Pamela Harrell and Colleen Eddy University of North Texas

1. Pamela Harrell and Colleen EddyUniversity of North Texas Using Learning Progressions to Sequence Learning Experiences which link to Formative Assessments NSF Robert Noyce Teacher Scholarship Program Conference

2. Learning Goals Define formative assessment Provide example of formative assessment Define a learning progression Give an example of a learning progression. NSF Robert Noyce Teacher Scholarship Program Conference

3. What Formative Assessment IS • A planned process in which the teacher uses evidence of student learning to adjust ongoing instruction and achieve intended curricular aims. • A process in which the student uses evidence of their learning to adjust their learning tactic. • Takes place DURING instruction NSF Robert Noyce Teacher Scholarship Program Conference

4. Summative and Formative Assessment: A Comparison End-point Words Numerical Emphasis on Feedback Stakes are High Student Learning Formative Summative NSF Robert Noyce Teacher Scholarship Program Conference

5. Assessment Cycle Initial Assessment to identify learner needs Learning Plan based on initial assessment and individual learner goals Objectives Summative Assessment at end of program Teaching /learning activities to meet the needs of individual learners Formative assessment (adjust plan as needed) NSF Robert Noyce Teacher Scholarship Program Conference

6. Illustrative Proportions of Formative Assessment in Classrooms Near-Total Formative Assessment Moderate Formative Assessment Token Formative Assessment No Formative Assessment NSF Robert Noyce Teacher Scholarship Program Conference

7. What is a Learning Progression • Set of subskills and enabling knowledge requisite to mastery of an instructional outcom • Step-by-step building blocks • Enabling knowledge – set of facts or information students must memorize or understand • Also referred to as task analysis or progress maps (Forster & Masters, 1996) NSF Robert Noyce Teacher Scholarship Program Conference

8. What a Learning Progression ISN’T • A learning progression is not “unerringly accurate” but represents best instructional thinking • A learning progression is not one size fits all when it comes to learning styles • Always the appropriate building block size for all students. Some students may require the building blocks to be broken down into even smaller blocks • Perfectly balanced with regard to level of sophistication and likelihood of use by teachers and students NSF Robert Noyce Teacher Scholarship Program Conference

9. Subskills and Enabling Knowledge for Reflectional and Rotational Symmetry Prior Knowledge of Transformations Recognize similarities and differences Recognize rotations, reflections, translation, & symmetry Subskills and Enabling Knowledge to Develop Apply transformations Recognize and Create the kinds of symmetry Lines of Symmetry Real life application NSF Robert Noyce Teacher Scholarship Program Conference

10. Enabling Knowledge of Transformation Learning Progression Students revisit their classification of organisms to describe the symmetries of each organism and logically place them into groups based on their body plan. – Evaluate Students create a concept map to organize their knowledge of symmetries - Evaluate Real Life Applications ç Kinds of Symmetry The teacher guides students in discovering rotational and reflectional symmetry– Explain Students apply the new knowledge to the symmetries of a square - Elaborate ç Apply transformations used Create symmetric designs using equilateral triangles – Explore Students describe their designs according to the transformations used– Explain ç Lines of Symmetry Students use prior knowledge of symmetry to group the organisms – Engage NSF Robert Noyce Teacher Scholarship Program Conference

11. Assessment of the Symmetry Learning Progression Students apply characteristics of symmetry to classify organisms and create a concept map – Formative Assessment Link(Evaluate/Student Self Assessment) Real Life Applications ç Kinds of Symmetry Students apply the types of symmetry and the lines of symmetry for a square – Formative Assessment Link(Elaborate/Student Self Assessment) ç Recognize transformations used Students draw examples of transformations and the lines of symmetry for an equilateral triangle – Formative Assessment Link (Engage and Explore/Student Self Assessment) ç Lines of Symmetry Students recognition of symmetry, a line of symmetry, and multiple lines of symmetry – Formative Assessment Link (Engage and Explore/Student Self Assessment) NSF Robert Noyce Teacher Scholarship Program Conference

12. Building a learning progression Chemical Properties of Atom Based on # of valence electrons Atom Identity Based on # of Protons Location of subatomic particles Structure of the Atom Names of subatomic particles Location of subatomic particles Atom Size Atoms are tiny Definition of atom NSF Robert Noyce Teacher Scholarship Program Conference

13. Enabling Knowledge of the Atom Learning Progression Periodic Table Computer Game – Trends using valence electrons Fill Me Up Valence Electron Game Atomic Radius Role Play Video Clips - Show reactivity of metals and nonmetals Chemical Properties of Atom ç Atom Identity What Atom Am I? Black Box Activity - Indirect observations (Explore 1) On the Shoulder of Giants - PPT Explain includes probing questions Particle Play - Charge of subatomic particles (Explore 2) Atom Video - Explain location of subatomic particles in nucleus and electron cloud Fly Stick - Repulsion of like charges Electron Dot Diagram Structure of Atom Atom Size cut it up – introduce the term atom at the end of Engage 1 Powers of 10 – Engage 2 NSF Robert Noyce Teacher Scholarship Program Conference

14. Assessment of Atom Structure Learning Progression Given a copy of the periodic table, identify trends in reactivity, given the number of valence electrons. In a period, the less electrons transferred the more vigorous the reaction. In a group, outer-shell electrons are same so atomic radius is important. Larger metals loose electrons and smaller nonmetals take electrons away. Ionization energy and electronegativity are other chemical properties of atoms. Chemical Properties of Atoms Identify an atom given the number of protons. The student identifies an atom that loose 3 protons, 4 protons, 5 protons. Atom Identity Structure of the Atom Make a drawing of an atom and label the subatomic particles. Atom Size Write in journal the definition of an atom and an analogy about the size of an atom. NSF Robert Noyce Teacher Scholarship Program Conference

15. Examples of Formative Assessment • Bingo, jeopardy, or other games • Concept map • Sketch or Drawing • Think aloud to describe a process or concept • Using a checklist or rubric during work • Build a model • Think pair share • Journaling • Conference or interview • Simulation NSF Robert Noyce Teacher Scholarship Program Conference

16. Implementation • Deciding ahead of time of what is important to assess • Management of collecting data • What to do with the data once collected • Follow-up (pre and post) NSF Robert Noyce Teacher Scholarship Program Conference