introduction to integrated assessment - classzone · 2006-06-02 · introduction to integrated...

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

SCIENCE TOOLKIT F1

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t

Introduction to Integrated Assessment

What is happening in the world of assessment? Until recently, formal assessments, primarily paper-and-pencil tests, have been the most popular way to measure a student’s progress in school. Their popularity stems from their ease of use and their application as a objective measuring instrument. They are based on the belief that the knowledge a student has acquired is the most accurate indication of his or her success in school.

Over time, educators have begun to want more information about their students than could be gleamed from formal assessment and, as a result, have sought ways to get a broader view of their students’ skills and abilities. Especially in the science classroom, where the understanding of science process and lab skills are so important, teachers want assessment to mirror what they see from their students every day. Many teachers have turned to integrated assessments that involve students in complex, multimodal activities. These assessments help teachers see their students holistically as critical thinkers, problem solvers, and acquirers of knowledge. Integrated assessment is sometimes called authentic or performance-based assessment.

Formal and Integrated AssessmentsAlthough they may be seen as opposing methods, formal and integrated assessments are not necessarily in conflict. They are different ways of measuring student performance, with different goals and outcomes. A complete assessment program includes both formal and integrated assessments; a complete student profile includes results from both kinds of instruments.

Throughout McDougal Littell Science, you will find opportunities for both formal and integrated assessments. By using a mixture of assessment types, you and your students, together, can develop a comprehensive account of the student’s progress in learning science.

The diagrams on the next two pages offer a more complete description of these two major assessment types.

sxan-stf-tn-1-6 3/1/2004, 3:21 PM1

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

F2 SCIENCE TOOLKIT

Ru

bri

cs a

nd

Inte

gra

ted

Ass

essm

ent

What Is Formal Assessment?

Four types of formal assessment instruments are commonly used.

Characteristics of Formal Assessment 1. Formal assessment asks the student: What do you know? Its primary purpose is to

measure how much knowledge a student has retained from what has been taught.

2. The emphasis in on recall, generally demonstrated in paper-and-pencil tests. The tests often include multiple-choice, matching, and true-false items.

3. The tests are usually timed, giving students a limited amount of time in which to show what they know.

4. Formal assessment allows for comparisons. In standardized tests, a student’s results are compared with national norms; in criterion-reference tests, the results are compared with a percentage score that is said to indicate mastery. When these tests are used, it is possible to compare a student’s performance with that of other students in the classroom, the district, or the country.

FORMAL ASSESSMENT

Standardized Tests• measure a student’s performance in

various knowledge and skill areas against students in other districts or across the country

• compare results with national norms* example: nationally published

standardized tests given once a year

Criterion-Referenced Tests• measure whether a student has

attained mastery of instructional objectives• compare results with a set percentage score* examples: classroom, school, or district tests

that measure specified instructional objectives

Program TestsTeacher-Made Tests

• measure a student’s retention and comprehension of specific content* examples: Section Quizzes, Chapter Tests, and

Unit Tests for McDougal Littell Science

Essay Tests

• measure a student’s ability to express himself or herself in writing, given a specific

assignment• measure some content knowledge

* example: placement exams

sxan-stf-tn-1-6 3/1/2004, 3:21 PM2

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

SCIENCE TOOLKIT F3

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t

What Is Integrated Assessment?

The techniques and instruments associated with integrated assessment fall into three main categories.

Characteristics of Integrated Assessment 1. Integrated assessment asks students the following: What can you do? How can you

do it? Its primary purpose is to give a broad picture of the student as a critical thinker, problem solver, and learner.

2. The tasks and experiences used for integrated assessment are already familiar to students. They include the variety of activities found in most classrooms, such as unit projects, laboratory investigations, models discussions, and other forms of expression.

3. Integrated assessment is ongoing. Students have the opportunity to show what they can do in a variety of tasks over time.

4. Both teachers and students are actively involved in integrated assessment. Reflection, self-assessment, observation, and participation are at the heart of the process.

5. Integrated assessment is holistic. Teachers use many different models to get a full picture of a student’s performance.

