benchmark assessment Orange Board of Education

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BENCHMARK ASSESSMENT,Reorganize your teacher guide. This new Benchmark Assessment folio can be inserted into your. teacher guide just in front of the existing Assessment folio The. formative assessment information and guidance in the existing. Assessment folio is still useful and current The summative. assessment information in the existing folio which pertains to the. end of module assessment only should no longer be used The. information and guidance in the remainder of this Benchmark. Assessment folio should be used in its place, The new Benchmark Assessment Duplication Masters can be inserted. into the teacher guide in place of the existing End of Module. Duplication Masters The new Benchmark Assessment Duplication. Masters include the Survey Posttest and I Checks,Benchmark Assessment. Duplication Masters,Benchmark Assessment,Survey Posttest. End of Module,Assessment,Assessmen OLD,fulloption,full optionscience.
sciencesystem, The new FOSS assessment system features benchmark assessments. Benchmark assessments are short tests that are given at critical. junctures throughout the teaching of a module The benchmarks. serve three functions First they provide summative information. achievement data that can be used for grading and accountability. Second benchmark assessments provide formative information for. teachers diagnostic information that they can use to improve the. effectiveness of their teaching And third benchmark assessments. provide information directly to students guiding them to think. critically about their learning and to revise their thinking about the. science being investigated, This third use of the benchmark assessments is important Research. has shown that self assessment practices are powerful instructional. tools for enhancing student learning These reflective practices help. students understand the learning goals and expectations and take. more responsibility for their own learning Self assessment also. helps students clarify their thinking so they can communicate their. understanding of complex ideas more effectively And self reflection. motivates students to work more thoughtfully and carefully. Benchmark assessments occur in three places during a module. The survey is given before instruction begins and includes. 10 15 items some open response and some multiple choice. I Checks are given at the end of most investigations Each. I Check consists of 5 10 items in multiple formats I Checks are. so named because students play an active role in checking their. own understanding of the concepts being taught, The posttest is given after the module has been completed The. items are the same ones that appear on the survey,magnetismAND. andELECTRICITY,electricity,BENCHMARK ASSESSMENT,Using Benchmark Assessments.
Survey assessment, If you are using the benchmark assessments for school or district. accountability purposes you will need to follow specified procedures. such as those used when giving standardized tests This means. students will read and answer questions without any assistance If. you are using the benchmark assessments in your classroom only you. may want to read the questions out loud and move through the test. question by question to minimize the effect of reading proficiency. The survey is administered a few days before instruction begins. Students are often uneasy having to take a test when they haven t. yet had the instruction they need to do well They need to know that. the survey is not graded but will be used to help you determine what. students already know and what they need to learn Help students. see the survey as a learning tool At the end of the module they will. get to compare their answers on the survey and the posttest to see. how much they have learned Students have few opportunities to see. how their knowledge has changed, When you administer the survey encourage students to answer the. questions as best they can Even if they think they don t know the. answers they should try to think about something related that they. do know and apply that knowledge Collect the surveys code them. for diagnostic purposes but don t make any marks on them Hold. them until after students take the posttest,I Check assessments. I Check assessments are administered after you complete most. investigations To track achievement a summative use code all of. the items using the coding guides in this folio We recommend that. you code one item at a time across all students Coding tends to be. more consistent across students when you use this method Even. though you have to shuffle papers more you will find that it actually. takes less time to code the assessments overall This method also. allows you to think about the class as a whole and reflect on necessary. next steps,fulloption,full optionscience,sciencesystem. The I Checks can also be used for formative assessment Research. has shown that students learn more when they take part in evaluating. their own responses The procedure described below has worked for. many teachers using the FOSS assessment system, 1 Have students complete the I Check either unassisted or using a.
read aloud strategy with the whole class, 2 Code the I Check item by item but do not write codes on students. tests Record codes in a grading program or grade book Make. notes about each item and identify important points to discuss. with students, 3 Return I Checks to students Use one of the self assessment. strategies described later in this folio to help students reflect on. and refine their thinking, Have students take the posttest after all of the investigations are. completed It can be administered in any of the ways described above. for the other benchmark assessments After coding the posttests. return them and the surveys to students Have them compare. their survey and posttest responses Discuss the changes that have. Use the posttest for formative evaluation of the module and make. notes about things you might want to focus on the next time you teach. the module,magnetismAND,andELECTRICITY,electricity. BENCHMARK ASSESSMENT,Coding Benchmark Items, An item is a question or statement designed to elicit evidence of.
