Ann Harty

Major Assessment Project- Final Submission

EDPSY 590 ASA  
My Major Assessment Project  

Stage 1 Major Project Proposal

 
Stage 2 Curriculum Map Major Project

 
Stage 3 Major Assessment Project

Stage 4 KWL Chart and Critical Analysis

Stage One: Major Project Proposal

Background Information:

 
I currently teach computers and 8^th grade inquiry based science. Recently I was given the task of implementing inquiry based science in 4^th grade. I need to create assessments for the 4^th grade level which is quite different than 8^th.

 I need to know – What is the skills expectation in a 4^th grade class? How can I successfully assess this grade level? Will hands on translate to more effective learning? How will I accurately measure learning at this level?

 Goals and Objectives: 

• Create assessments for an inquiry based 4^th grade science class.
• Implement rubric and portfolio for assessment of 4^th grade science class.
• Accurately measure learning of stated skill objectives in the science class. 

KWL Chart:
 

Stage 2: Curriculum Map Major Project

This Curriculum Map has been created for my Fourth Grade Science class. I was recently given the task of teaching the class. I am implementing an inquiry based and more hands on science class than the one that had been in place at the beginning of the school year. One of the challenges that I face is the lack of a written curriculum. Given the 4^th Grade Illinois Standards, I was told to implement an inquiry based method class similar to the 8^th grade science class I currently teach. The curriculum that I have developed (am still developing) is presented in the map below. The areas in blue are the new areas of assessment that I want to include in this 4^th grade class. The assessments are rubrics for evaluating student and group performance during labs and other observable activities; portfolio assessments dealing with material that is covered; and project based internet activities and research. I have not used rubrics or portfolio assessment before. Even though I have used project based activities, the challenge I face is to align the project with the abilities of a 4^th grader, as opposed to the acquired skills of an 8^th grader.

Stage 3 Major Assessment Project

 
For this stage of the project, I chose to create the following assessments: My Science portfolio, which was designed for the student to showcase their best work; Portfolio checklist, which was designed to help guide the students in their portfolio choices; a self-evaluation form for choosing portfolio work, which was designed for the students to reflect on their work; a rubric which was designed for evaluating the portfolio; a rubric which was designed for evaluating group work in experiments; and finally a unit test which was designed  to evaluate the transfer of hands on/book knowledge to a formal test. These were new ways introduced to assess student learning.

My Science Portfolio

For the Units dealing with Magnetism/Electricity and Weather/Climate, you will be required to create a portfolio that will showcase some of your best work. The portfolio will include examples of your best science work.

 
            The Science portfolio will contain the following components:

1.     A folder cover design illustrating scientific principles of the units   studied.

2.     Table of contents of portfolio work. Please put page numbers on each of the chosen work.

3.     The portfolio should contain six examples of work from the Unit 4 and Unit 5.Choose from the many activities assigned for these units. Make sure to vary your choices, presenting an overall view of your science work.

4.     Self evaluation forms of the contents of the portfolio are required. Include a self evaluation form for each of the six pieces of work chosen.

5.     An example of group work and evaluation of same is required. Include a lab report from one of the group experiments. Complete a group evaluation form for the experiment.

6.     A reflection piece should be included. Write 2 paragraphs about what you learned from creating a portfolio of your science work on the Magnetism/Electricity and Climate/Weather unit.

Portfolio Guide Check List

The following is a checklist to guide your choices for the portfolio project involving the science unit dealing with magnetism and weather/climate. Put check mark in the table when portfolio component (work) is completed.

Student Name _______________________________

Self Evaluation of my Science Work

Please complete the following form for each of your chosen pieces of work.

Title of Chosen Work ________________________

1.       Why did I choose this to be in my portfolio?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

2.       Why do I want to share this work?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

3.       What scientific concept have I learned?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

      4.  If I did this again, I would do it this way:

   __________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Self Evaluation of My Group Work

Evaluate how well your group worked together in experimenting.

Give your group work a score. Circle the number that best describes how you think that you did. Then complete the statements at the bottom of the page.

