Using Formative Assessment with
NC Science Essential Standards
2012 Collaborative Conference for
Student Achievement
March 20, 2012
2:30-4:00pm
Expected Outcomes
• To learn about assessment probes as a
tool for formative assessment
• To identify types of assessment probes
• To link concepts in the NC Science
Essential Standards and research on
learning to specific assessment probes
• To incorporate probes into Formative
Assessment Plans
Formative Assessment Probes
A probe…
– Is a purposefully designed question that
reveals more than just an answer.
– Elicits a response that helps teachers
identify students’ ideas about a concept
or phenomena.
– Promotes thinking and discussion of
ideas.
Definition from Mundry, S., Keeley, P., and Landel, Carolyn (2010). A leader’s guide to science curriculum
topic study. Arlington, VA: NSTA Press.
From Keeley, P., Eberle, F. and Farrin, L. (2005). Uncovering student ideas in science(Vol.1)-25 formative assessment probes. Arlington, VA: NSTA Press.
NC Science Essential Standards Vertical Progression
PSc.3.2.4 Illustrate the
Phy.2.2.2 Analyze wave
wave interactions of
reflection, refraction,
diffraction, and interference.
behaviors in terms of
transmission, reflection,
refraction and interference.
6.P.1.2 Explain the relationship among visible light, the
electromagnetic spectrum, and sight.
6.P.3.2 Explain the effects of electromagnetic waves on
various materials to include absorption, scattering, and
change in temperature.
4.P.3.2 Recognize that light travels in a straight line until it
strikes an object or travels from one medium to another, and
that light can be reflected, refracted, and absorbed.
Example Topic:
Interaction of Light & Matter
Related Ideas in National Science Education Standards (NRC 1996)
– K-4 Properties of Objects and Materials
Objects have many observable properties.
– K-4 Light, Heat, Electricity, and Magnetism
Light can be reflected by a mirror, refracted by a lens,
or absorbed by an object.
– 5-8 Transfer of Energy
Light interacts with matter by transmission (including
refraction), absorption, or scattering (including
reflection). For a person to see an object, light from
that object –emitted by or scattered from it –must enter
the eye.
Example Topic:
Interaction of Light & Matter
Related Ideas in Benchmarks for Science Literacy (AAAS 1993)
• K-2 Structure of Matter
Objects can be described in terms of their physical properties
(color, texture, etc.)
• 3-5 Motion (New benchmark, AAAS 2001)
Light travels and tends to maintain its direction of motion until it
interacts with an object or material. Light can be absorbed,
redirected, bounced back, or allowed to pass through.
Example Topic:
Interaction of Light & Matter
Related Ideas in Benchmarks for Science Literacy (AAAS 1993)
(continued)
•6-8 Motion
– Light from the Sun is made up of a mixture of many different
colors of light, even through to the eye the light looks almost
white. Other things that give off or reflect light have a different mix
of colors.
– Something can be “seen” when light waves emitted or reflected
by it enter the eye.
•9-12 Motion
– Waves can superpose on one another, bend around corners,
reflect off surfaces, be absorbed by materials they enter and
change direction when entering a new material.
Research on Student Learning
• Middle school students often will accept
the idea that mirrors reflect light but may
not accept the idea that ordinary objects
reflect light.
• Some students even lacked a conception
of light bouncing or reflecting off any
objects. They thought color to be a
property of an object rather than related to
interaction with light.
From Keeley, P., Eberle, F. and Farrin, L. (2005). Uncovering student ideas in science(Vol.1)-25 formative assessment probes. Arlington, VA: NSTA Press.
Suggestions for Instruction & Assessment
• Explicitly link the idea of “seeing” to reflected light.
• Concrete experiences comparing rough and smooth surface
reflection
• Connect to real-life applications, such as remote sensing
images by satellites.
• Ask students to draw and explain ray diagrams.
• Explain what happens when light interacts with materials
associated with these properties: texture, luster, color,
transparent, translucent, opaque.
• Distinguish between the general references for reflection in
the English language and scientific meaning.
• Have students generate their own list.
From Keeley, P. and Harrington, R.(2010). Uncovering student ideas in physical science-45 new force and motion assessment probes. Arlington, VA: NSTA Press.
From Keeley, P., Eberle, F. and Farrin, L. (2005). Uncovering student ideas in science(Vol.1)-25 formative assessment probes. Arlington, VA: NSTA Press.
From Keeley, P.(2011). Uncovering student ideas in life science-25 new formative assessment probes. Arlington, VA: NSTA Press.
From Keeley, P., Eberle, F. and Dorsey, C. (2008). Uncovering student ideas in science(Vol.3)-another 25 formative assessment probes. Arlington, VA: NSTA Press.
Oil is an important energy resource used
by humans. Several friends were arguing
about where this energy resource came
from. This is what they said:
Julie:
“It came mostly from fossil remains of giant ferns and trees that lived millions of years ago.”
Ross:
“It came mostly from inside ancient rocks that melted inside the Earth millions of years ago.”
Delores: “It came mostly from a gooey liquid that was inside ancient volcanoes millions of years ago.”
Nathan: “It came mostly from the remains of dinosaurs that decayed millions of years ago.”
Edie:
“It came mostly from a gooey liquid that was inside ancient volcanoes millions of years ago.”
Seth:
“It came mostly from microscopic and other ocean organisms millions of years ago.”
Justine: “It came mostly from ancient mud, sand, and soil that eventually turned to liquid inside the Earth
millions of years ago.”
Malia:
“It came mostly from gasoline that was trapped inside the Earth’s crust for millions of years.”
Cecelia: “It came mostly from the rotting blubber of ancient whales that lived millions of years ago.”
Circle the name of the person you most agree with. Explain your thinking. Describe where you think oil
came from and how it was formed.
From Keeley, P. and Tugel, J. (2009). Uncovering student ideas in science(Vol.4)- 25 new formative assessment probes. Arlington, VA: NSTA Press.
Types of Probes
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Justified List
Prediction
Familiar Phenomena
Friendly Talk
Formative Assessment Model
NC FALCON
North Carolina’s Formative Assessment
Learning Community’s Online Network
Resources
• NC Education Online Training https://center.ncsu.edu/nc/
• NSTA Science Curriculum Topic Study and Leader’s Guide by Page
Keeley http://www.curriculumtopicstudy.org/
• NSTA Store http://www.nsta.org/store/
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– Uncovering Student Ideas in Science Formative Assessment Probes
(Volumes 1-4)
– Uncovering Student Ideas in Physical Science
– Uncovering Student Ideas in Life Science
– Science Formative Assessment: 75 Practical Strategies for Linking
Assessment, Instruction, and Learning
NC Science Wiki http://scnces.ncdpi.wikispaces.net/home
– K-12 Science Essential Standards by Strand (Excel file)
– Customized Curriculum Topic Study (CTS) Guides for Essential Standards K-12
Strands
– Recorded Webinar Series focusing on using NC CTS Strand Guides
Would you be interested in applying to
write Formative Assessment Plans
aligned with NC Science Essential
Standards for NCFALCON?
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Google Docs Application Form
We need your expertise!
Tentatively scheduled for June 2012
Pre-approval by your district will be required.
Teachers will receive a stipend.
In North Carolina
Jami Inman
Secondary Science Consultant
Jami.inman@dpi.nc.gov
919-807-3607
NCSTA