learning from a student Usually the items are presented in writing. and students respond by choosing an answer from a list multiple. choice producing a long or short written answer or generating. another kind of artifact that provides evidence of learning The. quality and reliability of the information accrued from any assessment. is directly related to the quality and reliability of the items. The items in the benchmark assessments have been scrupulously. designed and rigorously tested in 48 classrooms with more than 1000. students As a result we can be sure that the items will yield the kind. of information about student learning that we want them to yield. and that they will produce the valued information time after time in. all kinds of situations In other words the assessment items are valid. and reliable If they are used as intended in the context of teaching. this FOSS module they will inform you about student learning as. you progress through the curriculum and students will engage the. important ideas of science in greater depth and with refreshing clarity. Student performance on the benchmark assessments exposes the. depth of their learning and the degree to which students are meeting. the goals of the curriculum To help you determine how students are. performing this Benchmark Assessment folio contains coding guides. for each benchmark item Coding guides are composed of model. student responses The responses are numbered the higher numbers. are associated with more sophisticated complete responses but. they are not intended to be scores Instead they are numerical. codes that refer to the depth and accuracy of a student s conceptual. understanding, Performance on the benchmark assessments can be used as a. component of a student s grade but you should not simply add. up the numbers to assign a grade Instead we suggest that you. look at the frequency of the codes If you see mostly 0s and 1s the. student needs further instruction If you see mostly 2s the student. is developing science vocabulary and can state a number of scientific. facts and simple relationships If you see 3s the student is developing. the expected conceptual understandings And if you see 4s the. student is able to apply conceptual knowledge to new situations A. grade should be based on multiple sources of evidence including. factors such as group participation responsibility for learning verbal. expression perseverance and progress that is change between. a student s starting knowledge and his or her knowledge after. instruction,fulloption,full optionscience,sciencesystem. Self assessment, Self assessment is more than reading correct answers to the class. and having students mark whether or not they got the right answer. Self assessment should provide an opportunity for students to think. about their answers and to figure out how they could improve their. answers This kind of reflective process also helps students develop a. better understanding of what a well constructed response looks like. Self assessment requires deep thoughtful engagement with complex. ideas It involves students in whole class or small group discussion. followed by critical analysis of their own work For this reason we. suggest that you focus your probing discussions on two or three. questions from an I Check rather than the entire test The techniques. described below are meant to give you a couple of strategies for. entering the process of self assessment There is no right way to. engage students in this process but it seems to work best when you. change the process from time to time to keep it fresh. Review and Critique Anonymous Responses After you have. reviewed student work on an I Check and have discovered one or. more problems in student understanding associated with an item. fabricate three or four student responses that mirror the problems. you saw in student work Project these responses for students to read. and comment on as a class Discuss the strengths and weaknesses of. each response and when necessary have students make suggestions. for how to improve them This is a good strategy to use during. the first part of the year to help students better understand what. constitutes a well constructed response Have students review their. own answers draw a line of learning see page 9 and revise their. Key Points After reviewing student work on an I Check and. discovering a consistent problem in student understanding associated. with an item return the unmarked I Checks to students Direct their. attention to the problematic item and discuss it together After it is. clear that students understand the item prompt call on individuals. or groups to suggest key points that should be included in a complete. answer Write the key points on the board as phrases and number. magnetismAND,andELECTRICITY,electricity,BENCHMARK ASSESSMENT. Here is an example of an item on I Check 1 from the Magnetism and. Electricity Module, 20 Look at the picture on the right below The top two.
magnets are pushing apart the bottom two magnets are. stuck together N,These two magnets,are attracting,a Label the poles on each magnet. b Explain why you labeled the poles,the way you did. During class discussion students might generate this list of key points. 1 Every magnet has a north pole and a south pole,2 Two north poles repel two south poles repel. 3 A north pole and a south pole attract, Students then turn to their own I Checks and rework their responses to. item 20b They endeavor to confirm the key points that they included. in their original work correct parts of their responses that were wrong. and add key points to complete their response until they are satisfied. that they have written the best answer possible, Annotated Revision One way students can process their work is.
by using the numbers associated with the key points to annotate. their original writing A number written at the start of a sentence or. phrase confirms that the key point was included Students correct. and annotate sentences that don t represent key points The add more. points to the explanation accompanied by the appropriate number. fulloption,full optionscience,sciencesystem, Revision with Color In a similar fashion students can use color to. confirm correct and complete the ideas in their original work For. instance they can use green underlining to confirm key points present. in the original writing A red line through an entry can indicate wrong. ideas that need correcting They can use blue to add missing points to. make the explanation complete, Line of Learning Many teachers have students use a line of learning. to show how their thinking has changed When students return to. original work to revise their understanding of a concept they start by. drawing and dating a line of learning This line delineates students. original individual thinking from their thinking after a class or group. discussion has helped them refine their thoughts For example. students can use the line of learning after they use the review and. critique strategy or the key points strategy Students draw a line. BENChMARk ASSESSMENT CONTENTS Introduction 1 Reorganize Your Teacher Guide 2 Overview 3 Using Benchmark Assessments 4 Coding Benchmark Items 6 Self Assessment 7 Survey Posttest 12 Investigation 1 I Check 26 Investigation 2 I Check 36 Investigation 3 I Check 48 Investigation 4 I Check 58 Assessment Alignment Summary 72 benchmark assessment

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