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DRAFT
SCIENCE ASSESSMENT PROJECT
SECOND GRADE PROTOTYPE

Dear Second 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 second grade students to write long answers to essay 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, 3020-0101, follows:

SCIENCE LEVEL 2

STANDARD 302-01 Students will compare changes and adaptations of plants and animals.

TOPIC: CHANGES IN PLANTS AND ANIMALS

STANDARD 3020-01

• Identify and compare changes plants and animals make that are related to the seasons.
• Communicate ways animals adapt to seasonal changes.
• Model seasonal changes in plants.
• Describe a relationship between a seasonal change in plants and a seasonal change in animals.

References:

Aquatic Project, Wild-Life Resources, Utah Division of Wild Life, 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.

Hands on Science, Jordan School District, Sandy, Utah, 1994. Level 2.

Project Learning Tree, American Forest Foundation, 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, "Identify and compare changes plants and animals make that are related to seasons," I have to decide what the words "identify" and "compare" mean as they apply to students in my second grade classroom.

In this objective the words "identify" and "compare" are clear. Students will be able to recognize what examples are, be able to identify them, and compare them with other examples. The indicators further note that students will be able to communicate ways animals adapt to seasonal changes, model (describe) seasonal changes in plants, and describe relationships between seasonal changes in plants and seasonal changes in animals. The ability to do these things requires knowledge of content, verbal and/or written skill needed to effectively communicate, and use of some higher thinking processes.

If the students can identify and compare changes plants and animals make that are related to seasons, communicate ways animals adapt to seasonal changes, model seasonal changes in plants, and describe a relationship between a seasonal change in plants and a seasonal change in animals, 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, 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, communicate, model, demonstrate, describe, and compare 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. Communication is done by physically doing and showing or demonstrating, by speaking, and by writing or drawing illustrations.

My task now is to decide what to teach, what information about changes, plants and animals make, related to the seasons that 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 identify, compare, communicate, model, and describe the content of the objective. The need for familiarity with several concepts is suggested including the meaning of seasons, adapt, migrate, insulate, hibernate, dormant, and burrow. I review concepts students have already studied in grade one, (e.g. Level 1, Standard 4), and build on what students already know. Then I determine what concepts I will use in teaching and testing. The objective, what is taught, and what is tested, should all be 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 identify, compare, model, and describe changes plants and animals make that are related to the seasons" I ask myself, "What are the tasks? "What are the prerequisites (skills and knowledge needed), to be able to do this?" When this is done, 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 2, Changes in Plants and Animals 3020-01

A. Background: Page 1

B. Activity 1: Humans Surviving the Seasons

B. Activity 2: Animals Surviving the Seasons

C. Activity 5: Life Cycles of Plants

D. Background: Page 1

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 identify how a specific tree changes in the winter. 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 content I identified from the objective and its indicators.

POTENTIAL WAYS OF TESTING THE ILO'S 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 an essay 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. As a usual rule, at second grade level, the teacher reads items orally with the students, and then the students respond in some way. Care should be taken to provide for limited reading and writing skills of most second grade students.

I now begin to write items. I start with some items what will be used informally in class to determine what my students already know about the content. e.g. "Are they able to describe the changes that come with different seasons?" "Can they explain how animals and plants adapt to seasonal changes?"

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 determine if students can remember what something means (the definition), or tell about what a word means, (Chart a. 1), I will ask them to do so. Examples of this kind of item follow:

Example 1:

• The teacher asks:
  • During what season do leaves on some trees turn bright colors and then fall off the trees?"

  Student Answer: Fall or Autumn

Example 2:

• The teacher asks:
  • What is one thing people can do in the spring to make sure there will be food for them to eat in fall and winter?

  Student Answer: Plant gardens, crops, food, etc.?

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 of a concept or principle, especially if the item requires memorizing a short answer. 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 cheating.

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 seasonal changes animals make follows:

• Teacher Asks:
  • "Which of the animals sleep during part of the winter and only wake up when there are warm days?"

  The student then selects one of the three animals pictured.

SNAKE*

FOX

OWL

Examples of multiple choice items that test ability to identify and compare how plants and animals change related to the seasons follow:

Note: 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 1:
  • The teacher asks:
    • Why do some animals migrate to other places in winter?

    The teacher reads the response choices; then the students respond:

    • A. To be in a warmer place*
      B. To be close by mountains.
      C. To be near their families.

• Example 2:
  • The teacher asks:
    • Why won't most flowers grow if they are planted in snowy winter weather?

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

    • Flowers need to have
      • A. lots of water.
        B. warmth and light.*
        C. room to blossom.

  Example 3:

  • The teacher asks:
    • How does having their hair go white in winter help some animals to survive?

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

    • A. The white color helps keep them warm.
      B. Their enemies can't easily see them.*
      C. The color helps them slide in the snow.

  Example 4:

  • The teacher asks:
    • Why do some animals grow thicker and longer hair or fur in winter?

    The teacher reads the response choice; then the students respond:

    • A. So they won't have to eat as much.
      B. Because long fur makes them strong.
      C. To keep them warm in cold weather.*

* Correct Response

Notice that the students are given three alternatives as response choices. It is generally recognized that four alternatives is preferable for mature students. Four choices reduces the chance of a student selecting the correct answer unless he or she knows it. The fewer the alternatives; the more chance for guessing. However, at second grade level, in formal testing situations three alternatives are almost always given.

