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DRAFT
SCIENCE ASSESSMENT PROJECT
FIRST GRADE PROTOTYPE

Dear First Grade Teacher,

These materials are provided for you in the hope that as you use them you will better understand how to measure what your students are learning in science. The materials have been prepared and tested by a small team of elementary teachers. We hope they are helpful. If, as you use the materials, you have questions, we ask that you get in touch with one of us.

When you study the materials, you will notice that we explained carefully what we did and our thinking as we worked. Rather than just provide you with samples of test items and activities which you could use in measuring your students, learning, we have described what we did to help you prepare your own test materials. By following the models given, you will be able to evaluate materials appropriately in several ways:

* You will be able to really tell what your children have learned and haven't yet learned.
* You won't miss important learnings just because the procedures you used didn't ask for them.
* Your evaluations will measure how well your students have learned the Utah Core Curriculum concepts and the skills you have taught.
* Your evaluations will tell you how well students are mastering the Utah Intended Learning Outcomes for science.

As you use these materials, notice that first we tried to determine what the Core really intends that you should teach. Sometimes the language of the standards and objectives is very general; sometimes it specifies that students would be able to do things which are difficult to measure directly; sometimes it gives you no clues as to what to measure or how to measure it. As you read about our thinking, we hope you will understand how we resolved these problems. When you make your own decisions, you may accept ours or come up with better ones. At least, you will look at some of the same issues we did as we prepared materials to test students' science learning.

After we interpreted the core statements, we decided what kind of test item best fit the intent of the core, and at the same time kept in mind the limited time and the resources elementary teachers have available to use in measuring students' learning. If you think of other things that have to do with the skill, or concept, being studied that aren't in the objectives or the indicators that you want to include, do so.

We also kept in mind the kinds of measurement tasks that your students could actually do. For instance, it wouldn't be appropriate to ask first grade students to read and respond in writing to complex questions.

Finally, sometimes we commented on the format of the structure of an item to help you avoid some common pitfalls teachers experience in preparing test items.

An example of how to work with one objective, 3010-0301, follows:

SCIENCE LEVEL 1

TOPIC: WATER

STANDARD 3010-03: Students will compare the liquid, solid and gas states of water.

OBJECTIVE 3010-0301: Compare the physical properties of
ice, liquid water, and water vapor

• Describe in their own words the similarities and differences between ice, liquid water, and water vapor.
  
  
• Describe different ways that water, in all three states, is present or is used in the natural and designed world.
  
  
• Contrast the behavior of ice with the behavior of water when placed in containers of various shapes.

References:

The Comprehensive Water Education Book, Grades K-6,
International Office for Water Education, 1994.
Discovering Elementary Science, Marvin N. Tolman and
Gary R. Hardy, Allyn and Bacon, 1995.
Elementary Science Teacher Resource Book, Developed by and for the Teachers of Utah, Utah State Office of Education, 1994.

Analysis of Objective:

To measure how well my students have learned the science concepts and skills required by The Core Curriculum, I must first determine what the core standards and objectives mean. After studying the first objective in the standard, "Compare the physical properties of ice, liquid water, and water vapor," I have to decide what "compare the physical properties" means as it applies to students in my first grade classroom.

A review of the indicators clarified this for me. It is clear that at this level, the expectation is that students should be able to ' identify and exiplain what the properties are in simple terms, then be able to alpiply the understanding they have in different ways, to describe in their own words how the states are alike and different, to describe ways water appears in nature and in the designed world, and contrast the behavior of ice and water when placed in containers of various shapes. The ability to do these things requires knowledge of content, verbal skill, and application of some higher level thinking processes.

If the students can identify the properties of ice, liquid water, and water vapor and compare them by describing in their own words their likenesses and differences, describe ways each of the states exist in the natural and designed word, and contrast the behavior of ice and liquid water when placed in various sized containers, they will have demonstrated they have accomplished this objective. This will be my final test for the objective.

Next, I go to the Intended Learning Outcomes. See pages xi and xii in the Core document. There I find concrete ways to assess how well students can do many of the following: obtain information, define, match, explain in own words, distinguish between, demonstrate, relate concepts and principles, provide instances of, classify, compare, analyze, and predict.(These verbs from the ILO's help me know what kinds of items to write and what kinds of experiences to give students. For instance, describe in their own words, describe differences and similarities, and contrast behavior all require some kind of student response in which students supply their own explanations. Hands on activities with student/teacher and student/student oral interaction makes this possible at this level., Physically doing and showing, using real objectives, verbal explanations, and drawing all provide ways first grade students can accomplish the objective.

