Impact'on'Student'Learning'(Science)'Directions:''Portfolio'Artifact''
Updated'for'2012'NSTA'Preservice'Teacher'Standards'
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During!your!teacher!education!coursework!and!field!based!experiences!at!American!University,!you!have!explored!and!used!many!
assessment!techniques.!!In!your!courses!and!classroom,!you!have!diagnosed!student!prior!knowledge!through!the!use!of!pre@
assessments,!created!lessons!based!on!that!knowledge,!and!used!post@assessments!to!evaluate!student!learning!and!look!for!evidence!
of!change!in!students’!understanding!of!major!science!concepts,!principles,!theories,!and!laws.!!You!have!learned!about!a!variety!of!
assessment!techniques!to!ensure!that!student!knowledge!is!at!a!level!of!understanding!beyond!memorization.!
!
On!the!last!page!of!your!portfolio,!you!are!required!to!include!one!artifact!that!provides!evidence!of!your!ability!to!measure!your!impact!
on!student!learning.!!This!artifact!is!not!scored!as!part!of!your!portfolio,!but!is!a!separate!assessment.!!The!narrative!that!accompanies!
this!artifact!must!discuss!the!pre@assessment,!the!planned!instruction,!the!post@assessment!and!demonstrate!reflection!about!the!
student!learning!process!and!what!factors!may!have!impacted!student!learning!in!the!case!discussed.!!!
During!your!student!teaching/field!experience!and!in!EDU@542!you!should!plan!and!implement!the!following:!
• Use!an!appropriate!preCassessment!(diagnostic)!to!determine!students’!prior!knowledge!(you!may!design!this!yourself!or!use!
a!diagnostic!tool!that!already!exists);!
• Design'science'instruction!that!is!based!on!assessment!data!and!is!differentiated!based!on!needs!and!knowledge!of!skill!
levels;!!
• Use!an!appropriate!postCassessment!to!documents!student!learning;!
• Reflect!on!the!effects!of!your!actions!on!student!learning,!including!things!you!would!change!to!enhance!learning!and!
assessment.!!!
The!impact!on!student!learning!artifact!and!narrative!may!focus!on!one!student!or!an!entire!class.!!It!may!demonstrate!progress!on!
selected!objectives!over!a!year,!a!semester,!or!a!unit.!!You!may!have!more!than!one!artifact!as!evidence,!but!one!of!the!artifacts!should!
be!one!of!the!following:!
•
•
•
a!graph,!grade!book!page,!or!table!showing!growth!from!pre@!to!post@!assessment!
a!pre@assessment!
a!post@assessment!!
If!you!desire!to!provide!additional!evidence!of!your!ability!to!impact!student!learning,!you!may!include!secondary!artifacts.!!In!addition!
to!the!artifact!types!listed!above,!these!could!be!unit!plans,!lesson!plan(s),!student!work,!or!other!supporting!evidence.!
Although!you!are!not!required!to!include!test!data!from!an!entire!class!of!students,!including!such!data!will!provide!evaluators!with!
increased!knowledge!of!your!artifact.!
It!is!essential!to!make!it!clear!to!the!evaluator'what!progress!the!student(s)!made,!and!how!each!element!(i.e.,!pre@assessment,!
instruction,!post@assessment,!reflection)!is!addressed.!!!If!necessary,!describe!where!in!the!selected!artifact(s)!key!elements!are!covered.!!
Please!note!that!elements!that!are!not!represented!by!the!artifact!must!still!be!elaborated!on!in!the!narrative.!!Include!the!headings!Pre$
Assessment,*Instruction,*Post$Assessment,*and%Reflection!to!make!it!clear!where!each!element!is!addressed.!
Standard'
Artifacts!&!Reflection,!Overall!Organization!
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!
How'you'will'meet'standard'
• Include!at!least!one!artifact!that!is!one!of!the!following:!
• A!graph,!grade!book!page,!or!table!showing!growth!from!pre@!to!post@assessment!
• A!pre!assessment!
!
• A!post!assessment!
• (Additional!artifacts!may!be!included)!