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.

1 point:

• The student plans, begins the chart, and explains part of what he or she was going to do.

0 point:

• The student doesn't try to plan or to begin the task.

Example 2

Seasonal Changes

What Do We Do Now?

Activity Description

This assessment allows students to share their experience and understandings of how different animals adapt to the changing seasons, and allows the teacher to utilize tree and animal life that is native to the students' environment. The activity may be completed in sections, over a few days, or in one or two sessions, in which only the winter, or one other season's changes are addressed.

Materials Needed

• Butcher or Construction paper; Crayons, Markers, Pencils, etc.; Reference Books and Pictures

Part 1

• 1. Have the students help construct, or draw, a large tree with the ground and surroundings around the tree. Include hare, squirrel, and robin parents in the mural, or picture.
  • a. Attach, or draw, things needed to have the picture show the spring season. Discuss the different things that would appear in this scene in the spring. (e.g. Plants turning green some flowers blooming, eggs appearing in a robins, nest, some baby hares nestled in a burrow, etc.)

    b.Next discuss and draw pictures to replace, or add, to the scene for the summer season. (e.g.animal babies growing, plants growing and changing, perhaps more animals appearing.)

    c.Then discuss and draw pictures to add, or replace, to the scene for the fall or autumn season. (e.g. seeds and cones fallen on the ground, plants beginning to dry and become brown, animals beginning to collect food, and maybe changing coat appearance.

Assessment Check

Have the students predict and write about the coming changes for winter. Then discuss with the class. This can be graded on a 0-5 scale; the same as Part 2.

Part 2

• 1. Discuss what seasons have been studied. Then predict what needs to be added, or drawn, to replace, or make changes needed for the winter season. Make these changes. (e.g. hare changing coat color, squirrels staying in nests and sleeping much of the time, robins leaving and going to a warmer climate, mice becoming dormant in the ground, deer migrating to find better food source areas, etc.)

Assessment

Have students tell in an oral interview and/or have them draw and write about some changes that have occurred in the animals when winter came. Have them write in their own words why they think some of these things happen.

Assessment Scoring Guide for Parts 1 and 2

• 5 points: Student lists at least 5 reasons or changes that occur during the winter having to do with temperature changes and food availability.

  4 points: Student lists at least 3 reasons or changes that occur during the winter having to do with temperature changes and/or food availability.

  3 points: Student lists one of the animals and tells most of the things that happen to it and attempts to explain why.

  2 points: Student tries to explain why some of the changes are taking place due to weather and temperature changes.

  1 point: Student attempts to answer the question.

  0 point: Student makes no attempt to answer the question.

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

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 Essay Type Items

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 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 one, or both, of the following:
    • Write sentences telling two ways trees help animals survive hot summers?

    Student Answers will vary:

    • e.g. Birds live in trees. Trees give animals shade. Apples grow on trees.

    A follow up, or choice, might be to instruct the students to draw a picture, or pictures, showing two ways trees help animals stay alive in hot summers.

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 is usually 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 a maple tree loses its leaves in the fall and conclude that all trees lose their leaves in the fall. 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:
    • How is the fur on some animals different in in cold winter weather from how it is in hot summer weather?

    Student Answer:

    • Fur gets thicker and longer in winter.

Note: Follow up questions to extend thinking and assess depth of understanding might be: "Why?" (to keep them warm). 11 What happens when the weather gets warm?" (The animals shed, or lose, some of their hair or fur.) "What is an example of an animal that does this?" (horse, dog, cow, etc.)

Analagies

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 assessment tool.

• 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: Spring is to planting, as Fall is to ____________________________.
      
      Answer: harvesting

These kinds of items are difficult unless the items relate to concepts with which students are very familiar and to which they can bring a wide experience base. For primary age children, this format should be used only in game-like situations as "mind stretchers" and not in formal testing settings.

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

A special caution:

• Before students work independently on a performance test project, they need to have had sufficient concrete experiences and opportunity to discuss and relate these experiences to the content being learned.

Examples of performance tests, each designed to partially, not completely, assess the objective to "Identify and compare changes plants and animals make that are related to seasons" follow.

Example 1

Ways People Adapt to Changes in Seasons

Activity Description:

The students will share in a directed activity in which they identify, create a product, and share ideas about how people adapt to changes in seasons.

Materials Needed:

• 1211 by 1811 paper for making individual charts Pencils, crayons, markers, etc.; Pictures and easy to read reference books if needed for prompts.

Procedure

1. Create a list, such as the one given, by discussing with the students ways humans adapt to changes in seasons in order to survive and to be comfortable. Write key words on the chalkboard for the students to follow. Check to see that students understand the meanings of terms used such as "adapt".

• Ways People Adapt to Changes in Seasons
  • Dress
    Outdoor Play or Work
    Food to eat

2. Have each child think of a season and the ways they adapt to it. Then have some share their thoughts orally with the class.

3. Ask each child to pick a season and then each create a poster, illustration, or chart showing clothing worn, kind/s of outdoor activity, food eaten, and any other things of their choosing that show how they adapt, individually, to the changes the season they picked brings.

4. Have each student share his or her chart and its intent with a small group, or with the total class.

Assessment Scoring Guide:

3 points: The student plans, makes, and completes a picture, or chart, and shares it.

2 points: The student plans, begins and only partially finishes the chart, and shares what he or she has done.

DRAFT

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