My task now is to decide what to teach, what information about physical properties of ice, liquid water, and water vapor is appropriate for students at this grade level. I make certain that the vocabulary and foundation skills needed are identified and used to solve problems related to the objective. The verbs used to describe what is required, as underlined above, include being able to describe in their own words similarities and differences, to identify and describe ways water is present, and being able to compare and constrast the behavior of ice and liquid water in the same situations. The need for familiarity with several concepts is suggested including the meaning of solid, liquid, gas, water vapor, evaporation, condensation, freezing, boiling, and state. Once I have identified the scope of the information needed, I determine what concepts I will use in teaching and testing. The objective, what is taught, and what is tested, should all be directly aligned.

To prepare to teach, I check what is to be learned by reviewing the standard, the objective, and the indicators. Then I determine what kind of skill is required at this level to demonstrate that the objective has been met. These are listed in the Intended Learning Outcomes (ILOIS) section of the Utah Elementary Core Curriculum in Science pp.x and xi. Finally, I think backward and ask myself, "What do students need to be able to do in order to compare the physical properties of ice, liquid water, and water vapor?" I ask myself, "What are the tasks?" "What are the prerequisites (skills and knowledge needed), to be able to do this?" Then, I make a tentative outline of the content to be taught and an order for instruction. The following outline was developed following the steps discussed.

For Elementary Science Teacher Resource Bank References to this objective, see:

Elementary Science Teacher Resource Book Level 1, Water 3010-0301

A. Background Information: Pages 1-4
B. Activity 1: Water Magicians

Activity 2: Student Molecules
Activity 6: Crying Containers
Activity 7: Leaky Water Bottles
Activity 8: Zip-Loc Ice Cream
Activity 9: Melted Art
Activity 10: Warm and Chilly Cubes

C. Activity 3: Water Everywhere

Activity 4: Cool, Clear Water: Taste Test
Activity 5: When It Rains It Pours

D. Activity 11: Soft to Hard

In order to be sure I use the means of assessment (verbs) given in the Core, a chart, such as the one that follows, can be a useful tool to remind me what verbs I might use (left-hand side) to prepare test items that will measure each of the concepts I chose to measure. I put X's to indicate cells for which I should prepare test items or a test. For example, I could use a multiple choice item to measure students' ability to distinguish between liquid and solid water states. This chart can help me insure that I am testing all of the skills I selected from the ILO'S, and that I am testing all of the I identified from the objective and its indicators.

POTENTIAL WAYS OF TESTING THE ILOIS AND OBJECTIVE CONTENT (Matching the content and the processes.)

As I plan how to test students on an objective, I remember that a variety of kinds of items must be prepared. Kinds of items fit different purposes. My purposes, indicated by the verbs in the left-hand column should dictate the kinds of items I prepare. For example, a multiple choice item will not test student's ability to "explain in own words" skill (c). Nor should a "compare" item be used to test students' ability to "define" or recall something. A variety of kinds of items is used because you are testing a variety of skills. Obviously, any one kind of item cannot assess all of the kinds of skills listed.

At first grade level, the teacher reads items requiring reading skill to the students. The students then respond in some way. e.g by answering orally, by identifying a picture, creating an illustration, demonstrating with objects, or by a short written response. Care should be taken to provide for the limited reading and writing skills of most first grade students. Hands-on experience should be given the highest priority.

I now begin to write items. I start with some items what will be used informally in class to deter-mine what my students already know about the objective. e.g. "Do they already understanding that by freezing water, ice is made? "Do they know what the terms "solid" and a "liquid" mean?"

If my goal is to find out how much, or how well, my students have memorized something, then a short answer item will be all that is needed. This kind of item is used to test student ability to recall. For example, If I want to deter-mine if students can remember what something means (the definition), or tell about what happens in a given situation (Chart a. 1, and a. 2), I will ask them to do so. Examples of this kind of item follow:

Example 1:

The teacher asks:

When water is frozen, what is it called?

Student Answer: Ice

Example 2:

The teacher asks:

What can we do to make water evaporate?

Student Answer: Heat it.

The problem with short answer items is that, as a teacher, you can not always be sure that the students really knows the concept or skill being discussed. One item for each concept, for example, will not validly test students' recall.

