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Qualitative Evidence Overview
Qualitative Evidence Overview
Because qualitative data is more subjective and exploratory than quantitative data, I can see a much wider range of students abilities in their work. In qualitative assignments I like to give my students the ability to show that they are not only able to express their ideas through writing but to aide their understandings with visuals. These types of assignments are great ways to cultivate cross-curricular skill sets like literacy, technology proficiency and etiquette, and using prior knowledge to complete current tasks. In my opinion this type of data is more holistic and rigorous because students are not simply answering bubble sheet questions, they are essentially showing all they have learned about a specific topic in their own words. With qualitative assignments it is critical to use a rubric so that there is some form of expectation set around the work that students will produce and to help guide them through their creative process. In this section I will demonstrate how our One Pager summative tasks support my students in their standard aligned learning objectives, increase flexible thinking opportunities, and are rigorous and differentiated for all learning levels.
What is a One Pager?
What is a One Pager?
One pager assignments allow students to take all that they have learned about a particular unit of study and summarize it into a one page informational document. As an alternative to a bubble sheet style end assessment, this assignment provides qualitative data and is much more inclusive of all learning levels within the classroom. In this assignment students are given a rubric to help guide their work, a specific set of instructions so make sure their work is all encompassing, an exemplar, and a vocabulary list to help build the assignment. This task sets out to demonstrate that students have not only retained the lessons, but can now condense all they have learned to possibly be used as an anchor chart for the classroom. While completing this assignment students are not permitted to use the internet as a reference, they can only rely on their notes from the class and any existing anchor charts in the classroom. The reasoning behind not using the internet is to see if there are any misconceptions that may still need to be addressed, demonstrate the importance of quality note taking, and to teach students how to design their own reference tools. I've selected this assignment to show the qualitative growth of my students because it incorporates a number of skill sets to complete and it is more inclusive in nature. The sample provided is what students will see for each of their summative one pager assignments, with the only change being to the essential question based on the unit if study.
These documents are presented to show how students are instructed to complete one pager activities. The images above include the rubric which tells students what and how they must include data in their one pager assignments. Additionally, the documents consists of the vocabulary list that is included with the assignment to support students through their design along with the instructions for the task.
Beginning of the Unit One Pager Samples
Beginning of the Unit One Pager Samples
The provided samples are examples of one pager unit summaries that were completed during our first end of unit assessment. These samples how how students interpreted the directions, performed the task, and were given feedback based on their performance with the desire to drive proficient results. There are samples from three students with varying academic and cultural backgrounds to give an encompassing perspective of student interpretation. Because students were initially struggling with the format and creating the document I provided them with a template they could fill in and use as a guide for our first one pager. The first one pager covers matter which includes element, compounds, mixtures, and the periodic table.
Student A
Student A
Student A is a student that performs well on PBL structured activities but can struggle during formal standardized tests. I have shown how they scored on the included rubric but in this example they have struggled to connect content and show relevance. They have provided facts without explanation or connection.
Student B
Student B
Student B is an ELL student that speaks moderate English and is generally in the mid to lower range during testing. This student struggled through this task and to build connections to the unit essential question. The attached rubric provides their score for the assignment along with notes on why they received that specific score. This is again an example of how they did not build connections so it was difficult to complete the assignment.
Student C
Student C
Student C is a higher performing student overall when it comes to standardized tests, but struggles during PBL structured tasks. While Student B has many of the components for the assignment it is not a cohesive piece of work which is why they received the score indicated in the rubric.
End of the Unit One Pager Samples
End of the Unit One Pager Samples
The following samples are from students A, B, and C further in the year during another end of unit assessment. As I analyze their work I am looking for progression in mastery and their ability to demonstrate that mastery of the standard. One pagers are meant to give students the ability to creatively and intentionally show that they not only met the unit objective but they can apply that objective with little direction from the instructor. As the year progressed students no longer needed to use the template I provided and were able to build their document on their own. Our most recent one pager discusses energy sources around the world.
Student A
Student A
Copy of Biomass One Pager.PNGAs you can see from the first to the last one pager for student A they were able to drastically change how they developed and presented their ideas and experienced dramatic academic growth. This example shows how student A has become familiarized with the structure of our one pagers, made better connections with their evidence, showcased relevant graphs and images, and expanded on the importance of the unit essential question. This student received a 14/15 on this assignment because I wanted to see a little more detail in their stated facts about biomass. I have included the rubric for how they were graded at the end of this assignment with my comments on their work.
Student B
Student B
Wind One Pager.PNGStudent B was also able to show dramatic growth in their overall perception of the one pager assignment along with how they select relevant evidence to support their assignment. From their initial one pager they have shown dramatic academic growth in the formation of evidence to show that they have fully understood the unit in its entirety and how they standards are connected through wind energy. This student received a 15/15 for adhering to the rubric and instructions for the one pager assignment.
Student C
Student C
Copy of Solar One Pager(1).PNGStudent C gave one of the most detailed one pager assignments for solar energy and showed dramatic academic growth along with the other examples. Their recent work showcases their complete understanding of wind energy and how it is important to our lives. They received a 15/!5 for this assignment and the work they put into showing that they have a detailed understanding of the unit essential question.
Conclusion
Conclusion
Each student that I have highlighted in this section has demonstrated a level of dramatic academic growth as we made our way through this school year. They have improved the quality of their work and therefore shown a deeper understanding of content materials and how to demonstrate their mastery. Throughout the year we have practiced their ability to reflect on what they have learned, analyze their own conceptual understanding, and demonstrate their understandings through different forms of assessment. In this section I have shown the evolution of my students through our one pager assignments and how practice with literacy and becoming more proficient with technology in science has led to them demonstrating dramatic academic growth in my classroom.
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