INTEGRATED ASSESSMENT

Portfolio Assessment• a purposeful collection of student

work that exhibits the student’s overall efforts, progress, and achievements over time in one or more areas of the curriculum* examples: lab reports, posters, essays,

models, videos, journals

Process Assessment• requires students to

demonstrate or share their processes, behaviors, strategies, and critical

thinking abilities as they conduct laboratory investigations or work in groups

• focuses the teacher’s attention on student processes, behaviors, and strategies rather than on the final results• is based on judgment guided by criteria

* examples: laboratory investigation, group discussion, cooperative

activity

Product and Performance Assessment

• requires students to produce a tangible product or to create a

performance that demonstrates their understanding of skills and concepts

• focuses the teacher’s attention on the final results rather than on the processes students used to create them• is based on judgment guided by criteria

* examples: lab notebook, oral presentation, science poster

sxan-stf-tn-1-6 3/1/2004, 3:21 PM3

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

F4 SCIENCE TOOLKIT

Ru

bri

cs a

nd

Inte

gra

ted

Ass

essm

ent

Tools for Integrated Assessment

Process AssessmentProcess assessment focuses on observing students in the process of understanding and communicating rather than on assessing the final results. You might call this “watching minds at work” or “observing work in progress.” The emphasis is on understanding the behaviors, strategies, and critical thinking skills your students use as they participate in class activities.

CHARACTERISTICS OF PROCESS ASSESSMENT

1. In process assessment, there are no test items. The assessment requires either observation of students in action, such as when they are carrying out an investigation in the laboratory.

2. Assessment formats include scales, checklists, and anecdotal records.

3. The evaluation focuses on a student’s ability to apply higher-level thinking skills to a task rather than on his or her ability to recall information or to perform specific skills.

4. The evaluation focuses on a student’s processes, behavior, and strategies rather than on the final results of the process. This is not to suggest that final results are not important; they simply aren’t the focus of this kind of assessment.

USING FORMS TO ASSESS PROGRESS

• Work with students to create the rubric you will use to evaluate behaviors. Provide concrete descriptions of the criteria that will be used to assess the behaviors, and give examples of how the criteria will be scored.

• Let students know how and when you will be observing them.

• The following pre-made rubrics and forms are available in this binder:

Rubric or Worksheet Page

Lab Skills Rubric F9

Class Discussion Rubric F10

Notetaking Self-Assessment F11

Cooperative Activity Rubric J10

Product and Performance AssessmentIn product and performance assessment, the student is required to develop a tangible product or performance as evidence of learning. Traditionally products and performances have been assessed and graded by the teacher working after the product is complete. Integrated assessment of products and performances calls for ongoing communication with students about goals and standards and for the assessment of a wider range of products than might previously have been considered.

CHARACTERISTICS OF PRODUCT AND PERFORMANCE ASSESSMENT

1. Product and performance assessment places the emphasis on the final results rather than on the process by which a student reached the results. As an evaluator, you need to separate the process from the end result in making your assessment.

sxan-stf-tn-1-6 3/1/2004, 3:21 PM4

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

SCIENCE TOOLKIT F5

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t

2. Products or performance can be short-term or long-term, taking a class period, several days or weeks, or even several months to complete.

3. Students can do projects alone or in groups.

4. Product and performances are often multi-part, involving several stages, components, and tasks. For that reason, the final result is apt to be as successful as the planning and organizing that the student puts into it.

USING FORMS TO ASSESS PRODUCTS AND PERFORMANCES

• Work with students to create the rubric you will use to evaluate products or performances. Provide concrete descriptions of the criteria that will be used to assess the product or performance, and give examples of how the criteria will be scored.

• Let students know how and when you will be assessing their work.

• The following pre-made rubrics and forms are available in this binder:


Design Your Own Investigations (Experiments) Rubric F12

Design Your Own Investigations (Science Process) Rubric F13

Guided Investigations (Experiments) Rubric F14

Guided Investigations (Science Process) Rubric F15

Written Pieces Rubric F16

Posters and Displays Rubric F17

Oral Presentations Rubric F18

Multimedia Presentations Rubric F19

Student Conferences F20

Peer Assessment F21

Peer Response Worksheet F22

Portfolio AssessmentAn assessment portfolio is a collection of student work that demonstrates effort, progress, and achievement over time. It is analogous to the portfolios used by artists, writers, photographers, and architects in the professional world. Portfolios enable students to review the progress they have made and to evaluate the products they have created. In selecting samples of their work to be assembled into a portfolio, students answer such questions as, Which work shows the best I can do? Which work shows the progress I have made? Which work demonstrates the variety of things I can do?

Using portfolios for assessment is a practice that has become increasingly popular in schools as a way to focus on student growth and development. In contrast to traditional forms of assessment, portfolios are ongoing and they require student involvement.

Portfolios provide teachers and students with feedback about the process of learning and therefore play a role in instruction as well as in assessment. Teachers and students can review the portfolio contents together to see how well the student is learning and what he or she needs to review.

sxan-stf-tn-1-6 3/1/2004, 3:21 PM5

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

F6 SCIENCE TOOLKIT

Ru

bri

cs a

nd

Inte

gra

ted

Ass

essm

ent

CHARACTERISTICS OF PORTFOLIOS

1. A portfolio has a clear purpose, established early in the year and understood by the teacher and the students.

2. Portfolios are selective: they are not holders for all of a student’s work.

3. Students must be involved in selecting the portfolio contents.

4. Criteria for selecting and judging portfolio contents must be established early.

5. Portfolios must contain evidence of self-assessment and reflection, showing what students know about themselves and their work. This evidence can take the form of letters, notes to the teacher, or other devices that students develop.

