Lesson 2: Sample Middle School Assessment Analysis
Objectives:
Learners will...
- Explore examples of formative and summative assessment techniques aligned with inquiry-based learning approaches.
- Use assessment data to inform instruction and support student learning outcomes.
Purpose
The purpose of this lesson is to dive into sample assessments aligned with NYSSLS and inquiry strategies. Exploring middle school science exams as a high school teacher allows us to enhance instructional effectiveness and student learning outcomes. Through this assignment, we will be provided insight into the foundational knowledge and skills that students bring with them from earlier grades, helping teachers better understand their students' starting points and potential areas of strength or challenge. This allows us as high school teachers to align our curriculum and instructional strategies with prior learning experiences, ensuring continuity and coherence in students' science education trajectory.
A common question many Earth Science teachers ask as we transition to NYSSLS is...
What topics will stay, and what topics are going?
Assignment
Access the links below for the 8th Grade Intermediate-Level Science Test Sample Items & Rating Guide:
http://www.nysed.gov/common/nysed/files/programs/state-assessment/ils-test-sample-items.pdf
http://www.nysed.gov/common/nysed/files/programs/state-assessment/ils-test-sample-rating-guide.pdf
On a Google Doc, title the doc "YOURLASTNAME_MS", and answer the following questions:
1. How does the structure of the science test align with the ideas portrayed by NYSSLS (CCCs, DCIS, SEPs, inquiry, etc.)?
2. In what ways do the test questions assess students' ability to apply scientific concepts and skills in real-world contexts?
3. Reflecting on the diversity of learners in the classroom, how does the test format accommodate various learning styles and provide opportunities for all students to demonstrate their understanding?
Place your reflections in this Google Folder.
Access 2 peers' documents and comment to facilitate conversation regarding this assessment. Share your thoughts, similar or different, and discuss the advantageous and challenges that you may see with this assessment structure.
Lesson Summary
When preparing to implement the New York State Science Learning Standards (NYSSLS) in our high school classroom, we can gain valuable insights by reviewing middle school NYSSLS exams.
Through this activity, the main goal was to recognize the following:
Assessment Practices: Reviewing middle school NYSSLS exams gives high school teachers an understanding of the types of assessments used to measure student learning aligned with the standards. Teachers can examine the format, structure, and rigor of these assessments to inform their own assessment practices in the high school classroom. This includes considering the balance between formative and summative assessments, as well as the incorporation of performance tasks and authentic assessments. Item clusters are introduced to us in this exploration.
In future planning, referring back to middle school assessments along with colleague collaboration can help develop:
Alignment with Prior Learning: Reviewing middle school NYSSLS exams allows high school teachers to understand the foundational concepts and skills that students have already been exposed to. This helps teachers ensure alignment between middle school and high school curricula, building upon students' prior knowledge and experiences.
Vertical Alignment: Analyzing middle school NYSSLS exams provides insight into the progression of learning across grade levels. High school teachers can identify the continuum of learning in science education and how concepts develop and deepen over time. This understanding helps teachers scaffold instruction and support students as they advance through the curriculum.
Reflection Question
Please add to your reflective journal.
Although this assignment was focused on reflection, after reading the lesson summary, reflect on where your science department is in their development of vertical alignment through grade levels. What are some challenges your department has encountered with this development?
If you have not experienced this yet, what are some challenged you can see emerging when you do begin to develop this alignment?