A safe rule is to test each idea using at least three items. This reduces the chance that the student will give the correct answer by guessing or relying on someone else for the correct response.

Multiple Choice

Multiple choice items require students to select a correct response from several alternatives. Multiple choice items can be used to assess a variety of skills. An example of a multiple choice item that tests recall of content related to identifying a specific water states follows:

Teacher Asks: Which picture shows water in its solid form?

The student then selects one of the pictures shown.

cloud	ice*	running water

Other examples of multiple choice items that test ability to identify and/or compare, and contrast water states follow:

• Example 1.
  • The teacher asks:
    • Which picture shows water as a vapor?

snow	rain	cloud*

• Example 3.
  • The teacher asks:
    • If you try to put solid and liquid forms of water into a container, which will fit the container's shape?

    The teacher reads the response choices, then the students respond.

or

• The teacher shows three pictures; a solid, a liquid, and a vapor, and has the students select the correct response. One way to provide for students' lack of writing ability is to use multiple response techniques, such having students hold up 1,2,3, or A,B,C, cards, the correct number of counters, crayons, etc. in response to multiple response questions asked. This can be a "game-like" activity and give the teacher quickly assessed feedback.
  
  Example 4:
  • The teacher asks:
    • On a hot summer day, after a rain storm, what would happen to a puddle on the sidewalk?
      
      A. It would stay the same all summer.
      B. It would become a bigger and bigger puddle.
      C. It would soon become smaller.*

    
    The students respond by holding up their cards, etc.
    
    The teacher can then extend this by asking, "Why?" The concept of evaporation can then be developed and demonstrated.

Notice that students are given three alternatives from which to choose. In most formal assessments first grade students are not given more than three choices even though four choices would provide less change for simply guessing answers. At this level, the process is more important than an arbitrary number.

You can write multiple choice items that measure more than recall by using such strategies as rephrasing definitions, asking students to classify, and having students infer logical conclusions.

True/False

True/False items are not included because most trained test item writers view true-false items as the least valid form of commonly used item. If your goal is to use tests diagnostically, true-false items can, too often, reflect students' guessing rather than what they understand.

Short Student Response (in student's own words) Essay Type Items

At first grade level, individual and group activities should involve the students in orally responding to questions and also their using invented spelling to respond in short written form or dictating to a scribe (usually the teacher) what they have to say "in their own words" about content being learned.

If I use the verbs I have listed in the chart, I can prepare several good kinds of questions. For many reasons, not the least of which is to add interest and challenge, you should use a variety of question formats when teaching and testing your students.

When you ask students to explain something in their own words, students usually are tested beyond the ability to simply recall. In addition, students learn how to use science processes described in the ILO's by thinking through problems and responding with logical, data based, solutions. This is true at primary as well as intermediate levels. Although most childrens, written language skills are very limited at this level, using some items that require the student to respond independently by writing and/or drawing illustrations is important to their thinking, reading, writing, and science skill development. Even three or four word invented spelling responses can be valuable indicators of learning.

An example of this type of question follows:

• Example:
  • The teacher instructs the children to do the following:
    • 
      Make a picture showing one way water appears in our natural world. Then write a story telling one important way we use water in our lives.

    
    Student responses will vary.

    • e.g. We drink water. We wash in water. We play in water. We water plants so they will grow.

Comparing/Contrasting and/or Distinguishing

Asking students to make comparisons and/or to distinguish between two variables, or properties, is an effective way to measure understanding. This can be a more difficult task than "telling in your own words." A note of caution, Sometimes being aware that something is different from something else, doesn't necessarily mean that a child understands more than what is easily observed on the surface. For instance, a child may observe that playing in snow is a fun activity, that because some children don't live where there is snow, they don't have fun. This would reflect reasoning based on incomplete evidence.

An example of an appropriate question for a second grade child would be:

• Example:
  • The teacher asks:
    • What are two ways that water and ice are different?

    
    Student Answer:

    • Answers will vary. Ice is colder than water. Water runs all over; ice stays in one place. Ice is a solid; water is a liquid.

    
    Note: Follow up questions to extend thinking and assess depth of understanding might be: "What makes ice become water or water become ice?" (Temperature: heating and cooling).