6. Portfolios are usually chronological, demonstrating a student’s growth and development over time.

7. Portfolios often include a wide array of student work, capturing the depth and breadth of a student’s understanding.

DECIDE ON A TYPE OF PORTFOLIO TO USE

Teachers typically use one or more of four common types of portfolios.

• A working portfolio is a record of a student’s work in a particular class. It contains a collection of student products, performances, and test results over a given period of time. The intent is usually to accumulate final results rather than to reflect on the development processes. Often a working portfolio becomes a resource for a showcase portfolio.

• A showcase portfolio includes selected examples of a student’s best work. It features products and performances that go beyond paper-and-pencil worksheets and tests. Often the work meets clearly stated learning objectives and criteria. Self-reflection is especially important for this type of portfolio. Typically the student and the teacher both write reflective pieces explaining why they consider the work to be the student’s best.

• A process portfolio shows a student’s work in all its stages, up to and including the final results. In a process portfolio, students keep all the evidence of a work in progress. This portfolio can also become a resource for a showcase portfolio.

• A cumulative or archival portfolio shows a student’s best work over several years. Examples are typically drawn from a showcase portfolio and include a student’s reflections on the work.

USING FORMS TO CREATE AND ASSESS PORTFOLIOS

• Work with students to create the rubric you will use to evaluate portfolios. Provide concrete descriptions of the criteria that will be used to assess the portfolios, and give examples of how the criteria will be scored.

• Let students know how and when you will be assessing their work.

• The following pre-made rubric and forms are available in this binder:


Student Portfolios Rubric F23

Portfolio Contents F24

Portfolio Reflection F25

Portfolio Self-Assessment F26

sxan-stf-tn-1-6 3/1/2004, 3:21 PM6

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

SCIENCE TOOLKIT F7

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t

ASSESSMENT

Lab Safety QuizWrite the letter of the BEST answer.

1. Before starting an investigation or lab procedure, you should

a. try an experiment of your own

b. open all containers and packages

c. read all directions and make sure you understand them

d. handle all the equipment to become familiar with it

2. When pouring chemicals between containers, you should hold the containers over

a. the floor or a waste basket

b. a fire blanket or an oven mitt

c. an eyewash station or a water fountain

d. a sink or your work area

3. If you get hurt or injured in any way, you should

a. tell your teacher immediately

b. find bandages or a first aid kit

c. go to the principal’s office

d. get help after you finish the lab

4. If your glassware is chipped or broken, you should

a. use it only for solid materials

b. give it to your teacher

c. put it back into the storage cabinet

d. increase the damage so that it is obvious

5. If you have unused chemicals after finishing a procedure, you should

a. pour them down a sink or drain

b. mix them all together in a bucket

c. put them back into their original containers

d. throw them away where your teacher tells you to

6. If electrical equipment has a frayed cord, you should

a. unplug the equipment by pulling on the cord

b. let the cord hang over the side of a counter or table

c. tell your teacher about the problem immediately

d. wrap tape around the cord to repair it

sxan-stf-cm-7-26 3/1/2004, 3:22 PM7

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

F8 SCIENCE TOOLKIT

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t

7. If you need to determine the odor of a chemical or a solution, you should

a. use your hand to bring fumes from the container to your nose

b. bring the container under your nose and inhale deeply

c. tell your teacher immediately

d. use odor-sensing equipment

8. When working with materials that might fly into the air and hurt someone’s eye, you should wear

a. goggles

b. an apron

c. gloves

d. a hat

9. Before doing experiments involving a heat source, you should know the location of the

a. door

b. windows

c. fire extinguisher

d. overhead lights

10. If you get a chemical in your eye, you should

a. wash your hands immediately

b. put the lid back on the chemical container

c. wait to see if your eye becomes irritated

d. use the eyewash right away

11. When working with a flame or heat source, you should

a. tie back long hair or hair that hangs in front of your eyes

b. heat substances or objects inside a closed container

c. touch an object with your bare hand to see how hot it is

d. throw hot objects into the trash when you are done with them

12. As you cut with a knife or other sharp instrument, you should move the instrument

a. toward you

b. away from you

c. vertically

d. horizontally

ANSWER KEYNOTE: Cover up this answer key with a piece of paper before photocopying the quiz for students.1. c, 2. d, 3. a, 4. b, 5. d, 6. c, 7. a, 8. a, 9. c, 10. d, 11. a, 12. b

sxan-stf-cm-7-26 3/1/2004, 3:22 PM8

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

SCIENCE TOOLKIT F9

PROCESS ASSESSMENT

Lab SkillsEvaluate someone else’s work, or your own, by circling the appropriate number for each criterion. Then add up the circled numbers in each column and record the sum in the subtotals row at the bottom. Add up these subtotals to get the total score.