Students in our group __________________    _______________________

 _________________________         ____________________________

1.The biggest problem in the group was _______________________________________________________________________________________________

_______________________________________________________________________________________________

______________________________________________________

2.Our group was best at _______________________________________________________________________________________________

_______________________________________________________________________________________________

______________________________________________________

3. We could do better at

_______________________________________________________________________________________________

_______________________________________________________________________________________________

______________________________________________________

4. I learned this science fact from working with my group.

_______________________________________________________________________________________________

_______________________________________________________________________________________________

______________________________________________________

Scoring Rubric for Portfolio          Total Score            _________

The following is a scoring rubric for the portfolio assignment

 4-Excellent

 3-Very Good

 2-Good

 1-Needs Work

Unit Test     Magnetism/Electricity Unit

Name __________________________________________

A. Problem Solving:  Using the information learned through activities and experiments solve the following problems.

1.     Miguel combed his hair with two different combs made of the same material. What might happen to the combs if he put them close together right after using them?

a. Nothing would happen               c. the combs would break

b. The combs would attract           d. the combs would repel

    each other                                       each other

           Explain your choice._________________________________

           -__________________________________________________

            __________________________________________________

            __________________________________________________

            __________________________________________________

2.     Beatriz made a paper boat for her brother. She attached a steel screw to the bottom of the boat and floated it in a plastic tub. Underneath the pan she held a horseshoe magnet and was able to make the boat sail around the pan. Why did the boat move?

a.     The water was attracted to the magnet.

b.     The plastic pan served as an insulator.

c.     The steel screw was attracted to the magnet.

d.     The boat repelled the magnet.

Explain your choice._______________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

3.     In which of the following activities do you use an electromagnet?

a.     ringing a doorbell

b.     turning on a flashlight

c.     turning on a light bulb

d.     turning on a circuit breaker

Explain your choice.____________________________________

______________________________________________________

______________________________________________________

_______________________________________________________

4.     Daniel spilled his box of school supplies. Which items could he pick up with a magnet?

a.     pencils

b.     markers

c.     metal paper clips

d.     rubber bands

Explain your choice.____________________________________
_____________________________________________________

_____________________________________________________

_____________________________________________________

5.     Edward created a circuit for his science fair project. He wanted to be able to open and close the circuit easily without connecting and disconnecting the wires .What device is best suited his needs?

a.     a fuse

b.     a battery

c.     a light bulb

d.     a switch

Explain your answer.__________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

     B. Check What You Know. Answer the following.

6.     Monica wants to make a compass. How might she make one using the following material: magnet, cork, paper clip, plastic tub, and water? Why would it work? Explain your answer.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

7.     Why are most electrical cords covered in rubber? Explain your answer.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

8.     Suppose that all of the outlets in a room are part of the same circuit. Why is it better to have the outlets wired in a parallel circuit than in a series circuit?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

      9. Draw a diagram of a complete circuit in which two bulbs light.

10. Jocelyn is creating a safety list for her science club. Remembering the information from your pamphlet on the proper use of electricity list at least 5 pieces of information that Jocelyn should include.

C. Word Choice

   Choose the answer from the following words.
 
   Compass    voltage    conductor    generator    switch

 
11. What device opens and closes a circuit? _________________

12. What do you call a magnetized needle that can move freely? _______________

13. What is the force that pushes electricity along the wire? ____________________

14. What type of material allows electricity to flow through it? __________________

15. What is a device that uses a wire coil and a magnet to produce electricity?

       ____________________________________________________________________ 

D. Essay

List some objects that are attracted by magnets. Think about how you could use these materials and a magnet to create a magic trick. Using your knowledge, describe your magic trick and the materials you would need to create it.

Major Assessment Project

Stage 4

 KWL Chart: 

Abstract:

In my major assessment project for EPSY 590ASA, I worked on assessments for my 4^th grade science class. When I began the project, I had recently taken over the science class and needed to implement a hands-on curriculum and assessments to be used in the class. Through this project I learned how to create and use rubrics and a portfolio. The uses of rubric and portfolio assessments have proven to be beneficial to my science class. The unit test showed student understanding of standards that are to be covered. I wanted to assess the inquiry based science course that I am implementing in 4^th grade. I want this to be a positive experience for the students. The students like the new assessments. The self evaluation included was well received by the students. Their positive response to these different types of assessment encourages me to do more of this type of assessment in the future.

In implementing the 4^th grade science class, I have learned to make adjustments to my instruction. Being use to teaching 8^th grade science, I had to make adjustments to my teaching methods. Time is an issue. Students in Grade 4 take a longer time to complete an assignment or activity. By including extra time in my assignments, I have allowed for better performance. Fourth graders need specific instruction and more feedback. Giving the students time, good instructions and positive feedback and reinforcement has been successful in creating a great learning environment for science. The use of the assessments has helped make this a positive experience. The students are having a fun, positive learning experience. 