Analaqies

Analogies can be used to build primary students, thinking skills but should be used with caution and only in informal, "for fun", game-like situations. Questions that relate concepts, skills, or processes to one another require students to think at analysis, synthesis, and evaluation levels in unfamiliar ways. When analogies are used "just for fun", they can be a valuable informal way to extend students, thinking.

• Example:
  • Teacher reads the analogy. Then asks students to think about what would be the right answer to this riddle, or puzzle, or "brain-teaser."
    • Analogy: Ice is to cold as Water vapor is to __________.
      Answer: warm

These kinds of items are too difficult for most students at at this level and should be used only for fun, "game-like,, situations and not for formal assessment.

Performance Test

Performance tests assess what students can do as well as what they know. With this form of assessment, the teacher can measure understanding of several concepts at the same time. An advantage of a performance test is that students usually don't perceive of this activity as a test, but rather as a fun activity, experiment, or project. There is some research that shows that girls respond better to these kinds of activities than to more traditional types of assessment. The result is that they become more interested in science. Most of the tasks given in performance tests are open-ended and often have several appropriate answers or options.

There are some drawbacks to this kind of assessment. Performance tests take time to plan, arrange, and score. Time, a precious commodity to elementary school teachers, needs to be carefully considered when selecting assessment methods. Your priorities will help you decide. Remember students need practice with a wide variety of tests and test items. When decisions are made, select the kind of item that best fits your purpose.

For first grade students, varying lengths of performance tests might be used to assess progress as student knowledge and experience develops.

Examples of performance tests, each designed to partially, not completely, assess the objective to "Compare the physical properties of ice, liquid water, and water vapor" follow.

Example 1
Observing Water States

Activity Description

• The students observe water and the physical changes it makes.

Materials Needed

• Water table set up with water
  Equipment for heating and boiling water
  Ice to observe melting

Procedure

• 1. Provide opportunity for students to play with water at the water table. Discuss with them what they discover about water.
  
  2. Boil water. Have the students observe what happens. Have them share what they think happens and where the water goes.
  
  3. Put ice cubes in various places under different conditions. (See Activity 10 in the Science Resource Book). Have the students discuss why they think the ice melted faster in one situation than another.
  
  4. Show changes that occur in the molecular bond when water changes from a solid to a liquid to a gas.
  

  Have the students stand as close together as they can and be very still. This represents the molecules in a frozen state.
  
  Have the students spread out a little and move slowly around, This represents the molecules in a liquid state.
  
  Have the students spread out even more, and allow them a minute to jump and bounce around quickly to represent water in its vapor form.

Assessment:

• If each student participates and generate ideas, the objective will have been met. Informal feedback provided by this kind of activity gives the teacher valuable information for planning next steps. The activities described are good for both pre-assessing backgrounds students already have and building and assessing understandings gained.

Example 2
All About Water

Activity Description

• The students apply what they know about the physical properties of water by making illustrated individual water booklets.

Materials Needed

• Paper for making booklets
  Pencils, crayons, markers, etc.
  Pictures, etc. if desired

Instructions for Making Booklets

• Use three pieces of paper cut in half length wise. Overlap them so that the top edge is an inch below the previous page. Fold in half and staple. This makes six page book with pages of different lengths. See drawing:

Procedure

• 1. Discuss with the students that they are going to make their own water booklets. Show them how the booklets look and tell them that each page will be different. It would be helpful to have a completed page to show the student how the booklet is developed a step at a time.
  
  2. Give needed instructions at each stage and include the following:
  • Page 1. The Title Page
    Page 2. Water in a Solid form
    Page 3. Water as a Gas
    Page 4. Water as a Liquid
    Page 5. Water in nature
    Page 6. How we use water

  
  (Discussion should precede independent work on each page.) The pages can be labeled, if desired.

Scoring Guide

All students should be able to participate at different levels. Assessment should take into consideration how many responses were made, how many responses were correct, and the depth of understanding shown in the response given.

Level 4. Student will have a drawing on each of the six pages indicating their understanding of the concept.

Level 3. Student will have a drawing on each of the six pages but the responses will be sketchy or have one incorrect response.

Level 2. Student will have a drawing on each of the six pages but the responses on 2 or 3 pages is not correct or incomplete.

Level 1. Student tries to respond, but displays show
little understanding of the concepts.

Level 0. Student responses are inappropriate and
incomplete.

Use of performance assessment can be a challenging and exciting way to involve students in thinking about and applying science processes and knowledge in their own lives.

DRAFT

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