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The results of the pre-assessment show me what I was expecting to see. Four students met the objectives, four partially met them, and two did not meet the objectives. The students who did not meet the objectives did not surprise me. Student #4 has a one-on-one and is very low. She would not complete the pre-assessment worksheet so I had no information to score her on. Student #6 often tends to guess on his work and this causes him to not meet the standards. Students #3 and #10 partially met which surprised me. These students' guess a lot about their work and are both very low. I expected both of them to not meet these standards due to these known habits.
I used google sheets to organize and record my assessment data to visually see the differences throughout each lesson. The assessment is a performance task that is aligned with all of the objectives. This part of the task aligned with objectives 1-10. I wanted to get an understanding of the student's knowledge of each lesson I was presenting so that each question aligned with the lesson. This helped me see what areas I needed to work on more with the group and review in more detail based on students' answers of the pre-assessment.
After reviewing the individual students' results I learned that student #4 may not be able to participate much in these activities and may have to be pulled out at this time for extra support that is at her level of understanding. I also learned that students 6, 3, and 10 are not really restating the questions but just guessing so I will use that information to know they will need more support and engagement throughout the lesson. Students #1 and #2 are both fully under partially meet, but I know that after the unit is completed they will understand the lesson they just need a little more attention at the start. The rest of the students met the objectives and this was not a surprise to me. These students are very critical thinkers and spent more time trying to understand what the questions are asking.
The formative assessment for this lesson aligned with objective #1: Students can explain that things they can move, and that when they do, they are in motion objective #2 Students can identify various types of motion. The assessment tool for O1 was having students sort different objects in motion in a large group without the support of a teacher. The assessment tool for O2 was having the students review what they had done, and how they sorted each image, as well as discuss if any needed to be moved into a different group. The students would then reassess and correct any if needed as well as discuss why it needed to be moved through conversation with their peers. The Self-assessment tool was having the students move their names under where they felt comfortable about objects in motion. If the student placed a thumb up it meant they could show AND explain what it means for an object to be in motion, a thumb to the side is “I can show OR explain what it means when objects are in motion, and a thumb down means “I cannot show or explain what it means when an object is in motion.
Throughout the whole group activity for O1, which was sorting objects in motion vs not in motion, 7 out of 12 of my students met the objective, 3 out of 12 students partially met the objectives, and 2 out of 12 did not meet the objective goals. For O2 which used a formative assessment, the students received support from me for any corrections that may have needed. The statistics were the same for objective 1 as well as objective 2. With this information, I can see that some students are falling under the partially meets or does not meet category. I will keep this in mind moving forward and support some students who may be behind in this unit.
Looking at the self-assessment compared to the formative assessment data collected from performance tasks in some areas are inconsistent. For example, student #1 met the objectives through the formative assessment, but when she self-assessed herself she put herself in the category of does not meet. Another example of this is student #8 who partially met in the formative assessment but scored themselves as not meeting in the self-assessment. I think the inconsistency of scoring in the self-assessment is because this is all newly introduced to them and they are still working to understand how to self-reflect and score themselves appropriately.
Feedback:
Verbal: I want to use specific praise to the students verbally throughout the lesson. For example, I said “I like how you questioned where you placed your image after seeing others place theirs down” or “I like how you fixed your answers after you learned more about what motion is.”
Written: I will mark down notes before and after on my class list after looking at their pre and post-assessments and see who will need more support and how many of the students gained a larger understanding of what motion is after the activity took place.
The formative assessment of this lesson aligns with the objectives 3: Students can identify pushes that can have different strengths and directions and Objective 4: Students can explain that a bigger push makes things speed up or slow down more quickly. The formative assessment tool for O3 was the students figuring out the level of force needed to push a popsicle stick through the egg carton. The assessment tool used to meet O4 was an image taken by the students and then a verbal description from the students that were then scribed by the teacher. This allowed the students to explain what they did and how their thinking went.
Throughout the whole group conversation leading up to the lesson, we reviewed what it means to be in motion and then introduced what it means to push and pull. The formative assessment was based on their ability to explain AND show they knew what it meant to push and pull. 14% of the students met this objective, 33% partially met it, and 17% did not meet it. This formative assessment data tells me that most of the students are where they should be at this point. The students should be at partial meets because this is only their second lesson in the unit and they are still working on how to show as well as verbalize what their thinking is. I know we will need more work on the description which is why it is consistently embedded into this unit.
