Unit 3: Looking at Student WorkLearning Objectives
• Become aware of key components of quality classroom assessment aligned with on CCSS-ELA Literacy in Science.
• Learn to backward-design your instruction for quality student work.
• Learn a protocol for looking at student work.• Use the analysis of student work to guide
instruction and monitor student learning.
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Prompt
Think about your classroom assessments.
• What do you believe are elements of quality classroom assessment?
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CAESL Assessment Knowledge Framework
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CAESL Assessment Knowledge Framework
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CAESL Assessment Knowledge Framework
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CAESL Assessment Knowledge Framework
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CAESL Assessment-Instruction Cycle
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CAESL Assessment-Instruction Cycle
5.b
Backward-Design
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Backward-Design for Quality Student Work
1. What will students learn? – Determine learning goals: science and
English-language arts
2. What will students do to demonstrate their learning?– Determine student work
3. How will I facilitate their learning?– Determine sequence of learning experiences
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1 - Determine Learning Goals
• Science content learning goal• Literacy strategy goal
–Reading–Writing–Speaking and listening–Language
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2 - Determine Student Work
• What will the learning look/sound like for science?
• What will the learning look/sound like for ELA?
– What type of written text will reveal student thinking?
– What type of reading text will add/challenge student thinking?
– Are speaking and listening part of the student work?
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High SchoolExpected Student Work
• Student work will indicate student understanding of the science learning goal: There are five different types of chemical reactions that are identifiable by the product of the reaction.
• Student work will be expressed through the ELA learning goal: Students perform experiments with different substances and write in a table in their notebook their observations of the products of the reactions. Based on these data and the notes taken during classroom lessons, students compare their findings with their initial claims and write a lab report (informational text) including a balanced equation associated with each chemical reaction.
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Student Work Example Continued
• Find appropriate literacy standards for the student work: Writing, Speaking/ Listening, Reading Informational Text, Language.
• Use the grade level example for writing text type.• Work with a partner to determine what other
ELA standards might be appropriate for this student work.
• Ask participants to share some of their ideas.• Compare with the teacher’s ideas.
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High School ExampleWriting: Text type #2 a-f; #9 draw
evidence from text
Reading: #1, # 4, #7, #9 informational text
Language: #6 Academic language
Speaking/listening: None for this student work
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3 - Determine the Learning Sequence
• Design the types and order of the learning experiences to move students’ science understanding from their prior knowledge to the concept of the lesson.
• Use Lesson Sequence Template
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CAESL Assessment Knowledge Framework
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CAESL Assessment-Instruction Cycle
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Scoring Guide, not Grading Rubric
• Provides formative feedback for teacher to monitor and adjust instructions
• Based on Expected Student Responses (ESRs) enriched by descriptors/characteristics in student work
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Developing a Scoring Guide for Formative Assessment
1. Develop Expected Student Responses (ESRs) for high, medium and low level responses in each component being assessed
2. Read student work
3. Sort into H, M, L piles
4. Determine descriptors/characteristics of the piles (are there MH, ML?)
5. Revise ESRs based on the descriptors/characteristics
6. Re-score student work using the scoring guide19
Scoring Guide Components
Component High Medium Low
Science Understanding
Text Type Criteria
Use of Academic Language
Communicating Information
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Scoring Guide ERSsComponent High Medium Low
Science Understanding
All chemical reactions are identified properly and chemical equations are balanced.
Some chemical reactions identifications are missing or incorrect; some chemical equations are incorrectly balanced.
Most chemical reactions identifications are missing or incorrect; most chemical equations are incorrectly balanced.
Text Type(WST9-10.2)
The lab report contains: a) a well-defined hypothesis; b) a description of materials and experimental procedures; 3) a data table with relevant observation statements; 4) an analysis section that uses domain-specific vocabulary including appropriately balanced equations; 5) a conclusion statement and comparison with the hypothesis that follow from the evidence presented in the previous sections.
The lab report is missing one or two sections; the results and/or conclusion statement are not well elaborated.
The lab report is missing several sections; the results and/or conclusions are weak or incorrect.
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Scoring Guide ERSs Continued
Component High Medium Low
Use of Academic Language (L9-10.6)
Uses academic vocabulary ( single-replacement; double replacement; decomposition, combustion; combination reaction) correctly.
Some academic vocabulary are used incorrectly.
Does not use correct academic vocabulary.
Communicating Information
Links concluding statements to experimental evidence.
Most of the evidence is present in the lab report sections but are not fully used in the conclusion statements.
The conclusion statements are poorly written due to lack of evidence.
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Modified Scoring Guide ERSsComponent High Medium Low
Science Understanding
All chemical reactions are identified properly and chemical equations are balanced.
Some chemical reactions identifications are missing or incorrect; some chemical equations are incorrectly balanced.The chemical reaction is identified correctly, but the listed experimental observations are poorly written; the combustion reaction is usually balanced incorrectly.
Most chemical reactions identifications are missing or incorrect; most chemical equations are incorrectly balanced.
Text Type(WST9-10.2)
The lab report contains: a) a well-defined hypothesis; b) a description of materials and experimental procedures; 3) a data table with relevant observation statements; 4) an analysis section that uses domain-specific vocabulary including appropriately balanced equations; 5) a conclusion statement and comparison with the hypothesis that follow from the evidence presented in the previous sections.
The lab report is missing one or two sections; the results and/or conclusion statement are not well elaborated.The results section does not follow from the stated experimental observations.
The lab report is missing several sections; the results and/or conclusions are weak or incorrect.
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Modified Scoring Guide ERSs Continued
Component High Medium Low
Use of Academic Language (L9-10.6)
Uses academic vocabulary ( single-replacement; double replacement; decomposition, combustion; combination reaction) correctly.
Some academic vocabulary are used incorrectly.Appropriate vocabulary is used correctly only in certain sections of the report, but not everywhere.
Does not use correct academic vocabulary.Appropriate vocabulary is used correctly only infrequently throughout the lab report.
Communicating Information
Links concluding statements to experimental evidence.
Most of the evidence is present in the lab report sections but are not fully used in the conclusion statements.The conclusion statement does not follow from the evidence presented in previous sections.
The conclusion statements are poorly written due to lack of evidence.
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Guide for Instruction• Focus on the trends that describe low level responses.
What is the specific instruction needed to move students up to the medium level? Consider both science content and literacy content.
• Focus on the trends that describe medium level responses. What is the specific instruction needed to move students up to the high level? Consider both science content and literacy content.
• Focus on the trends that describe high level responses. What is the specific instruction needed to extend student understanding. Consider both science content and literacy content. 25
LSW Protocol Review
• Identify quality learning goals and assessment tools
• Score student work
• Identify trends
• Specify instructional needs based on trend in data
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On Your OwnThink about a lesson or series of lessons you will be teaching soon.
•What is your science learning goal? ELA learning goal?
•Determine student work. How will it be expressed?
•Review the Literacy in Science Standards to select appropriate standards.
•Determine the ESRs for the science and literacy components of the scoring guide.
•Plan learning sequence
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