Task 3 Part C - Assessment Commentary Template PDF

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Secondary Science Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY Re s p o n dt ot h ep r o mp t sb e l o w( n omo r et ha n1 0s i n gl e s pa c e dp a ge s , i nc l u di n gp r ompt s )b yt y p i n gy o u r r e s p o n s e swi t h i n t h eb r a c k e t sf o l l o wi n ge a c hp r o mp t . Don o t d e l e t eo r a l t e r t h ep r o mp t s . Co mme n t a r yp a g e se x c e e d i n gt h ema x i mu mwi l l n o t b e s c o r e d . At t a c ht h ea s s e s s me n t y o uu s e dt oe v a l u a t es t u d e n t p e r f o r ma n c e( n omo r et ha n5a dd i t i on a l pa ge s ) t ot h ee n do f t h i s fi l e . I f y o us u b mi t as t u d e n t wo r ks a mp l eo r f e e d b a c ka sav i d e oo r a u d i oc l i pa n dy o uo r y o u r f o c u ss t u d e n t sc a n n o t b ec l e a r l y h e a r d , a t t a c hat r a n s c r i p t i o no f t h ei n a u d i b l ec o mme n t s( nomor et ha n2a dd i t i on a l p a ge s ) t ot h ee n do f t h i sfi l e . T h e s ep a g e s d on o t c o u n t t o wa r dy o u r p a g et o t a l .

1.

Analyzing Student Learning a. Identify the specific learning objectives measured by the assessment you chose for analysis.

[Standards: NGSS LS1.C: Organization for Matter and Energy Flow in Organisms HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Science & Engineering Practices: Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-LS1-6) Disciplinary Core Ideas: LS1: From Molecules to Organisms: Structure and Process Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Crosscutting Concepts: 1. Patterns - observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them. 2. Cause and effect- Events have causes, sometimes simple, sometimes multifaceted. Deciphering casual relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering. ELA/Literacy Connections: RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. RST.9-10.7: translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Co p y r i g h t ©2 0 1 8Bo a r do f T r u s t e e so f t h eL e l a n dSt a n f o r dJ u n i o rUn i v e r s i t y . 1of9| 1 0pa ge sma x i mum Al l r i g h t sr e s e r v e d . V0 7 Th ee d T PAt r a d e ma r k sa r eo wn e db yTh eBo a r do f T r u s t e e so f t h eL e l a n dSt a n f o r dJ u n i o r Un i v e r s i t y . Us eo f t h ee d T PAt r a d e ma r k si sp e r mi t t e d o n l yp u r s u a n t t ot h et e r mso f awr i t t e nl i c e n s ea g r e e me n t .

Secondary Science Task 3: Assessment Commentary

Objectives: PART ONE (Lesson 2)  Students will be able to design a scientific investigation with a hypothesis about bacteria growth and appropriate constants and variables.  Student will be able to list steps in designing and conducting an investigation for bacterial growth on agar. PART TWO (Lesson 3)  Students will be able to gather bacterial counts, organize, and graph the data (with appropriate scales) from the experiment.  Student will be able to analyze the bacterial data with respect to the hypothesis and draw an appropriate conclusion about products and bacterial growth.  Student will be able to infer and decipher scientific bacterial data to apply it to a real-life application.] b. Provide a graphic (table or chart) or narrative that summarizes student learning for your whole class. Be sure to summarize student learning for all evaluation criteria submitted in Assessment Task 3, Part D. [ Student Learning Objective

Lesson 2 Objective 1

Lesson 2 Objective 1

Lesson 2 Objective 1

Lesson 2 Objective 1

Lesson 3 Objective 2

Lesson 3 Objective 2

Lesson 3 Objective 2

Rubric

Guiding Questio And Purpose 5pts.

Hypothesis 5pts.

Materials 5pts.

Procedures 10pts.

Results 25pts.

Analysis 25pts.

Conclusion 25pts.