Graded by _______________________________________________ Total _____________ /100

Behavior Completely Mostly Partially Poorly

Follows lab procedures carefully and fully 10–9 8–7–6 5–4–3 2–1–0

Wears the required safety equipment and displays knowledge of safety procedures and hazards

10–9 8–7–6 5–4–3 2–1–0

Uses laboratory time productively and stays on task

10–9 8–7–6 5–4–3 2–1–0

Making and Recording Observations Completely Mostly Partially Poorly

Uses tools, equipment, and materials properly

10–9 8–7–6 5–4–3 2–1–0

Makes quantitative observations carefully, with precision and accuracy

10–9 8–7–6 5–4–3 2–1–0

Uses the appropriate SI units to collect quantitative data

10–9 8–7–6 5–4–3 2–1–0

Records accurate qualitative data during the investigation

10–9 8–7–6 5–4–3 2–1–0

Records measurements and observations in clearly organized tables that have appropriate headings and units

10–9 8–7–6 5–4–3 2–1–0

Works well with partners 10–9 8–7–6 5–4–3 2–1–0

Efficiently and properly solves any minor problems that might occur with materials or procedures

10–9 8–7–6 5–4–3 2–1–0

Subtotals:

Comments

Ru

bri

cs a

nd

Inte

gra

ted

Ass

essm

ent

sxan-stf-cm-7-26 3/1/2004, 3:22 PM9

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

F10 SCIENCE TOOLKIT

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t

PROCESS ASSESSMENT

Class DiscussionEvaluate someone else’s work, or your own, by circling the appropriate number for each criterion. Then add up the circled numbers in each column and record the sum in the subtotals row at the bottom. Add up these subtotals to get the total score.

Graded by _______________________________________________ Total _____________ /100

Cooperation Completely Mostly Partially Poorly

Freely participates in discussion 10–9 8–7–6 5–4–3 2–1–0

Listens carefully and respectfully to others

10–9 8–7–6 5–4–3 2–1–0

Shares personal opinions 10–9 8–7–6 5–4–3 2–1–0

Displays tolerance for different opinions

10–9 8–7–6 5–4–3 2–1–0

Contributes appropriate ideas and suggestions

10–9 8–7–6 5–4–3 2–1–0

Individual Performance Completely Mostly Partially Poorly

Is prepared 10–9 8–7–6 5–4–3 2–1–0

Stays on task during discussion 10–9 8–7–6 5–4–3 2–1–0

Communicates ideas clearly and supports own point of view with reasons or evidence

10–9 8–7–6 5–4–3 2–1–0

Shows confidence in own judgment

10–9 8–7–6 5–4–3 2–1–0

Demonstrates ability to modify thinking 10–9 8–7–6 5–4–3 2–1–0

Subtotals:

Comments

sxan-stf-cm-7-26 3/1/2004, 3:22 PM10

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

SCIENCE TOOLKIT F11

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t

PROCESS ASSESSMENT

Note-Taking Self-AssessmentUse this checklist to assess the notes you have taken during class or while reading the textbook.

CONTENT

My notes are complete, containing all the topics and information I need for studying.

I used a variety of graphic devices to organize information about important topics.

I took notes about all vocabulary terms with one or more graphic devices.

I took notes from class discussion.

ORGANIZATION

I clearly labeled each topic—such as by chapter and section—to make it easy to find.

I clearly labeled the most important topics, such as those that the teacher said would be included on the test.

USEFULNESS

My notes are easy to read and use for studying.

I highlighted the most difficult concepts for later studying.

I have filled in any holes in my notes, such as notes from classes that I missed.

How I can improve my notetaking skills:

sxan-stf-cm-7-26 3/1/2004, 3:22 PM11

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

F12 SCIENCE TOOLKIT

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t

PRODUCT AND PERFORMANCE ASSESSMENT

Design Your Own Investigations: ExperimentsUse this rubric for investigations that include a hypothesis. Evaluate someone else’s work, or your own, by circling the appropriate number for each criterion. Then add up the circled numbers in each column and record the sum in the subtotals row at the bottom. Add up these subtotals to get the total score.

