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Powerful Classroom Assessments:Examining Student Thinking

Tom HathornScience Education Director,

ESD114SALT & NCOSP

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PCA Workshop Goals: Experience a Powerful Classroom

Assessment (PCA) Examine Student Thinking and

Performance Consider Strategies for Improving

Student Learning

Washington State’s Science Learning System

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Products of Our Science Learning System

EALRs1997

WASL Specs2000

Grade Level ExpectationsWASL Evidences of Learning

WASL

Releases

Instructional Materials

PowerfulClassroom

Assessment

Instructional Units to use WASL

Support Materials

Professional Development

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State Science Standards

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Merged Curriculum & Assessment

Grade Level Expectation: IN03 ExplainingGrades 3-5 : Understand how to construct a reasonable

explanation using evidence.Evidence of LearningWASL and Classroom:Given a description of a scientific investigation, items

may ask…a. Identify or write a conclusion, including supporting

data, which answers the investigative question or … b. Identify or describe a reason for a given conclusion

using evidence from an investigation.c. and d.

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The Science WASL

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Scenarios in the WASL

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Analyzing a System (P, E/S, or L)

Designing a Solution (P, E/S, or L)

Investigating a Living System

Investigating an Earth/Space System

Investigating a Physical System

6 Analyzing a System (P, E/S, or L)

7 Pilot Scenario

Test Map—Assessments Consistent with Desired

Learning

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Attributes of Washington’s Science Inquiry Scenarios

Analyze a Student Investigation of a System

Nature ofScience

Explain the Properties, Structure, & Changes

in the SYSTEMApply the Results to

Human Problems

Ask students to use their Reading, Writing, and Mathematics skill (at 2 grades level below) to:

Plan a New Investigation of the same System

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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.

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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?

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PCAs:Our [brief] Process Today

Read & do… Review scoring guides… Score sample student responses… Compare notes with colleagues…

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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.

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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?

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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.

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Compare Notes with Colleagues

Which aspects are noticeable to you? [mis] Understanding the concepts. [mis] Communicating their

understanding.

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Analyzing Student Performance

A few findings from WASL data.

Strategies for improvement.

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Differences Between Basic and Proficient Student Performances • Basic and proficient students perform the same

on physical, Earth, space, and living systems items; content and process items; and multiple choice items.

Analyzing Student Performance

(~35% are passing: Grades 5, 8, 10)

• 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 Response items that compose about 18% of the exam.

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Students Demonstrate “Thin” Understanding

Struggle with Short Answer Items:•Energy Sources 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

Analyzing Student Performance

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Ways to Improve Student Performance

USE Powerful Classroom Assessments

For All Teachers: 3-hour PCA Workshop Participants 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

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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.

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Did We Accomplish Our Goals? Experience a Powerful Classroom

Assessment (PCA)

Examine Student Thinking and Performance

Consider Strategies for Improving Student Learning

Wrapping Up

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Moving Forward

Handouts (more info & resource links) SALT works (assessment events) Exit notes (debrief, support needs)