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17

4 4 5 4 5 3 2 5 5 5 3 4 4 5 3 3 4

5 4 5 5 5 5 4 5 5 5 4 5 3 5 5 5 3

4 5 4 4 4 4 4 5 5 4 4 3 4 5 2 4 5

5 5 8 7 4 7 5 8 8 10 8 7 5 8 8 7 5

23 22 24 21 25 24 23 25 25 24 23 20 18 20 23 20 17

18 22 23 20 25 18 23 25 20 20 25 20 20 16 25 23 15

20 17 20 17 17 20 20 25 20 15 17 15 15 17 15 20 12

Class Average Per question

4.00

4.59

4.11

6.82

22.18

21.06

17.76

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Secondary Science Task 3: Assessment Commentary

The data table shows the breakdown of how the class of 17 students were assessed on the scientific investigation that was broken down per area on a rubric. The green numbers are the high scores whereas the red are the lower than average scores. The scientific investigation evaluated the students' ability to construct an investigation from guiding question and purpose, creating a hypothesis, materials, and procedural steps, results with a data table and bar graph, analysis, and conclusion. The investigation assessed the comprehension of science concepts that the students learned in the learning segment. Students were graded on a rubric handed out on paper, gone over in class, and available on their classroom site online. The class average was 81%, which is higher than the past scientific investigations in the previous year. The lowest area overall for the class was the conclusion section, which included data supporting or not supporting their hypothesis, explaining the results, and real-world application The students are still struggling to understand and use higher-order thinking to answer the conclusion questions.] c. Use evidence found in the 3 student work samples and the whole class summary to analyze the patterns of learning for the whole class and differences for groups or individual learners relative to

 conceptual understanding,  use of scientific practices during inquiry, AND  development of an evidence-based explanation or reasonable prediction about a real-world phenomenon. Consider what students understand and do well, and where they continue to struggle (e.g., common errors, confusions, need for greater challenge). [Conceptual understanding is demonstrated in the assessment for lessons 2 and 3. As a whole class, every student submitted satisfactory work. Overall, the class scored an average of 81% on the scientific investigation packet. Some patterns that can be seen are that students did not have precise and detailed procedures for scientific investigation lesson 2; while the overall class scored a 6.82 out 10 points, this area needs improvement. The students rushed through this section on the investigation without realizing the importance of the procedural steps to ensure that any individual who performs the investigation does it the same way. The conclusion questions located at the end of the scientific investigation seemed to be another challenge area for the students—these required quality explanations of real-world applications. The students were able to complete the analysis and conclusion part of the packet over a class hour. Many students were concerned because they struggled to connect what they learned from the investigation and how it can be applied to the real-world. The best example of this struggle is the conclusion part c. The questions states, "How is what you learned from this investigation useful to people you know?" Answers will vary, but the answers could refer to the Covid-19 pandemic, sharing information that soap works better than sanitizers, it is better to use soap to wash hands instead of just rinsing hands with water, etc. Student 1 answered, "So people know what soap is the best to use." The answer is vague, with no specific soap that would be best or who they would share the information with. Student 2's response was also insufficient with their answer, "People may also need to know which hand cleaner works best in a pandemic." While the investigation is going on during the Covid-19 pandemic, which makes washing hands super essential to fight the virus, the students' learning segment was on prokaryotes, so no mention of Co p y r i g h t ©2 0 1 8Bo a r do f T r u s t e e so f t h eL e l a n dSt a n f o r dJ u n i o rUn i v e r s i t y . 3of9| 1 0pa ge sma x i mum Al l r i g h t sr e s e r v e d . V0 7 Th ee d T PAt r a d e ma r k sa r eo wn e db yTh eBo a r do f T r u s t e e so f t h eL e l a n dSt a n f o r dJ u n i o r Un i v e r s i t y . Us eo f t h ee d T PAt r a d e ma r k si sp e r mi t t e d o n l yp u r s u a n t t ot h et e r mso f awr i t t e nl i c e n s ea g r e e me n t .