The self-assessment included both a pre-assessment and a post-assessment. Once again I used the name chart with the three thumb symbols, a thumb up, a thumb to the side, and a thumb down both before and after the lesson. There were only 7 students present for this activity due to absences and students being pulled for extra support. 57% of students in the pre-assessment put their name under the thumbs up. 29% of students put their names on their thumbs to the side, and 14% of the students put their names under thumbs down. Students were more challenged with this activity because it finally introduced explaining their thinking which is somewhat new to them. During the self-assessment I asked the students if they could explain AND show how they know something. They all did a good job self-reflecting using both explaining and showing rather than just putting their name under a random symbol. Not many students moved their names post-lesson besides student #1 who moved theirs from partially meets to does not meet. Only one student placed their name under does not meet, this was expected from this student because they don't have much confidence in their ability and I feel are still not sure how to truly self-assess themselves.
Feedback:
Verbal: I want to use specific praise to the students verbally throughout the lesson. For example, I could say “I like how you're trying new ways to push your straw through the egg carton” or “I like how you are looking around at the other options when sorting to get a better idea of where yours should be placed.”
Written: I will mark down notes before and after on my class list after looking at their pre and
post-assessments and see who will need more support and how many of the students gained a larger understanding of what motion is after the activity took place.
The formative assessment aligns with Objective 5: Students can identify that pushing or pulling on an object can change the direction of its motion and Objective 6: Students can explain that when objects touch or collide they push one another and can change motion. The formative assessment tool for O5 was students completing a worksheet talking about force and how it takes more force to move heavier objects in a different direction. The formative assessment for O6 was a hands-on activity where students passed a ball back and forth with their partner to work on what it means to change directions and how to change an object's direction using pushing, motion, and force.
Throughout the whole group conversation we read from the Next Generation Science Standards book and reviewed what it meant when an object is in motion, pushing and pulling, and I introduced force and changing direction today to all the students. Again there were only 7 students present in the lesson today due to absences and students being pulled out for extra support. 86% of students met the objectives for this lesson. All but two students got all 10 questions correct. One student met the objectives but only got 8 out of 10 correct. Only one student fell under “partially meets” getting 5/10 questions correct. No students did not meet the objective for this lesson.
I once again had the students complete a self-assessment before and after the lesson using the name chart and the thumbs. Today I had to explain to the students again that putting your name under a thumb isn't bad, it just shows me what I need to teach them. I saw a change in the student's answers after I explained this again. During the self-assessment 0% of students identified as meeting the objectives, 29% partially met them, and 71% did not meet the objectives based on their self-reflection. One comment made by student #7 stuck out to me. He placed his name under “Does not meet” and then when it was time to reassess at the end of the lesson he moved his name to “meets'' and sat down. He then raised his hand and said “Wait, can I move mine to partially meet? I think I can show you but I'm not sure I can use words to tell you how to change direction.” This felt rewarding that the students were able to have a stronger understanding of self-reflection as well understand the objectives. Student #10 put his name under meets post-self assessment but his formative assessment was the only partial meets. This student lacks confidence in what he needs to do and tends to guess on a lot of tasks because he does not listen to instructions or is unsure what to do and wants someone to do it for him constantly. For his self-assessment, I allowed him to place his name there because that's where he felt he fell. I did go to him one-on-one after the lesson and asked him questions about his paper and wrote notes to get a better understanding of his thinking. This way moving forward I can adjust my language to ensure he is grasping my direction.
Feedback:
Verbal: I want to use specific praise to the students verbally through the lesson. For
example, I could say “I like how you're trying different levels of force to see how much is
needed for the object to change direction” or “I like how much you're participating in our group
conversation!”
Written: I will mark down notes before and after on my class list after looking at their post-assessments and see who will need more support and how many of the students gained a larger understanding of what motion is after the activity took place.
I will put a handwritten sticky note at their desk
saying feedback specific to them and how they
did working through the activity.
The formative assessment of this lesson aligned with objectives 7 and objectives 8. Objective 7 is that students can identify that pushing or pulling on an object can change the direction of its motion and Objective 8 is, Students can explain that when objects touch or collide they push one another and can change motion. The classroom discussion involved the introduction of the objectives and the Next Generation Science Standard book we have been working with throughout this whole unit. The classroom discussion gave me information on students' knowledge and understanding for objective 8.
For objective 7 I used a formative assessment. This assessment was taken in the form of a prediction sheet. The students were able to fill out, through illustrations, what they thought would happen to the car's speed when they added more blocks. I had the students draw what they thought would happen when they added more and more blocks making the tower taller vs when it was only using one block. I then had them bring their work up to me and explain what was happening in their illustration. Some of the students' work have stars on them, this was to indicate that I needed to ask further questions such as “what happened when more blocks were added?” to get a stronger understanding of what they know. I then wrote notes on their paper so I could look back and get a strong understanding of their thinking. When they completed the activity I had them illustrate what actually happened when adding more blocks, and bring it back up to me where they then could tell me if their prediction matched what happened. All students met the objectives of this activity except two. Student #10 was being pulled for support at the time of the prediction so they only got to complete what happened so I gave them partial meets for this. Student #3 did not understand what a prediction was and drew a picture of a car crash so she received “does not meet.”
