Session Objectives

1. Session Objectives Differentiate the 3 types of assessments and identify the purpose of each (why) Identify assessment targets (what) Explain various methods of assessment (how) Use Rubrics to guide instruction toward summative evaluation Practice scoring PISA items

2. WHEN DO YOU ASSESS? Traditionally, teachers have assessed students at the end of an instructional unit or sequence. However, when assessment and instruction are interwoven, both the students and the teacher benefit.

3. ASSESSMENT PROCESS Pre – Assessment Summative Assessment (Assessment OF Learning) Formative Assessment(Assessment FOR Learning)

4. PRE-ASSESSMENT The purpose of pre-assessment is to determine what students know about a topic before it is taught. Pre-assessment will help the teacher guide students’ learning appropriately

5. Pre-Assessment Strategies Checklist Pre-test KWL Charts Graphic Organizers Student Discussions Team Huddle Show of hands/EPR (Every Pupil Response) Standardized Test Data Teacher Observation Writing Prompts Writing Samples

6. FORMATIVE ASSESSMENT Assessments FOR learning happens while learning is still underway. These are assessments that: are conducted throughout teaching and learning to diagnose student needs plan the next steps in instruction provide students with feedback they can use to improve the quality of their work help students see and feel how they are in control of their journey to success

7. FORMATIVE ASSESSMENT • Where am I going? • Provide a clear and understandable vision of the learning target • Use examples and models of strong and weak work • Offer regular descriptive feedback. • Teach students to self-assess and set goals. • Design lessons to focus on one aspect of quality at a time. • Teach students focused revision. • 7. Engage students in self-reflection,and let them keep track of and share their learning.

8. FORMATIVE ASSESSMENT This Type of Assessment is NOT about accountability… it is about GETTING BETTER!!

9. Session 2 FoldablesChecklist Example Thai Standard: Strand 6: Change Processes of the Earth Search for relevant information, make a model and explain structure and components of the Earth. Anticipation Guide + I understand this concept well! - I do not understand this concept! √ I know something about this concept. _____Structure, layers and composition of the earth’s surface and interior _____Theory of plate tectonics and plate boundary types _____ Relative density of materials at each layer of earth _____ Relative sizes and depths of crust, mantle, inner, outer core

10. Earth Structure Foldable Rubric www.irubric.com

11. Additional Formative Assessment Strategies Conference Cooperative Learning Activities Demonstrations Discussion Exit Card (3-2-1) Four Corners Graphic Organizers “I Learned” Statements Interviews Journal Entry KWLs • Learning Logs • Observations • Oral Presentations • Peer Evaluations • Problem Solving Activities • Products • Questioning • Quiz • Red light/Green light • Self-Evaluations • Whiteboarding

12. Session 3 Water3-2-1 Example 3 Things I Learned Today about water and water pollution … 2 Things I Found Interesting about water and water pollution … 1 Question I Still Have about water and water pollution …

13. Graphic Organizer Example Compare the characteristics of direct and indirect approaches to measuring point and non-point water pollution

14. We all Live Downstream Rubric Distribution

15. Water Pollution summative item The River Gulch flows through an area of open farmland and forest with a few small towns. A group of students took samples from the river at two sites. They worked in equal numbers for an equivalent time at each site. Site A is just downstream of the point where effluent (liquid waste) enters the river; Site B is about 5km downstream. The numbers of organisms collected from the two sites were as follows: • These data measure pollution indirectly. Explain this statement. • Explain the data above. • Name three abiotic factors, other than oxygen, that might vary along an environmental gradient between sites A and B. • Describe three ways in which the effluent at Site A might be controlled. • A large school is considering using plastic cups instead of glasses and ceramic mugs. Describe the environmental impact assessment that should be carried out to investigate whether the change might be more or less ‘environmentally friendly.’ • Using a named example in each case, explain the difference between point and non-point sources of pollution.

16. Session 4 EnergyLearning Log Examples Explain how Thailand should generate electricity between 2015 and 2025 considering carbon dioxide emissions and the need to maintain GDP. Identify 2 major alternative energy sources and describe the benefits and drawbacks of each. Describe the process of fuel production for biomass, tar sands, and geothermal energy

17. Shown below is a graph of the gross domestic product (GDP) per capita versus the annual electrical energy consumption per capita for nine countries in 2009. Source: http://apcentral.collegeboard.com/apc/public/repository/ap11_frq_environmental_science.pdf • Iceland’s position on the graph is due in part to its access to geothermal energy sources. Describe how electricity is generated from a geothermal source. • Despite its low GDP per capita and low annual electrical energy consumption per capita, China has become the world’s largest emitter of CO2 . Explain this apparent contradiction. • In addition to contributing to increased atmospheric CO2 concentrations, China is facing other air pollution issues related to the generation of electricity. Identify one such issue and describe the impact it has on human health. • Two countries shown on the graph have developed domestic energy sources: sugarcane in Brazil and tar sands in western Canada. (i) Choose EITHER sugarcane or tar sands, then briefly describe the process of fuel production from that energy source.  (ii) Describe TWO disadvantages of using the energy source that you chose in part (d)(i). (iii) Which of the two energy sources is more sustainable? Justify your answer with an explanation.

18. SUMMATIVE ASSESSMENT This type of assessment is a successful end product and/or the fulfilling of the pre-stated objective.

19. SUMMATIVE ASSESSMENT A summative assessment/evaluation is designed to: provide information make judgments about student achievement at the end of a sequence of instruction, (e.g., final drafts/attempts, tests, exam, assignments, projects, performances) It is a means to determine a student’s mastery and understanding of information, skills, concepts, or processes.

20. Summative Assessment Strategies Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review

21. The Assessment–Instruction Process Pre – Assessment “finding out” Summative Assessment “making sure” Formative Assessment “checking in” “feedback” “student involvement”

22. The Research

23. PISA released items completion, analysis, scoring and discussion