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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8th GradeExpected Student Work

• Student work will indicate student understanding of the science learning goal: there are differences between physical and chemical changes in matter.

• Student work will be expressed through the ELA learning goal: Informational writing describing the differences between physical an chemical changes using evidence from the science experiment, reading, writing and discussion.

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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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8th Grade ExampleWriting: Text type #2 a-f; #4 clear and

coherent; #8 relevant information from a variety of media; #9 draw evidence from text

Reading: #1, #2, # 4, #9 informational text

Language: #6 Academic languageSpeaking/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 Makes clear that physical change results in the same mater while a chemic change results indifferent matter because atoms and molecules are re-arranged.List evidence for chemical changes (color, temperature, formation of precipitate, gas productions

States that in a physical change matter stays the same; in a chemical change the matter changesLists some evidence of chemical change

Provides examples of physical and chemical change without explaining the changeMay or may not list evidence of chemical change

Text Type(WHST6-8.2)

3-5 paragraph essay that includes:introduction of chemical and physical changecomparison of the two changes citing evidence from text and experiments WITH multiple examplesappropriate and varied transitionsconcluding paragraph that follows from the evidence provided

3-5 paragraph essay that includes:introduction of chemical and physical changecomparison of the two changes citing evidence from text OR experiments WITH some examplesappropriate transitionsconcluding paragraph that provides a summary

Less than 3-5 paragraph essay with limited or no introduction of chemical and physical changeWeak if any comparison between the two types of changesWeak transitionsLimited or no conclusions that is not supported by the evidence

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Scoring Guide ERSs Continued

Component High Medium Low

Use of Academic Language (L8.6)

Uses the following academic appropriately:Properties; precipitate; phase change; reactants; products; atoms and molecules

Mixes use of academic and common vocabulary such as:Precipitate and solidProduct and new substance

Uses very little or no appropriate academic vocabulary

Communicating Information

Links evidence to examples of chemical change and explains the production of new/different matterlinks evidence to examples of physical change in state, form or and explains why it is the same matter

Lists evidence but doesn’t link it to a clear comparison between chemical and physical change.

Comparison is not stated; very little or no evidence linked to comparison.

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Modified Scoring Guide Component High Medium Low

Science UnderstandingPS 5a, c, d; 3b

Makes clear that physical change results in the same mater while a chemic change results indifferent matter because atoms and molecules are re-arranged.List evidence for chemical changes (color, temperature, formation of precipitate, gas productions

States that in a physical change matter stays the same; in a chemical change the matter changesLists some evidence of chemical changePrecipitation least mentioned

Provides examples of physical and chemical change without explaining the changeMay or may not list evidence of chemical changeContains extraneous information about types of chemical reactions

Text Type(WHST6-8.2)

3-5 paragraph essay that includes:introduction of chemical and physical changecomparison of the two changes citing evidence from text and experiments WITH multiple examplesappropriate and varied transitionsconcluding paragraph that follows from the evidence provided

3-5 paragraph essay that includes:introduction of chemical and physical changecomparison of the two changes citing evidence from text OR experiments WITH some examplesappropriate transitionsconcluding paragraph that provides a summary

Less than 3-5 paragraph essay with limited or no introduction of chemical and physical changeWeak if any comparison between the two types of changesWeak transitionsLimited or no conclusions that is not supported by the evidenceFirst paragraph describes chemical but not physical change

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Modified Scoring Guide Continued

Component High Medium Low

Use of Academic Language (L8.6)

Uses the following academic appropriately:Properties; precipitate; phase change; reactants; products; atoms and molecules

Mixes use of academic and common vocabulary such as:Precipitate and solidProduct and new substance

Uses very little or no appropriate academic vocabularyIncludes endothermic and exothermic without explanation

Communicating Information

Links evidence to examples of chemical change and explains the production of new/different matterlinks evidence to examples of physical change in state, form or and explains why it is the same matter

Lists evidence but doesn’t link it to a clear comparison between chemical and physical change.

Comparison is not stated; very little or no evidence linked to comparison.Not focused on chemical and physical change; includes many things studied

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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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