diagnostic, formative, and summative assessmentsummative assessment

-Systematic Planning-Systematic Planning

9.2 Variety of 9.2 Variety of AssessmentsAssessments

A. Identify learning outcomes to A. Identify learning outcomes to assessassessB. Identify RI Grade Span B. Identify RI Grade Span ExpectationsExpectationsC. Plan a variety of AssessmentsC. Plan a variety of Assessments Diagnostic ,Formative and Summative Diagnostic ,Formative and Summative

-Pre-assessments-Pre-assessments-Post-assessments-Post-assessments-Learner self-assessments-Learner self-assessments-Teacher observation-Teacher observation-Scientist notebooks-Scientist notebooks

9.2 Variety of 9.2 Variety of AssessmentsAssessments

Formative Assessment (Scientist Formative Assessment (Scientist Notebooks)Notebooks)Scientific

ThinkingIdeas, Skills, Attitudes

To AssessEvidence (Part of Notebook)

Scientific Knowledge

-Big Idea Electric circuits require a complete circle through which an electric current passes. Electricity in circuits produce light, heat, and other forms of energy.-Sub-concepts A complete circuit is required to light a bulb

Prediction and Conclusion

Scientific Processes and Reasoning

PredictingObserving

PredictionData/ObservationsData Organizer

Scientific Attitudes and Dispositions

Desiring knowledgeNext Steps/New Questions

9.3 Learner Self-9.3 Learner Self-AssessmentAssessmentMajor Concepts:Major Concepts: -Learner self-assessment-Learner self-assessment

-Metacognition-Metacognition

-Purpose/types of learner self--Purpose/types of learner self-assessments assessments

-Learner self-assessment as part -Learner self-assessment as part of instructionof instruction

9.3 Learner Self-9.3 Learner Self-AssessmentAssessment

Name:________________Date:____________

Self-Assessment

A. What was the purpose of yourinvestigation?

B. Mark the box that bestdescribes your feelings:

Yes ? No

1. I followed the procedures.

2. I used the materials andtools correctly.

3. I followed science safetyrules.

4. I recorded data carefully.

5. I completed theinvestigation.

6. The investigation wassuccessful.

7. I could explain how to dothis investigation to anotherperson.

C. What did you learn from the investigation?

- Rating Scale- Rating Scale

- Open-ended - Open-ended questionsquestions

9.3 Learner Self-9.3 Learner Self-AssessmentAssessmentFEEDBACK GUIDE

STUDENT TEACHER CRITERIAFOCUS QUESTION

• Learner generated; in own words• Relate s toBi g Idea

HYPOTHES /IS PREDICTION• Connect s to prior experience• Relate s tofocu s question• Give s an explanation/reason

PLANNING• Relate s tofocu s question• Ha s clear sequence/direction• Identifie s variables/control• Includ es data organizer

DATA /OBSERVATIONS• Relate s tofocu s question and plan• Includ es lear ner generated drawings, charts,

graphs, narrative• Organized• Clear• Accurate

CLA IMS AND EVIDENCE• Claims a re supported by evidence• Claims reflect rules or underlying principles• Eviden ce includes what work s and wha t doesn’t

wo rk wh en appropriate

CONCLUSION• Uses an appropriat e topic sentenc e tha t reflect s the

focu s question.• Utilizes the “word wall” term s appropriately• Based on the planning, and eviden ce that

addresses the focu s question• Connect s the Bi g Idea to the “rea l worl .d ”

NEX T STEPS/NEWQUESTIONS

• Pose s newthought s o r question s tha t hav e arisenfro mthe inquiry.

• Wow factor.

--Adapted from Laurie Thompson, Calte ch CAPSI

9.3 Learner Self-9.3 Learner Self-AssessmentAssessment

“Stars and Wishes”

“Stars” “Wishes” I help others when I work in groups.

I wish I could be neater.

I conduct experiments step by step.

I wish I could organize my notebook better.

I complete each part of the notebook.

I wish I could write better conclusions.

I ask new questions I wish I could write less and draw more.