Graded by _______________________________________________ Total _____________ /100

Problem Completely Mostly Partially Poorly

Written as an open-ended question 4 3 2 1–0

Hypothesis Completely Mostly Partially PoorlyTestable 4 3 2 1–0

Written in “If…, then…, because” form 4 3 2 1–0

Matches the problem 4 3 2 1–0

Materials Completely Mostly Partially PoorlyMaterials are listed 4 3 2 1–0

Procedure Completely Mostly Partially PoorlyWritten in numbered, sequential steps 5 4 3–2 1–0

Starts with an action verb 5 4 3–2 1–0

Observe and Analyze Completely Mostly Partially PoorlyAt least three constants are identified 6 5 4 3–2–1–0

One variable is identified 6 5 4 3–2–1–0

Qualitative QuantitativeObservations are clearly described

Measurements are accurate and precise

6 5 4 3–2–1–0

Observations are drawn in color

Data are clearly organized in tables

6 5 4 3–2–1–0

Observations are drawn for before/after

Graph has a title, its axes are labeled, and its units identified

6 5 4 3–2–1–0

Conclude Completely Mostly Partially PoorlyProblem is answered 6 5 4 3–2–1–0

Results are compared to the hypothesis 6 5 4 3–2–1–0

Inference is made (data are explained) 6 5 4 3–2–1–0

Inference is consistent with the data 6 5 4 3–2–1–0

Possible limitations or errors listed 6 5 4 3–2–1–0

Neat and legible 4 3 2 1–0

Accurate spelling and grammar 3 2 1 0

Name, period, date, lab number, title 3 2 1 0

Subtotals:

sxan-stf-cm-7-26 3/1/2004, 3:22 PM12

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

SCIENCE TOOLKIT F13

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t


Design Your Own Investigations: Science ProcessUse this rubric for models and other investigations that do not include hypotheses. Evaluate someone else’s work, or your own, by circling the appropriate number for each criterion. Then add up the circled numbers in each column and record the sum in the subtotals row at the bottom. Add up these subtotals to get the total score.

Graded by _______________________________________________ Total _____________ /100

Materials Completely Mostly Partially PoorlyMaterials are listed 4 3 2 1–0

Procedure Completely Mostly Partially PoorlyWritten in numbered steps 4 3 2 1–0

Sequential 4 3 2 1–0

Starts with an action verb 4 3 2 1–0

Set-up drawn (in color if appropriate) 4 3 2 1–0

Observe and Analyze Completely Mostly Partially PoorlyProcedure is followed and data are carefully gathered

10–9 8–7 6–5–4 3–2–1–0



10–9 8–7 6–5–4 3–2–1–0



10–9 8–7 6–5–4 3–2–1–0



10–9 8–7 6–5–4 3–2–1–0

Conclude Completely Mostly Partially PoorlyData and observations fit purpose for carrying out investigation

8–7 6–5 4 3–2–1–0

Inference is made (data are explained) 8–7 6–5 4 3–2–1–0

Inference is consistent with the data 8–7 6–5 4 3–2–1–0





Subtotals:

sxan-stf-cm-7-26 3/1/2004, 3:22 PM13

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

F14 SCIENCE TOOLKIT

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t


Guided Investigations: ExperimentsUse this rubric for investigations that include a hypothesis. Evaluate someone else’s work, or your own, by circling the appropriate number for each criterion. Then add up the circled numbers in each column and record the sum in the subtotals row at the bottom. Add up these subtotals to get the total score.

Graded by _______________________________________________ Total _____________ /100

Hypothesis Completely Mostly Partially PoorlyWritten in “If…, then…, because” form 5 4 3–2 1–0

Matches the problem 5 4 3–2 1–0

Procedure Completely Mostly Partially PoorlySet-up drawn (in color if appropriate) 5 4 3–2 1–0

Observe and Analyze Completely Mostly Partially PoorlyAt least three constants are identified 5 4 3–2 1–0

One variable is identified 5 4 3–2 1–0



10–9 8–7 6–5–4 3–2–1–0



10–9 8–7 6–5–4 3–2–1–0



7–6 5 4 3–2–1–0

Conclude Completely Mostly Partially PoorlyProblem is answered 8–7 6–5 4 3–2–1–0

Results are compared to the hypothesis 8–7 6–5 4 3–2–1–0

Inference is made (data are explained) 8–7 6–5 4 3–2–1–0

Inference is consistent with the data 8–7 6–5 4 3–2–1–0





Subtotals:

sxan-stf-cm-7-26 3/1/2004, 3:22 PM14

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

SCIENCE TOOLKIT F15

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t


Guided Investigations: Science ProcessUse this rubric for models and other investigations that do not include hypotheses. Evaluate someone else’s work, or your own, by circling the appropriate number for each criterion. Then add up the circled numbers in each column and record the sum in the subtotals row at the bottom. Add up these subtotals to get the total score.

