Critical Thinking Assessment Practices

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University of Phoenix *

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520

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Psychology

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Feb 20, 2024

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Summative Assessment Critical Thinking Assessment Practices Jennifer Koerte University of Phoenix Cur/515 Brenda Norheim November 20, 2023

Survival Of Living Things: A five-day Unit with a lesson each day Essential Question: How do living things grow and survive? Lesson Outline 1. Parts of living things Formative assessment Jigsaw 2. Biomimicry Formative Assessment Design a Solution 3. Offspring and inherited traits Animals and Plants Formative Assessment Pair Share Plant Investigation/Observation 4. Interdependence of plants and animals 5. Food Chains Formative Assessment Food Chain Activity Formative Assessments Jigsaw - This activity will be completed as an assessment after the Parts of Living Things portion of the unit. Students will be placed into seven groups in these groups students will be given a living thing animal or plant and identify the body part from the image that helps them survive. Students will record information on a provided recording sheet. Next students will be shuffled into new groups the group members in the new group will share information they learned and recorded about their previous animal.

Jigsaw is a cooperative learning strategy students must demonstrate comprehension of the content, problem solving, and communication skills. The teacher will be circulating listening to conversations and checking in with various groups, assessing, clarifying, and asking probing questions. When students are not solid in their understanding they will be learning from peers as well. This is a way for the teacher to assess but also make sure every student is ready to move on to the next concept. Create a Solution- After learning about biomimicry and how animals have inspired solutions to human problems (for example Speedo designed swimwear that was sleek and smooth like shark skin to help swimmers be faster) Students will be given a problem Mrs. Koerte has a chest full of jewels she wants to protect. Design and create a solution to the problem by mimicking an animal trait. Students will write down what their animal inspiration is and what body part inspired their solution. Students should write or draw a picture of their solution idea. When students are asked to design something, they must use critical thinking. They need to collect necessary information, define the problem, integrate information they have learned, and anticipate problems. This activity allows the teacher to assess their critical thinking and ideas around the content concept. Pair Share- After learning about animals and their offspring students will be shown a series of different animals and their babies. The teacher will also read a description of how the parents interact with their young. Students will have a checklist of things displayed on the board to discuss with their partners about each animal deciding which and how these things are apparent.  Provides shelter.  Feeds

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 Teaches  Protects In this pair share students will have to think critically discussing information given and evaluating what they think is happening in the description of the animal. If students can make connections of what they have learned and give examples of animal parents providing for their young, the content learning is being displayed. They will be showing critical thinking because the examples may require some analysis and are just plainly stated. For example, a rabbit does not come back to the nest with the intent of not attracting predators, but students must tease this idea out as a way of protection even though it is not implicitly stated. The teacher will use the ideas that students formulate to differentiate instruction, reflect if the lesson was effective, and give feedback to students. Plant Investigation/Observation-After learning about plants and their offspring Working with a partner students will go outside and find a plant. Students will pick two leaves and bring them back into the classroom. Students will use a magnifying glass and sense of touch to observe the traits of the plants. Noticing the color, shape, veins, or other characteristics. Next, they will try to find another group who chose a leaf from the same kind of plant. They will need to explain what they observed and justify why they think these leaves came from the same type of plant. This activity is an authentic task that will show if students can use their knowledge in a real- world situation. It will demonstrate to the teacher if the students can classify observable traits and organize their thoughts to make justifiable statements.

Food Chain Activity- After learning about food chains and the interdependence of living things to survive. Students will be arrange into five groups. Each group will be given a bag containing five pictures (for example: sun, grasshopper, bird, fox, and mushrooms). Working and discussing in groups students will be asked to place the pictures on their whiteboard and draw arrows depicting the order of the food chain. They will also label the picture as consumer, producer, or decomposer. The teacher can use this activity to inform instruction by getting an understanding of whether students understand the concept that has been taught. Their critical thinking skills will be assessed by listening to conversations and asking questions to various groups that have them explain how they know this organism is a producer or consumer. Summative Assessment Has a summative activity the students will choose from two different animals. They will write sentences responding to the prompt “Who will win”. Students will need to explain their reason by considering animal size, body coverings such as scales or fur, speed, body parts such as teeth or strong legs, the environment and animal adaptions, and parental support the animal receives. They can support their writing by drawing and labeling pictures as well. This assessment will measure if students have learned about traits of how living things survive, and if they can use critical thinking to take this knowledge and apply it to a situation justifying their reasoning. This assessment will be the vehicle for the teacher to determine if the students have learned deeply, or if any reteaching and review need to take place.

Synopsis of Feedback In the five formative assessments, there are not any yes or no questions, or multiple choice. Yes or no, and multiple-choice questions allow students to get the correct answer by guessing and do not truly give the teacher information on their critical thinking skills. These performance task assessments all require students to use critical thinking skills to demonstrate what they have learned in the concepts and if they can apply their knowledge and skills to the task. The feedback from the teacher will be communicated through monitoring conversations, correcting misconceptions, and asking questions to probe students as they work through problems. One of the reasons the feedback to students will be effective is because it can be timely. Well-timed feedback can be crucial to reforming student schema and understanding. Performance tasks allow for in-the-moment authentic feedback that is specific to each student's or group's comments or produced work. Another reason feedback will be effective is that it will guide ongoing learning. Feedback will help guide students to effectively reach the goal of the task by teasing out information and support can also be differentiated to meet students' needs. The feedback will be effective because it will be through two-way conversations rather than one-way either with teacher and students or student and student. The assessment tasks discussed will also be effective in allowing students the opportunity to self-reflect and assess. When working in groups or designing something students are given the chance to process their learning and understanding. The summative assessment feedback will be given by conferencing with each student bout their writing. Teachers can make positive comments about how they like that the students as included as well as suggest information topics they left out. The teacher says I like how you mentioned the sharp teeth on this animal, but does the other animal have any features that will help it escape the

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teeth. This way of presenting feedback as questions or wondering can help the students be more metacognitive and develop awareness of their self-learning. This type of probing feedback also makes it actionable students can immediately improve their work.

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