9.4 Recording and 9.4 Recording and ReportingReportingMajor Concepts:Major Concepts: -Relationship between recording -Relationship between recording and reportingand reporting

-Purpose/types of recording and -Purpose/types of recording and reportingreporting

9.4 Recording9.4 RecordingTeacher Checklist

Products #

1 Concept Map2 Activity Sheet 2- Observable Properties3 Activity Sheet 3- Learning About Lenses4 Activity Sheet 4- What Have You Learned

About Lenses?5 Written explanation of how to handle and use

the microscope correctly.6 Activity Sheet 5- Field of View7 Lesson 8&10- Student drawings and

observations in science notebook8 Identifying unknown specimens- Student

drawings and observations in sciencenotebook.

9 Activity Sheet 6- What’s Inside an Onion?10 Self-Assessment and Student Rating Scale11 Activity sheet for microscope station.12 Activity sheet for slide station

Special SkillsCan determine the difference betweenobservation and scientific observation.Is aware of the five senses and their relation toscientific observationCan identify the common characteristics ofmagnifiers. The lens must be transparent andconvexIs aware magnification power is directly relatedto how much a lens is curved. (The greater thecurve the greater the magnification).Can demonstrate the correct way to handle anduse the microscope.Can prepare a wet mount slide.Can prepare a well slide.Can bring three-dimensional objects into focusCan identify unknown specimens throughobservation.

Use “Checklists” as a running Use “Checklists” as a running record in science.record in science.

--FOSS Assessment Charts--FOSS Assessment Charts

--STC Teacher Checklist--STC Teacher Checklist

9.4 Reporting9.4 Reporting

SCIENCE REPORT CARD CRITERIA SCIENCE REPORT CARD CRITERIA (Grade 4)(Grade 4)

• Demonstrates effort/participationDemonstrates effort/participation• Makes predictions and observationsMakes predictions and observations• Demonstrates understanding of ideas and Demonstrates understanding of ideas and

termsterms• Represents concepts in multiple ways e.g. Represents concepts in multiple ways e.g.

words, diagrams, graphswords, diagrams, graphs

and charts.and charts.

9.4 Reporting9.4 Reporting

Scientific ProcessScientific Process: demonstrates an : demonstrates an understanding of the scientific process: understanding of the scientific process: experimenting, observing, reporting, experimenting, observing, reporting, discussing, and analyzing the results.discussing, and analyzing the results.

Scientific KnowledgeScientific Knowledge: demonstrates knowledge : demonstrates knowledge of the topics and concepts presentedof the topics and concepts presented

Responsibilities of ScientistsResponsibilities of Scientists: demonstrates : demonstrates responsible involvement in the classroom responsible involvement in the classroom experiments by carefully and safely using the experiments by carefully and safely using the equipmentequipment

SCIENCE REPORT CARD CRITERIA (Grade 3)SCIENCE REPORT CARD CRITERIA (Grade 3)

9.5 Self-Reflection9.5 Self-ReflectionMajor Concepts:Major Concepts:

-Teacher self reflection as an aspect of -Teacher self reflection as an aspect of the planning, action, and reflection the planning, action, and reflection processprocess

-Using assessment to improve -Using assessment to improve teaching and learning teaching and learning

RIBTS 9.5 Self-ReflectionRIBTS 9.5 Self-Reflection

Making Meaning of Making Meaning of AssessmentsAssessments

Include a sample of student performance on the post- Include a sample of student performance on the post- summative assessmentsummative assessment

Write a self-reflection.Write a self-reflection.1-Analyze results of students’ performance on your post-1-Analyze results of students’ performance on your post-summative assessments. summative assessments. Did your students develop deeper Did your students develop deeper understanding of the big ideas?understanding of the big ideas?

2- Relate to your pre-assessment. 2- Relate to your pre-assessment. Was there any progress in Was there any progress in the student’s thinking?the student’s thinking?

3-Propose next steps for improving learning and teaching? 3-Propose next steps for improving learning and teaching? What needs to change?What needs to change?