Graded by _______________________________________________ Total _____________ /100

Procedure Completely Mostly Partially PoorlySet-up drawn (in color if appropriate) 5 4 3–2 1–0

Observe and Analyze Completely Mostly Partially PoorlyProcedure is followed and data are carefully gathered

10–9 8–7 6–5–4 3–2–1–0



10–9 8–7 6–5–4 3–2–1–0



10–9 8–7 6–5–4 3–2–1–0



10–9 8–7 6–5–4 3–2–1–0

Conclude Completely Mostly Partially PoorlyData and observations fit purpose for carrying out investigation

10–9 8–7 6–5–4 3–2–1–0

Inference is made (data are explained) 10–9 8–7 6–5–4 3–2–1–0

Inference is consistent with the data 10–9 8–7 6–5–4 3–2–1–0

Possible limitations or errors listed 10–9 8–7 6–5–4 3–2–1–0

Neat and legible 5 4 3–2 1–0

Accurate spelling and grammar 5 4 3–2 1–0

Name, period, date, lab number, title 5 4 3–2 1–0

Subtotals:

sxan-stf-cm-7-26 3/1/2004, 3:23 PM15

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

F16 SCIENCE TOOLKIT

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t


Written PiecesEvaluate someone else’s work, or your own, by circling the appropriate number for each criterion. Then add up the circled numbers in each column and record the sum in the subtotals row at the bottom. Add up these subtotals to get the total score.

Graded by _______________________________________________ Total _____________ /100

Ideas and Content Completely Mostly Partially Poorly

Begins with a clear statement of the topic and purpose

10–9 8–7–6 5–4–3 2–1–0

Provides information that is essential to the reader’s understanding

10–9 8–7–6 5–4–3 2–1–0

Supporting details are precise, related to the topic, and effective

10–9 8–7–6 5–4–3 2–1–0

Structure and Form Completely Mostly Partially Poorly

Follows a logical pattern of organization

10–9 8–7–6 5–4–3 2–1–0

Uses transitions between ideas 10–9 8–7–6 5–4–3 2–1–0

When appropriate, uses diagrams or other visuals

10–9 8–7–6 5–4–3 2–1–0

Grammar, Usage, and Mechanics Completely Mostly Partially Poorly

Correct spelling, capitalization, and punctuation

10–9 8–7–6 5–4–3 2–1–0

Correct grammar and usage 10–9 8–7–6 5–4–3 2–1–0

Varied sentence structures 10–9 8–7–6 5–4–3 2–1–0

Neat and legible 10–9 8–7–6 5–4–3 2–1–0

Subtotals:

Comments

sxan-stf-cm-7-26 3/1/2004, 3:23 PM16

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

SCIENCE TOOLKIT F17

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t


Posters and DisplaysEvaluate someone else’s work, or your own, by circling the appropriate number for each criterion. Then add up the circled numbers in each column and record the sum in the subtotals row at the bottom. Add up these subtotals to get the total score.

Graded by _______________________________________________ Total _____________ /100

Ideas and Content Completely Mostly Partially Poorly

Topic is well researched and quality information is presented

10–9 8–7–6 5–4–3 2–1–0

The poster communicates an obvious, overall message

10–9 8–7–6 5–4–3 2–1–0

Structure and Form Completely Mostly Partially Poorly

Poster has a large title and its message, or purpose, is obvious

10–9 8–7–6 5–4–3 2–1–0

Images are big, clear, and convey important information

10–9 8–7–6 5–4–3 2–1–0

More important ideas and items are given more space and presented with larger images or text

10–9 8–7–6 5–4–3 2–1–0

Colors are used for a purpose, such as to link words and images

10–9 8–7–6 5–4–3 2–1–0

Sequence of presentation is easy to follow because of visual cues, such as arrows, letters, or numbers

10–9 8–7–6 5–4–3 2–1–0

Artistic elements are appropriate and add to the overall presentation

10–9 8–7–6 5–4–3 2–1–0

Text is neat and large enough to be read from about one meter away

10–9 8–7–6 5–4–3 2–1–0

Grammar, Usage, and Mechanics Completely Mostly Partially Poorly

Captions and labels have correct spelling, capitalization, and punctuation

10–9 8–7–6 5–4–3 2–1–0

Subtotals:

Comments

sxan-stf-cm-7-26 3/1/2004, 3:23 PM17

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

F18 SCIENCE TOOLKIT

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t


Oral PresentationsEvaluate someone else’s work, or your own, by circling the appropriate number for each criterion. Then add up the circled numbers in each column and record the sum in the subtotals row at the bottom. Add up these subtotals to get the total score.