• Discuss!the!pre@assessment,!post@assessment,!and!planned!instruction!in!your!narrative.!!
Reflect!deeply!and!meaningfully!on!student!learning.!!!
NSTA!2012!Standard!5a:!Provide!evidence!of!change!in!
mental!functioning!demonstrating!that!scientific!
knowledge!is!gained!and/or!corrected!
• Provide!pre@!and!post@!assessments,!description!of!instructional!plan,!analysis!of!
assessment!data!and!reflection!!
NSTA!2012!Standard!5b:!Provide!evidence!of!student!
understanding!of!the!nature!of!science,!to!include:!
• ability!to!distinguish!science!from!non@science!
• understand!evolution!&!practice!of!science!as!a!
human!endeavor!
• critically!analyze!assertions!made!in!the!name!of!
science!
• Include!these!three!elements!of!nature!of!science!in!the!pre@!and!post@assessments.!
• Include!these!three!elements!of!the!nature!of!science!in!instruction,!including!within!
active!inquiry!lessons!
!
NSTA!2012!Standard!5c:!Engage!students!in!
• Assess!student!understanding!of!these!inquiry!activities!in!the!pre@!and!post@assessments!
developmentally!appropriate!inquiries!that!require!them! • Incorporate!active!inquiry!into!lessons!!
to!develop!concepts!and!relationships!from!their!
• Encourage!students!to!develop!concepts!from!observations!in!a!scientific!manner!
observations!and!inferences!in!a!scientific!manner!
Impact'On'Student'Learning'Scoring'Rubric'(Science)'
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Directions:''Use!the!following!rating!scale!to!assess!the!Impact!on!Student!Learning!artifact.!!Students!should!receive!a!holistic!score!
of!1,!2,!or!3!on!each!section.!!Include!comments!that!support!your!rating!and!provide!constructive!feedback!to!the!candidate.!!
!!
Categories'
Needs'Improvement'(1)'
Acceptable'(2)'
Distinguished'(3)'
*'must'be'resubmitted'*'
Artifacts'and' • Primary!ARTIFACT!is!NOT! • Primary!ARTIFACT!is!one!of!the!
• Primary!ARTIFACT!is!one!of!the!
Reflection'
one!of!the!following:!
following:!
following:!
(Overall'
o A!graph,!grade!book!
o A!graph,!grade!book!page,!or!
o A!graph,!grade!book!page,!or!table!
Organization)'
page,!or!table!showing!
table!showing!growth!from!pre@!
showing!growth!from!pre@!to!post@
growth!from!pre@!to!
to!post@assessment!
assessment!
post@assessment!
o A!pre!assessment!
o A!pre!assessment!
o A!pre!assessment!
o A!post!assessment!
o A!post!assessment!
o A!post!assessment!
o (Additional!artifacts!may!be!
o (Additional!artifacts!may!be!included)!
o (Additional!artifacts!
included)!
• Narrative!includes!all!four!elements!
may!be!included)!
!
and!demonstrates!insightful!reflection!
• Narrative!does!not!
• Narrative!includes!all!four!elements!
on!the!impact!of!instruction!on!student!
include!all!four!elements!
(i.e.!pre@assessment,!planned!
learning!and!how!decisions!made!
(i.e.!pre@assessment,!
instruction,!post@assessment,!
during!instruction!and!assessment!
planned!instruction,!post@
reflection).!
could!have!influenced!the!results!of!
assessment,!reflection)!
post@assessment.!!Makes!clear!
suggestions!for!changes!in!future!
assessments!and!links!assessments!to!
specific!student!populations!
Categories'
Evidence'of'
Change'
'
NSTA%2012%
Standard%5a%
Needs'Improvement'(1)'
*'must'be'resubmitted'*'
• Minimal!description!of!
the!pre@assessment,!
instructional!materials!
and/or!post@assessment!
• Minimal!description!of!
data!collected!
• Minimal!evidence!of!a!
change!in!student!
thinking!provided!!