What is the Process of AssessmentWhat is the Process of Assessment??I. I. Plan systematically for a variety of Plan systematically for a variety of

assessmentsassessments (RIBTS 9.2) (RIBTS 9.2)-Identify -Identify Learning OutcomesLearning Outcomes-Identify the types of Assessment-Identify the types of Assessment- Sequence the variety - Sequence the variety

of assessmentsof assessments

II. II. Gather evidenceGather evidence (RIBTS 9.1, 9.2, 9.3, 9.4) (RIBTS 9.1, 9.2, 9.3, 9.4)

III. III. Judge evidence against expectationsJudge evidence against expectations (RIBTS 9.5)(RIBTS 9.5)

IV. IV. Interpret the judgmentsInterpret the judgments (RIBTS 9.5) (RIBTS 9.5)

V. V. Take actionTake action (RIBTS 9.4, 9.5) (RIBTS 9.4, 9.5)-Self-reflect (9.5)-Self-reflect (9.5) -Adjust teaching and assessments.-Adjust teaching and assessments.

-Provide feedback to students (9.4)-Provide feedback to students (9.4)

-Report to parents and other -Report to parents and other teachers (9.4)teachers (9.4)

What is the Process of AssessmentWhat is the Process of Assessment??

Plan SystematicallyPlan SystematicallyA. A. Identify Learning Outcomes to Identify Learning Outcomes to

Assess.Assess.

StandardStandard: List relevant : List relevant RI Grade Span RI Grade Span Expectations in Science.Expectations in Science.

Big IdeasBig Ideas:: List the following that will be List the following that will be assessed during the science kit assessed during the science kit lessons: lessons:

-big ideas from “storyline”-big ideas from “storyline”-key terms-key terms-process and procedural skills-process and procedural skills-dispositions-dispositions

Statement of Enduring Knowledge: Energy is Statement of Enduring Knowledge: Energy is necessary for change to occur in matter. Energy necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but can be stored, transferred, and transformed, but cannot be destroyed.cannot be destroyed.

PS2: Given a specific example or illustration PS2: Given a specific example or illustration (e.g., simple closed circuit), predict the (e.g., simple closed circuit), predict the observable effects of energy (e.g., light bulb observable effects of energy (e.g., light bulb lights). A test tem might ask, “what will happen lights). A test tem might ask, “what will happen when…?”)when…?”)

B. IdentifyB. Identify

RI Grade Span Expectations. Relate to LO.RI Grade Span Expectations. Relate to LO.

End of Grade 4 - Physical ScienceEnd of Grade 4 - Physical Science

BIG IDEA FROM STORYLINEBIG IDEA FROM STORYLINE

Knowledge, Process Knowledge, Process Skills, and AttitudesSkills, and Attitudes

Knowledge:Knowledge: energy source, energy receiver, energy source, energy receiver, energy conductor, critical contact pointsenergy conductor, critical contact points

Process Skills:Process Skills: asking questions, predicting, asking questions, predicting, observing, comparing, organizing, observing, comparing, organizing, concluding concluding

Attitudes:Attitudes: curiosity, uses evidence to explain curiosity, uses evidence to explain

Plan SystematicallyPlan SystematicallyC. Plan a variety of assessments.C. Plan a variety of assessments.

1. Select the 1. Select the typetype of assessment. of assessment.

2. 2. Indicate the Indicate the purposepurpose of the of the assessment.assessment.

3. Indicate 3. Indicate what will be assessedwhat will be assessed..

4. Indicate 4. Indicate how evidence will be how evidence will be collectedcollected..

5. 5. ScheduleSchedule the assessments. the assessments.