Graded by _______________________________________________ Total _____________ /100

Delivery Completely Mostly Partially PoorlyPresentation is delivered well, and enthusiasm is shown for topic

10–9 8–7–6 5–4–3 2–1–0

Words are clearly pronounced and can easily be heard

10–9 8–7–6 5–4–3 2–1–0

Information is presented in a logical, interesting sequence that the audience can follow

10–9 8–7–6 5–4–3 2–1–0

Visual aids are relative to content, very neat, and artistic

10–9 8–7–6 5–4–3 2–1–0

Rapport with Audience Completely Mostly Partially PoorlyOften makes eye contact with audience 10–9 8–7–6 5–4–3 2–1–0

Listens carefully to questions from the audience and responds accurately

10–9 8–7–6 5–4–3 2–1–0

Demeanor Completely Mostly Partially PoorlyStands straight, facing the audience 10–9 8–7–6 5–4–3 2–1–0

Uses movements appropriate to the presentation; does not fidget

10–9 8–7–6 5–4–3 2–1–0

Content Completely Mostly Partially PoorlyCovers the topic well in the time allowed 10–9 8–7–6 5–4–3 2–1–0

Gives enough information to clarify the topic, but does not include irrelevant details

10–9 8–7–6 5–4–3 2–1–0

Subtotals:

Comments

sxan-stf-cm-7-26 3/1/2004, 3:23 PM18

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

SCIENCE TOOLKIT F19

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t


Multimedia PresentationsEvaluate someone else’s work, or your own, by circling the appropriate number for each criterion. Then add up the circled numbers in each column and record the sum in the subtotals row at the bottom. Add up these subtotals to get the total score.

Graded by _______________________________________________ Total _____________ /100

Ideas and Content Completely Mostly Partially PoorlyTopic is well researched and quality information is presented

10–9 8–7–6 5–4–3 2–1–0

The product shows evidence of an original and inventive approach

10–9 8–7–6 5–4–3 2–1–0

The presentation conveys an obvious, overall message

10–9 8–7–6 5–4–3 2–1–0

Most of artwork, animations, video, graphics, sounds, etc. are original

10–9 8–7–6 5–4–3 2–1–0

Structure and Form Completely Mostly Partially PoorlyContains all the required media elements, such as text, graphics, sounds, videos, and animations

10–9 8–7–6 5–4–3 2–1–0

Fonts and formatting are used appropriately to emphasize words; color is used appropriately to enhance the fonts

10–9 8–7–6 5–4–3 2–1–0

Sequence of presentation is logical and/or the navigation is easy and understandable

10–9 8–7–6 5–4–3 2–1–0

Artistic elements are appropriate and add to the overall presentation

10–9 8–7–6 5–4–3 2–1–0

Delivery Completely Mostly Partially PoorlyThe combination of multimedia elements with words and ideas produces an effective presentation

10–9 8–7–6 5–4–3 2–1–0

Grammar, Usage, and Mechanics Completely Mostly Partially PoorlyWritten elements have correct spelling, capitalization, and punctuation

10–9 8–7–6 5–4–3 2–1–0

Subtotals:

Comments

sxan-stf-cm-7-26 3/1/2004, 3:23 PM19

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

F20 SCIENCE TOOLKIT

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t


Student ConferencesFill out this worksheet before meeting with your teacher about a project that you have been working on. Bring the sheet to the conference to help guide the discussion.

1. What is the purpose of this project? Summarize the work you’ve done in two or three short sentences.

2. What is the best thing about the project?

3. What aspect of the project could use some improvement?

4. How will you go about improving the project?

5. Have you made spelling and grammar mistakes? If so, how will you go about fixing them?

6. What is the most important thing you’ve learned from working on this project?

sxan-stf-cm-7-26 3/1/2004, 3:23 PM20

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

SCIENCE TOOLKIT F21

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t


Peer AssessmentBe an attentive listener as your classmates share their work. Write the titles of the presentations and the names of the presenters on the form below. Use the rubric scale to rate the presentations.

Assessed by _____________________________________________ Date _________________

Presentation Title and Presenters Rating CommentsTreatment of Subject 3 2 1

Product/Exhibition 3 2 1

Presentation 3 2 1

Best Quality:

Needs Work:

Treatment of Subject 3 2 1


Presentation 3 2 1

Best Quality:

Needs Work:

Treatment of Subject 3 2 1


Presentation 3 2 1

Best Quality:

Needs Work:

What are the most interesting things you learned?

sxan-stf-cm-7-26 3/1/2004, 3:23 PM21

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

F22 SCIENCE TOOLKIT

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t


Peer Response Worksheet

Use this worksheet to evaluate someone else’s work. Remember to keep your responses constructive and helpful.