Secondary Science Task 3: Assessment Commentary

bacteria. Student 3 answered the question, "I learned all soaps do not always wash away bacteria and not all sanitizers kill bacteria. Their answer was also vague, and no explanation about how this was useful to others. Most of the students in the class work jobs, whether on a farm, food establishment, or the local grocery store, a specific soap brand that did well in the investigation could be recommended to their employment place. The students could also share their findings that hand washing is more effective at getting rid of bacteria than sanitizers, so washing your hands is vital to rid of bacteria. The use of scientific practices happens mostly in lesson 3. The goal of the scientific investigation is the development of an evidence-based explanation. Students participated in science discourse and critically thought about their lab results throughout the lesson, which also served as a great informal assessment tool. All students created a data table and bar graph. The main points of improvement of evidence-based explanations included more on the thought process in the investigation's analysis and conclusion section. The data tables and bar graphs for the overall class did way above average. The class average was 22.18 out of 25 points. Most students forgot their x and y-axis labels or graph title, which a few points were deducted. In all three student work samples had points deducted for missing labels or titles, not including independent and dependent variables. Looking at the data table presented, 3 out of the 17 students received a full 25 points. Students were just not paying attention to details and not utilizing the rubric to ensure that they have completed everything. he highest area of scoring was the hypothesis in the scientific investigation. Students had previous knowledge of how to create a hypothesis from past science classes. The overall class score was 4.59 out of 5 points. Students overall did well but could have been more specific and detailed when creating a hypothesis. Student 2's hypothesis stated, "If we use sanitizer spray then it will kill some bacteria." I did write on his lab packet that the hypothesis was vague and gave an example, "If we use sanitizer spray, then there will be less bacteria than with bare hands." Getting students to slow down, think about what is being asked, and give some details would help create better answers.] d. If a video or audio work sample occurs in a group context (e.g., discussion), provide the name of the clip and clearly describe how the scorer can identify the focus student(s) (e.g., position, physical description) whose work is portrayed. [N/A] 2.

Feedback to Guide Further Learning Refer to specific evidence of submitted feedback to support your explanations. a. Identify the format in which you submitted your evidence of feedback for the 3 focus students. (Delete choices that do not apply.)

 Written directly on work samples or in separate documents that were provided to the focus students b. Explain how feedback provided to the 3 focus students addresses their individual strengths and needs relative to the learning objectives measured.

Co p y r i g h t ©2 0 1 8Bo a r do f T r u s t e e so f t h eL e l a n dSt a n f o r dJ u n i o rUn i v e r s i t y . 4of9| 1 0pa ge sma x i mum Al l r i g h t sr e s e r v e d . V0 7 Th ee d T PAt r a d e ma r k sa r eo wn e db yTh eBo a r do f T r u s t e e so f t h eL e l a n dSt a n f o r dJ u n i o r Un i v e r s i t y . Us eo f t h ee d T PAt r a d e ma r k si sp e r mi t t e d o n l yp u r s u a n t t ot h et e r mso f awr i t t e nl i c e n s ea g r e e me n t .