Looking at the students' self-assessment that was done at the start of the lesson and the end of the lesson the students all did well self-assessing themselves. I introduced the objectives using a projector screen again and then had the students assess themselves at the start using the same name chart that I have used throughout the whole lesson. All but two students put themselves under Meets. Two students put themselves under “Does not meet.” This wasn't surprising to me because the two students who put themselves under “Does not meet.” Understand what the self-assessment is and understand they won't know it all until after the lesson. For the rest of the class I felt comfortable with the materials being presented to them because it's the third day in the unit so they feel like they already know what it means to change speed. After the lesson I had 100% of the students place their names under Meets. I felt this was true. Even though student #3 did not meet the objectives on her prediction chart doesn't mean that she didn't understand what she was doing during the hands-on activity. I felt she knew what changing speed meant, but just had a difficult time understanding what a prediction is.
Feedback:
Verbal: I want to use specific praise to the students verbally throughout the lesson. For example, I could say “I like how you're trying different levels of force to see how much is needed for the object to change speed” or “I like how much you're participating in our group conversation!”
Written: I will mark down notes before and after on my class list after looking at their
post assessments and see who will need more support and how many of the students gained a larger understanding of what motion is after the activity took place.
I will put a handwritten sticky note at their desk saying feedback specific to them and how they did working through the activity.
The formative assessment of this lesson aligned with Objective #9 “Students can explain that pushing or pulling on an object can start or stop it from moving.” The students showed me they met this objective through the hands-on activity and the group discussion that explained and reviewed all our past topics, as well as introducing the newest one, starting and stopping. Objective 10 is “Students can explain that when objects touch or collide they push on one another and can change motion.” This objective was met by the formative assessment. They were able to record a video and verbally explain in the video what their approach was. It focused on the student learning, and thinking process throughout the whole lesson.
Throughout the activity and recording of their work 30% met the objectives, 40% partially met them, and 30% did not meet the objectives. The students were mostly able to show me what was happening but some students got very off task with the ball going back and forth and I don't think some students truly understood why they were passing the ball back and forth.
This formative assessment data showed me that over the entire unit students understood physical science and the objectives being presented to them. I am confident that the students have the expected amount of understanding on this topic.
Looking at the self-assessment that was done at the start and at the end of the hands-on activity and lesson the students changed their names more in this self-assessment than most of the other ones. For the self-assessment, 40% placed themselves under met 40% under partially met, and 20% under does not meet. At the end of the lesson, 90% of the students put their name under meets and only 10% put their name under does not meet. The student who said does not meet is not participating often in the lesson because she is receiving support on a lower level. The beginning of the unit to the end. I have seen the students build a strong understanding of self-reflection and self-assessment.
Feedback:
Verbal: I want to use specific praise to the students verbally throughout the lesson. For example, I could say “I like how you're trying different levels of force to see how different it feels to start and stop an object in motion” or “I like how much you're participating in our group conversation!”
Written: I will mark down notes before and after on my class list after looking at their post assessments and see who will need more support and how many of the students gained a larger understanding of what motion is after the activity took place.
It is needed when becoming an educator to reflect constantly. In doing so, I am continuing to review my practice to ensure that students are understanding the unit lesson by lesson. The results of the summative assessment is shown above. 7 students met the objectives, 2 students partially met them, and 1 student did not meet the objectives. The summative assessment scores were better for all students besides those who did not complete the worksheet. I was not surprised to see the students' growth because some students in the pre-assessment had never even been introduced to some of the topics. I knew once they had somewhat of an understanding regarding the vocabulary used they would score higher on the summative assessment.
Although there are a total 2 of students who partially met, all of the students' scores went up except student #4. Student #4 did not complete this assessment because it was beyond her ability and level. Student #10 has a very hard time paying attention and retaining information. I was not shocked that he did not meet the objectives, I felt that he guessed on a lot of his answers. Looking at the data from the pre-assessment and the summative assessment his answers remained the same in both. This shows he may have just chosen which answer looks more appealing to him and not him answering based on what is the correct choice. Student #3 surprised me because she also has a hard time retaining information and she seemed to understand the questions on the summative assessment.
A comparison of the pre-assessment performance and the summative assessment performance are linked below to easily see the differences.
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