Linking Learning Linking Learning Outcomes with Types of Outcomes with Types of

AssessmentAssessment-Knowledge-Knowledge

• Types - Selected Response or Academic PromptTypes - Selected Response or Academic Prompt

-Reasoning-Reasoning• Types - Academic Prompt or PerformanceTypes - Academic Prompt or Performance

-Process Skills-Process Skills• Types - Performance or Personal CommunicationTypes - Performance or Personal Communication

-Procedural Skills-Procedural Skills• Types - Performance or Personal CommunicationTypes - Performance or Personal Communication

-Attituds and Dispositions-Attituds and Dispositions• Types - Selected Response or Personal CommunicationTypes - Selected Response or Personal Communication

Linking Learning Linking Learning Outcomes with Types of Outcomes with Types of

AssessmentAssessmentLEARNINGOUTCOME TO BE

ASSESSEDTYPE OF ASSESSMENT

SELECTEDRESPONSE

ACADEMICPROMPTS

PERFORMANCE PERSONALCOMMUNICATION

KnowledgeMastery of smaller science idease.g., facts, concepts that lead to

bigger science ideas(generalizations)

Multiple choice, true/false,matching, and fill-in samplemastery of facts and concepts

Can tap understanding ofrelationships among conceptsand facts

Not a good choice Can ask questions, evaluateanswers, and infer mastery,but a time-consuming option

ReasoningDetecting patterns;

Using evidence to formulatea generalization

Can assess application ofsome patterns of reasoning

Written descriptions ofcomplex solutions canprovide window intoreasoning

Can watch students solvesome problems, inquire, orexamine products and inferabout reasoning

Can ask student to “thinkaloud” or can ask follow-upquestions to probe reasoning

Science Processes-Observing,

-Hypothesizing-Planning

-Interpreting Results andFormulating Conclusions

-Communicating

Science AttitudesCuriosity

Respect for EvidenceWillingness to Change Ideas

Critical Reflection

Procedural Skillsuse of thermometer, hand lens,

eyedropper, syringe etc.

Can assess mastery of theknowledge prerequisite toskillful performance, butcannot rely on these to assessthe skill itself

Can assess mastery of theknowledge prerequisite toskillful performance, butcannot rely on these to tapthe skill itself

Can observe and evaluateskills/attitudes as they arebeing performed

Strong match when skill isoral communicationproficiency; also can assessmastery of knowledgeprerequisite to skillfulperformance

Dispositions(Feelings about process of learningscience and science as a subject to

learn)

Selected response, ratingscales, and questionnaireitems can tap student feelings

Combining rating scales andopen-ended questionnaireitems can probeattitudes/dispositions

Can infer dispositions frombehavior and products

Can talk with students abouttheir feelings

Plan a Variety of Plan a Variety of AssessmentsAssessments

A. Select Types of Assessment.A. Select Types of Assessment.• Selected response (multiple choice, Selected response (multiple choice,

fill in the blank, etc.)fill in the blank, etc.)• Academic prompt (written or oral)Academic prompt (written or oral)• PerformancePerformance• Teacher observation or personal Teacher observation or personal

communicationcommunication

Plan a Variety of Plan a Variety of AssessmentsAssessments

B. Identify Purpose of AssessmentB. Identify Purpose of Assessment• DiagnosticDiagnostic

-e.g., Pre-Assessment -e.g., Pre-Assessment (Personal Communication-(Personal Communication-Structured Interview)Structured Interview)

• FormativeFormative-e.g., Academic Prompt -e.g., Academic Prompt (Teacher (Teacher

Observation-Scientists’ Observation-Scientists’ Notebook Entry)Notebook Entry)

• SummativeSummative-e.g., Post-Assessment -e.g., Post-Assessment (Academic Prompt-(Academic Prompt-

Short Answer)Short Answer)

Plan a Variety of Plan a Variety of AssessmentsAssessments

C. Indicate What Will Be C. Indicate What Will Be Assessed.Assessed.• Knowledge (lower level and higher Knowledge (lower level and higher

evel)evel)• ReasoningReasoning• Process and Procedural SkillsProcess and Procedural Skills• DispositionsDispositions

Plan a Variety of Plan a Variety of AssessmentsAssessments

D. Indicate How Evidence Will Be D. Indicate How Evidence Will Be Collected.Collected.• QuizQuiz• AssignmentAssignment• Teacher NotesTeacher Notes• Checklist (Observation Chart)Checklist (Observation Chart)

PLANNING SYSTEMATICALLYPLANNING SYSTEMATICALLY Example for Example for Electric CircuitsElectric Circuits::

Statement of Enduring Knowledge: Energy is Statement of Enduring Knowledge: Energy is necessary for change to occur in matter. Energy necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but can be stored, transferred, and transformed, but cannot be destroyed.cannot be destroyed.

