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CCC Assessment

Discussion of Homework -Reading Chapter 15

• Divide into 5 groups (5 tables);
• For a couple minutes quietly in your notebook/computer braindump all the ways you assess your students (3 minutes)
• Then at your table do a whip around where you quickly tell everyone one favorite way you do formative assessment and summative in your classroom (keep it simple) (5 minutes)
• Next share with your table something that resonated for you when you read this chapter (5 minutes)
• It could be something you hadn’t thought about of something you already do
• Assign each group a slide (slides 5-9);
• Each group discuss the question on that slide and add some notes to the slide; 4 mins within group discussion;
• Share as a whole group (12 mins, 2 mins each table);

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1. How can we design CCC assessments that support students making sense of new phenomena and solving new problems?

Key vocabulary

Instruct students to “Be sure to use your understanding of (specific phenomenon) to consider this question.”

Phenomenon needs to be able to have the same type of questions that were practiced within the lessons.

Have phenomenon that they have experienced.

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2. How can we implicitly and explicitly assess student understanding of CCCs? (formative vs. summative)

Implicit: verbal discussions, brain dumps, jotting down observations, modeling without a CCC lens

Explicit: Teacher provides students with structured responses focusing on CCC (sentence frames, charts, models) Use the diagrams from green ninja

Formative- Create a cause and effect flow chart.

Create a bridge using given materials focusing on the structure and function

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3. What kinds of feedback are effective for supporting CCCs?

Student self & peer feedback : one point rubric for self evaluation

Explicit CCC-aligned rubrics ( Table 15.4 as reference for creating rubrics)

Informal feedback aligned to the rubrics

Peer presentation ( oral communication) & gallery walk for peer feedbacks

CCC-based feedback aligned to grade progressions ( formative-> summative assessments -> standards-based grading)

4. How do we make assessment questions equitable and accessible for students from diverse backgrounds?

Assess on a new phenomenon not used during lessons.

Making the CCCs explicit in assessment questions; teaching students they are examples of how scientists think.

Take pictures of things at home, football practice and connect it to a CCC

Choice: Describe how any two CCCs relate to this phenomenon

5. Crosscutting Concepts Assessment Prompts: Are they useful? Why or why not?

The prompts are useful with proper modifications if needed.

Depending on how you scaffold or setup the questions and the grade level or experience of the students. What will you do if they are unable to understand the questions as asked?

Depends on the timing of the questions, pre-assessment (initial model/hypothesis), summative assessment (final model based on evidence). How has their thinking changed?

Let’s evaluate and rewrite CAST assessment questions!

Charged Plates Question (rewritten)

If the sphere is released what direction would it move?

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Pick one of the CCCs and use it to explain the motion of the sphere.

Consider these answers:

Omar: Cause and Effect - the charge on the plates causes the sphere to move.

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Osvaldo: Energy and Matter - by moving towards the negatively charged plate the sphere lowers the potential energy of the system

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Edela: Structure and Function - the position of the two plates leads positive charges to move down.

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Rosy: Scale and Quantity - because there are two plates, the sphere moves twice as fast

Assessing CCCs

• What do we want students to know about the CCCs?
• What do we want students to be able to do with the CCCs?
• Is it possible to do the CCCs right?
• Is it possible to do the CCCs wrong?

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CAST

• In your table teams of 2-3 look at the CAST assessments prompts
• You as an individual will use the lens of the CCC you were assigned for the Frayer Model and in your group you will try and add appropriate questions at the bottom of the prompt.
• Idea is that maybe in your table group there are 2-3 lens that you will use.
• For example if you were on the Patterns team you can use the sample questions for patterns as sentence starters and you can customize.

Patterns

Cause and Effect

Scale, Proportion, and Quantity

Systems and System Models

Energy and Matter

Structure and Function

Stability and Change