Analysis and What I have learned: 

The class EPSY 590ASA has increased my knowledge of assessment tremendously. Before enrolling in EPSY 590ASA, I was an assessment novice. The class taught me to broaden my assessment horizons. Looking back at my teaching training in the 1970’s, my education courses barely covered assessment. One was given an E-Z grader and not much insight into how to assess the student properly. Over the years I have learned more assessment techniques. In this class I have learned how to use alternative assessment properly. The students liked the use of rubrics and portfolio. The students’ especially enjoyed being an integral part of the assessment process. Taking part in and taking ownership of their work makes for a better learning experience. 

Portfolio 

A portfolio gives the student the opportunity to showcase their best efforts.  The portfolio gives evidence of the student’s progress over a period of time. The students chose their work to be placed in their portfolio using the guidelines provided in the portfolio instructions. Their portfolio work choices were explained through the creation of the “Self Evaluation of My Science work” assessment. This self evaluation gave me an insight in how the students view their work and themselves. The whole idea of self assessment helps in analyzing and evaluating strengths and weakness in learning. I also include a checklist so the students would know what was to be included. I revised the directions for the portfolio to give more specific directions and to clarify any questions that the students had. The more details included in explaining the purpose of the assessments, the student’s performance seemed to be better. 

Never having used the portfolio concept before, the students adapted to this assessment. The students appreciated that they had input into the decision making process of portfolio choice content. I found that 4^th graders really take pride in their work and the portfolio was an excellent way for them to show their quality work to their parents and others. Portfolio is a good assessment tool to evaluate the instruction and curriculum at this age level. 

Rubric 

Creating rubrics proved to be a good choice for the specifics of what the student need to learn and what I need to instruct and cover in my science class. The rubrics developed for this project- Self Evaluation of my Group Work in Experiment Rubric, Scoring Rubric for Portfolio, and Weather Maps Forecasting activity Scoring Rubric-were valuable for assessing student work and my instruction. The self evaluation rubric for the experiments guided the group work. I think the self evaluation encouraged cooperation in the group experiments.  The scoring rubric for the portfolio served as an outline of what was expected and how the portfolio was to be graded. The scoring rubric for the weather forecasting activity also served as a guide for the students in their activity. The students can see the expectations presented in the rubrics and make use of this knowledge in doing the assignment. 

I have found rubrics to be a wonderful device to be used in assessment. Having not used rubrics before, I have found through my research, my fellow classmates critiques and suggestions, and ideas of rubric use taught in the class, that the rubrics are a good device for assessment. I will continue to refine and use rubrics in my classes. I am going to work on implementing rubrics on a regular base in my classes. 

Unit Test 

The unit tests are of value in their ability to show that the student is truly learning the material presented in each unit throughout the school year. The assessment I created for my project was a unit test on Magnetism. The test was based on the major objectives of the unit and their knowledge of the ideas learned in the hands-on activities. The questions were short answer and essay. Multiple choice questions choices were explained by the student reinforcing higher thinking skills. I was pleasantly surprised that the 4^th grade performed extremely well. Previously this class had no experience with unit test. I found the unit test is a good way to measure and reinforce what had been learned. Student’s retention of the units concepts were shown through the test. Knowing that hands -on activities are retained and demonstrated by the test is positive feedback. 

What I would do differently:

If I had the opportunity to do this project again, I would try to be more realistic in what material I could cover in a specific amount of time. I would make sure that the instructions on the assessments were detailed and thoroughly understood by the students. I need to explain the point value of the assignments in greater detail. When a new idea is introduce more explanation is needed to give to the students. The teacher needs assurance that the students know the expectations that are involved in the assignment. I probably would not try to overwhelm the students with so many new ideas to learn at once even though the 4^th graders enthusiasm made them less overwhelmed. 

Questions to Group Members 

1. While working on this project, I had some difficulties in timing the activities at this level. I like to get some feedback on how to better time activities and the assessment involved.
2. While working on this project, I had some success in positive reactions from my students with the use of the hands-on activities. I like to get feedback on others experience with hands-on work and if you think that it transfers over to standardized test scores?