PS2: Given a specific example or illustration PS2: Given a specific example or illustration (e.g., simple closed circuit), predict the (e.g., simple closed circuit), predict the observable effects of energy (e.g., light bulb observable effects of energy (e.g., light bulb lights). A test tem might ask, “what will happen lights). A test tem might ask, “what will happen when…?”)when…?”)

Link to Link to

Rhode Island Grade Span ExpectationsRhode Island Grade Span Expectations

End of Grade 4 - Physical ScienceEnd of Grade 4 - Physical Science

Knowledge, Process Skills, Knowledge, Process Skills, and Attitudesand Attitudes

Big Idea: Big Idea: A complete circuit is required to light a A complete circuit is required to light a bulb.bulb.

Key Terms:Key Terms: energy source, energy receiver, energy source, energy receiver, energy conductor, critical contact pointsenergy conductor, critical contact points

Process Skills:Process Skills: asking questions, predicting, asking questions, predicting, observing, comparing, organizing, concluding observing, comparing, organizing, concluding

Dispositions:Dispositions: uses evidence to explain uses evidence to explain

““Academic Prompt”Academic Prompt”

Predict what will happen to the light bulb if Predict what will happen to the light bulb if you assemble the you assemble the batterybattery, , bulbbulb and and wirewire this this

way. Write and draw your thinking.way. Write and draw your thinking.

I think (this will happen)….because…I think (this will happen)….because…

Type of Assessment:Type of Assessment: Academic Prompt- Academic Prompt-brief constructed responsebrief constructed response

Purpose:Purpose: Summative (to develop insight Summative (to develop insight into the ideas children possess a into the ideas children possess a complete circuit)complete circuit)

What was Assessed?What was Assessed? Knowledge Knowledge

How was Evidence Collected? How was Evidence Collected? Exam Exam

CRITERIA RUBRICCRITERIA RUBRIC

CRITERIACRITERIA STRESTRE

NGTH NGTH (4)(4)

COMPE-COMPE-TENT (3)TENT (3)

DEVELODEVELOP-ING P-ING

(2)(2)

NOT NOT DEVE-DEVE-

LOPING LOPING (1)(1)

NO NO RESPONSRESPONS

EE

1. Level of 1. Level of CompletionCompletion

2. Understand-2. Understand-ing of Big Ideasing of Big Ideas

3. Written 3. Written CommunicationCommunication

SCORING GUIDESCORING GUIDE

CRITERIACRITERIA STRSTREE

NGTNGTH (4)H (4)

COMPECOMPE-TENT -TENT

(3)(3)

DEVELDEVELOPING OPING

(2)(2)

NOT NOT DEVE-DEVE-

LOPING LOPING (1)(1)

NO NO RESPORESPO

NSE NSE (0)(0)

B.Understand-B.Understand-ing of Big Ideas*ing of Big Ideas*

* BIG IDEAS: * BIG IDEAS: 1.1. A complete circuit is required to light a bulbA complete circuit is required to light a bulb

A. Level of Completion = A. Level of Completion =

B. Understanding = B. Understanding =

C. Written Communication = C. Written Communication = OVERALL GRADE = OVERALL GRADE =

REPORTING THE SCOREREPORTING THE SCORE

4 = Strength 4 = Strength 3 = Competence 3 = Competence 2 = Developing 2 = Developing 1 = Not Developing 1 = Not Developing 0 = No Response0 = No Response

Plan a Variety of Plan a Variety of AssessmentsAssessments Sequence assessments. Make a Sequence assessments. Make a

chart.chart. 1. Pre-assessment1. Pre-assessment2. Learner self-assessments2. Learner self-assessments3. Other Assessments (Scientist Notebooks)3. Other Assessments (Scientist Notebooks)

4. Post-assessment 4. Post-assessment LLessess onon

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