Reviewed by _____________________________________________

1. What is the main idea or purpose of the work being assessed? State it in one or two simple sentences.

2. What aspect or part of the work did you like best? Why?

3. What one idea or aspect would you like the student to add?

4. What one idea or aspect of the work do you think could be omitted?

5. Complete the following sentence: My favorite thing about this work is _______________ ,

but I think that it could be improved by __________________________________________.

sxan-stf-cm-7-26 3/1/2004, 3:23 PM22

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

SCIENCE TOOLKIT F23

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t

PORTFOLIO ASSESSMENT

Student PortfoliosEvaluate someone else’s work, or your own, by circling the appropriate number for each criterion. Then add up the circled numbers in each column and record the sum in the subtotals row at the bottom. Add up these subtotals to get the total score.

Graded by _______________________________________________ Total _____________ /100

Versatility Completely Mostly Partially PoorlyDemonstrates a wide range of abilities and interests

10–9 8–7–6 5–4–3 2–1–0

Approaches each task creatively 10–9 8–7–6 5–4–3 2–1–0

Reflections Completely Mostly Partially PoorlyHas made careful selections for the portfolio 10–9 8–7–6 5–4–3 2–1–0

Has explained his or her selections clearly 10–9 8–7–6 5–4–3 2–1–0

Has reached valuable insights about the work 10–9 8–7–6 5–4–3 2–1–0

Improvement Completely Mostly Partially PoorlyHas made significant improvement 10–9 8–7–6 5–4–3 2–1–0

Recognizes where the work could be further improved, and shows and interest and willingness in making the improvement

10–9 8–7–6 5–4–3 2–1–0

Problem Solving Completely Mostly Partially PoorlyRecognizes problems as he or she works 10–9 8–7–6 5–4–3 2–1–0

Shows resourcefulness in solving problems 10–9 8–7–6 5–4–3 2–1–0

Content, Form, and Mechanics Completely Mostly Partially PoorlyShows good understanding of content, form, and mechanics

10–9 8–7–6 5–4–3 2–1–0

Subtotals:

Comments

sxan-stf-cm-7-26 3/1/2004, 3:23 PM23

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

F24 SCIENCE TOOLKIT

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t


Portfolio Contents

Directions: Use this form to keep track of your portfolio contents and your reasons for including each piece. Once you have completed the selection process, make a separate table of contents from this list.

Date Work Added to Portfolio Why I Feel Good About It or What I Learned From It

sxan-stf-cm-7-26 3/1/2004, 3:24 PM24

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

SCIENCE TOOLKIT F25

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t


Portfolio Reflection

Directions: Use this form to summarize your feelings about the pieces you have chosen for your portfolio.

1. Which piece was the easiest for me to do? ______________________________________

2. Which piece was the hardest for me to do? _____________________________________

3. Which piece shows the most improvement? _____________________________________

4. Which piece makes me most proud? ______________________________________

5. Which piece shows the most creativity? ______________________________________

6. Which piece was the most fun to do? ______________________________________

Which piece do I like the most? ______________________________________

8. Which piece do I expect my teacher to like the most?

9. Which piece do I think my family will like the most?

10. Which piece would I like to do over again in order to improve it?

11. What do I want my teacher to notice most about my portfolio?

12. What do I want my family to notice most about my portfolio?

13. If I had more time, what would I change about my portfolio?

7.

sxan-stf-cm-7-26 3/1/2004, 3:24 PM25

Cop

yrig

ht ©

by

McD

ouga

l Litt

ell,

a di

visi

on o

f H

ough

ton

Miffl

in C

ompa

ny

F26 SCIENCE TOOLKIT

Ru

bri

cs a

nd

In

teg

rate

d A

sses

smen

t


Portfolio Self-Assessment

Directions: Discuss with your teacher the criteria for evaluating portfolios, and then use this form to evaluate your own.

1. What are the standards that will be used by your teacher to evaluate the work in your portfolio?

2. Do you think these standards are complete and fair? If not, what would you change about them?

3. Thinking about the work you have collected, what makes you proud of your portfolio?

4. In general, what would you change about the work in your portfolio?

5. Which piece makes you the happiest? Why?

6. Which piece gave you the most trouble? Describe the trouble you had with it.

7. Which piece would you like to do over again, and how would you improve it?

8. Which piece was the most enjoyable to do?

9. Which piece do you think is your most creative?

10. In the future, what kinds of work would you like to do more often?

11. Comparing your earlier work with your later work, do you see improvement? Describe the differences you see.

12. What have you learned by selecting and evaluating the pieces in your portfolio? Describe the experience on the back of this sheet.

sxan-stf-cm-7-26 3/1/2004, 3:24 PM26

introduction to integrated assessment - classzone · 2006-06-02 · introduction to integrated...

Documents