Secondary Science Task 3: Assessment Commentary

[On every students' work that I received, I made sure to give each student specific suggestions for improvement for future scientific investigations or CERs. The recommendations are for students to think about their answers and utilize the skills in the science classroom. The students will be able to use the suggestions to further their learning for other assessments that will be done in the inquiry labs. Student 1, who has an IEP, usually does an excellent job with citing correct data but struggles with using vocabulary in the learning targets, discourse, and using concise language. The student was very unclear in areas of the investigation packet. The packet's procedure section was unclear, and the vocabulary was not utilized, which caused confusion. I wrote in the section, "Remember to be precise; this way if someone follows the directions, they are doing the procedural steps exactly the same as you." Vocabulary words such as petri dish were not used; the student used disc instead, which I was unsure if the student meant agar or petri dish. The student utilized the term "germs' throughout the investigation packet instead of bacteria or prokaryotes, which is confusing. I left feedback on the packet that states, "germs can be bacteria, viruses, and fungi, etc. Use correct vocabulary, please in the future." Throughout the lab packet (hypothesis, bar graph, analysis, and conclusion), the student utilized the term germs many times instead of using bacteria or prokaryotes. The student did not complete the erroranalysis in detail, which caused points to be deducted for the section; I left feedback on the missing information section. Student 2, who has an IEP, usually performs below the class average and shows a pattern of misconceptions and errors that appear in their work. The student overall did above average on the scientific investigation. Some minor details were missing in all parts of the investigation. Student 2 used vocabulary correctly, but details in interpreting the bar graph were lacking. In the packet analysis section, the student explained the graph shows how each product did and that soap was better than sanitizer, but there was no quantitative data shared to confirm this. I left feedback, "giving quantitative detail would be great to explain the growth difference of bacteria per product." The student, once again, could use quantitative data in the conclusion section of the investigation. The student stated the spray sanitizer did kill some bacteria. The results turned out the way they did because of our testing." I suggested to look at the graph and use the data to explain the results. Student 2, like many students in the class, did not perform well with the procedure section of the investigation. Many steps were missing and unclear directions. I left feedback stating, "Remember details when writing out the procedure. " Student 3, who is a struggling learner, struggles to understand science vocabulary. The student did above average on the scientific investigation. The hypothesis was exact and worded correctly with the " if, then" statement. The student was given a graphic organizer to assist in completing each part of the investigation. The student's procedural write-up was listed in steps but missing a few details. The bar graph was done well, and student 3 included a key with the graph, and both x and y-axis were labeled. The only thing missing on the graph was the title did not have the independent and dependent variables. The analysis write-up was well done with correct science vocabulary. The student did not use any quantitative data from the bar graph to reinforce patterns or bacteria counts. I did write feedback that quantitative data would be a great addition. While the student gave three error analysis issues, it was not addressed how to fix the last problem. In the conclusion section, once again, the student could have used quantitative data from the bar graph to give more details about bacterial counts in certain soaps or sanitizers. The real-world application was an issue for the student. The student stated, "I learned that all soaps do not always wash away bacteria, and not all sanitizers kill bacteria." I left feedback for the student to think about, " do you think that using soap and sanitizers is still

Co p y r i g h t ©2 0 1 8Bo a r do f T r u s t e e so f t h eL e l a n dSt a n f o r dJ u n i o rUn i v e r s i t y . 5of9| 1 0pa ge sma x i mum Al l r i g h t sr e s e r v e d . V0 7 Th ee d T PAt r a d e ma r k sa r eo wn e db yTh eBo a r do f T r u s t e e so f t h eL e l a n dSt a n f o r dJ u n i o r Un i v e r s i t y . Us eo f t h ee d T PAt r a d e ma r k si sp e r mi t t e d o n l yp u r s u a n t t ot h et e r mso f awr i t t e nl i c e n s ea g r e e me n t .

Secondary Science Task 3: Assessment Commentary

better than just rinsing your hands in water or not doing anything?" and "what could you tell others."] c. Describe how you will support each focus student to understand and use this feedback to further their learning related to learning objectives, either within the learning segment or at a later time. [The students received their scientific investigation lab packets back graded with feedback. The feedback was written in colored ink for them to differentiate between input and their own work. I gave them class time to review their packet and ask me any questions they had. Then students were instructed to take their labs home for the night and make corrections on the written feedback. They will receive five extra credit points if they complete the revisions. The feedback written on their investigation packets will help them realize what is wrong, what is being asked and guide them towards the correct answer. By doing this, I supported student learning and advised them to apply the feedback from their lab to their knowledge and scientific concepts. One specific exam...