EVALUATING ASSESSMENT - EDSC 4093

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The University of Oklahoma *

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4093

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Computer Science

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Jan 9, 2024

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Uploaded by DoctorThunder6576

Evaluating Assessment for a Science Topic of Interest Review your completed assignment (and any feedback received) Developing Assessment for a Science Topic of Interest. Choose one of the assessments you described and consider how you might evaluate the assessment for evidence of student learning. Assessment Summarize the assessment you chose in 1-2 sentences. The students will be given a magnetic ball and access to various materials (cardboard, glue, paper) and will build a maze for the magnet. Using other magnets and objects, the students will guide their magnetic ball through the maze. They will be in pairs. Part 1 Review the learning intentions and success criteria you defined. Using those, brainstorm what you might look for at each level of the SOLO Taxonomy specifically for the assessment you defined. Consider what would a learner know, understand, and be able to do at each level for the assessment task you’ve chosen and what it might look like. (Refer to Ch 2 for examples of student responses at each level of the SOLO Taxonomy) Prestructural Thinking Learner has no prior knowledge or experience with the information. Students would be able to construct the maze itself but not use a magnetic ball with it Unistructural Thinking Learner has a single idea or component related to the concept. Students will be able to guide the marble somewhat through the maze but would not know to use both pull and push Multistructural Thinking Learner begins to acquire multiple ideas that are combined into a coherent description. Students will be able to guide the marble through the maze with pushing and pulling on a single level maze. Relational Thinking Learner identifies relationships between concepts or ideas. The students could do someone else’s maze with ease Extended Abstract Thinking Learner transfers learning to different contexts. Students would be able to remake their maze, adding more difficulty

Part 2 Consider what your next instructional move after this assessment should be based on the evidence you could collect from students. For each of the three categories below, respond to the prompts to determine how you could respond to student evidence and support future learning. For students who get it What do they understand and how do you know? What questions could you ask to clarify what is understood? What could you do next to support their learning of the science ideas? For these students, they will be able to make changes to their maze and understand where the problems came from. They could help other students who are struggling. “Why did this part of your maze not work? What could you do to change it? If I change this, what would you do?” For students who have some good ideas, but … What do they understand and how do you know? What questions could you ask to clarify what is understood? What could you do next to support their learning of the science ideas? For these students, they will be able to make their maze and maybe guide the marble through it but would not be able to fix problems on their own. They would understand the push and pull and would be able to explain it to me but wouldn’t be able to fully put it into practice. “Why did it not work? Between these two options, which one would fix your problem.” For students who do not get it, yet. What do they understand and how do you know? What questions could you ask to clarify what is understood? What could you do next to support their learning of the science ideas? For these students, they would not be able to guide a marble through the maze and would not fully understand the push and pull of the magnet. I would ask these students to show me rather than tell me on all the parts of the project. These students may not be able to do the project but could show a magnetic object if given. “Can you show me a push with a magnet? How can you find a magnetic object? What parts are you stuck on?” Canvas Assignment: Evaluating Assessment for a Science Topic of Interest

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