Acceptable'(2)'
•
•
•
Adequate!description!of!the!pre@
•
assessment!,!instructional!
materials!and!post@assessment!
o Discusses!methods!used!to!and!
why!these!methods!were!
selected!
o Includes!a!discussion!of!
presumed!student!scientific!
preconceptions!about!the!topic!! •
Adequate!description!of!the!data!
collected,!including!
o A!discussion!of!pre@assessment!
results!and!how!they!informed!
your!instructional!choices!
o A!discussion!of!post@assessment!
results!and!what!they!mean!in!
terms!of!student!learning!
o Appropriate!analysis!of!data!
collected!
•
Adequate!evidence!of!a!change!in!
student!mental!functioning!
demonstrating!that!scientific!
knowledge!is!gained!and/or!
connected!
Distinguished'(3)'
Superb'and'thorough!description!of!
the!pre@assessment!,!instructional!
materials!and!post@assessment!
o Discusses!methods!used!to!and!why!
these!methods!were!selected!
o Includes!a!discussion!of!presumed!
student!scientific!preconceptions!
about!the!topic!!
Superb'and'thorough!description!of!
the!data!collected,!including!
o A!discussion!of!pre@assessment!
results!and!how!they!informed!
your!instructional!choices!
o A!discussion!of!post@assessment!
results!and!what!they!mean!in!
terms!of!student!learning!
o Appropriate!analysis!of!data!
collected!
Clear'and'convincing!evidence!of!a!
change!in!student!mental!functioning!
demonstrating!that!scientific!
knowledge!is!gained!and/or!connected!
Categories'
Nature'of'
Science'
'
NSTA%2012%
Standard%5b%
Needs'Improvement'(1)'
Acceptable'(2)'
Distinguished'(3)'
*'must'be'resubmitted'*'
• Description!of!the!pre@
• Description!of!the!pre@assessment! • Description!of!the!pre@assessment!and!
assessment,!instruction,!
and!post@assessment!include!how!
post@assessment!include!how!students!
and!post@assessment!only!
students!will!be!assessed!in!at!least!
will!be!assessed!in!the!following!areas:!
minimally!address!issues!
two!of!the!following!areas:!
o Understanding!of!the!distinction!
relevant!to!nature!of!
o Understanding!of!the!distinction!
between!science!and!non@science.!
science.!
between!science!and!non@
o Understanding!of!the!evolution!and!
science.!
practice!of!science!as!a!human!
o Understanding!of!the!evolution!
endeavor!
and!practice!of!science!as!a!
o Ability!to!critically!analyze!assertions!
human!endeavor!
made!in!the!name!of!science!
o Ability!to!critically!analyze!
• Description!of!instruction!includes!how!
assertions!made!in!the!name!of!
all!of!these!areas!will!be!addressed!
science!
• Description!of!instruction!includes!
how!at'least'two!of!these!areas!will!
be!addressed!
Categories'
Inquiry'
'
NSTA%2012%
Standard%5c%
!
!
Needs'Improvement'(1)'
Acceptable'(2)'
*'must'be'resubmitted'*'
• Description!of!the!pre@
• Description!of!the!pre@assessment! •
assessment!and!post!
and!post@assessment!demonstrate!
assessment!do!not!
how!students’!inquiry!skills!will!be!
describe!how!student!
assessed.!
•
inquiry!will!be!assessed.!!! • Description!of!instruction!
• Description!of!instruction!
adequately'addresses!
only!minimally!includes!
o How!inquiry!was!used!to!access!
opportunities!for!student!
student!prior!knowledge!
inquiry.!
o How!inquiry!was!used!to!drive!
student!observations!or!student!
data!collecting!!
o How!your!instruction!enabled!
students!to!develop!concepts!&!
relationships!from!observations!&!
inferences!
Distinguished'(3)'
Description!of!the!pre@assessment!and!
post@assessment!demonstrate!how!
students’!inquiry!skills!will!be!assessed.!
Description!of!instruction!superbly'
addresses!
o How!inquiry!was!used!to!access!
student!prior!knowledge!
o How!inquiry!was!used!to!drive!
student!observations!or!student!data!
collecting!!
o How!your!instruction!enabled!
students!to!develop!concepts!&!
relationships!from!observations!&!
inferences!