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Brian's Class Materials- SPRING 2013 - SEYS 382

Assignment 4


Assignment 4Student Learning in Science Report

Due Date - 5/9/2013

Possible Points - 16

How to Submit -
  • Always make sure that your name, the date, the assignment number and course number are at the top of the page on your assignment.  
  • Copy and paste your paper on the Discussion Board in BlackBoard
  • Copy and paste the text of your assignment into a Google document and share it with qcscied@gmail.com
  • Upload your Word document or equivalent using the Assignments link in BlackBoard.  Please do not submit pdf files.  
  • Keep electronic and paper copies for your records.

Instructions for Assignment 4

All candidates in initial certification programs in science education are required to demonstrate that they have had a positive impact on student learning. This will be accomplished by gathering data that demonstrates that you have had a positive impact on your students’ learning .

When should the Student Learning in Science report be completed?

The Student Learning in Science report should be completed by the end of the student teaching experience.

Instructions for completion of the Student Learning in Science report:

There are a variety of ways that you can demonstrate that your students are learning as a result of your teaching. Usually this involves gathering data before and after a learning activity. For example, you could give a pre- and post-test to students. Assessments could also be formative or summative.   Alternative and authentic assessments, such as performance based assessment can also be used.

The NSTA Science Store has many useful books on assessment in science such as Everyday Assessment in the Science Classroom Edited by: J.
Myron Atkin and Janet E. Coffey and Seamless Assessment in Science: A Guide for Elementary and Middle School Teachers By: Sandra K. Abell and Mark J. Volkmann and you may wish to obtain a book on assessment in science to assist in designing your assessment tools.

Your report should have a section for at least one or more of the four main criteria: science content, nature of science, inquiry and issues. You can focus on one criterion, two, three or you can include all four criteria.  Most people will probably just use criterion 1,
Science content – concepts and principles,  unifying concepts, technology in science, and that is fine.   In each section you need to include the following:
  • Method of assessment
  • Results (summary and analysis of data)
  • Conclusions ( Did your students’ learning improve? Why or why not?)

All assessments used should be included in an appendix to the report with rubrics, scoring guidelines and answer keys included.

Scoring Guidelines 16 points maximum

 

Criteria

NSTA Standard

Unacceptable

(0)

Acceptable

(12)

Target

(16)

Science content – concepts and principles,  unifying concepts, technology in science

NSTA Standard (1a) -  Candidates understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.

 

The data show that K-12 students’ have not positively changed their understanding of major science concepts, principles, theories, laws, and interrelationships as a result of instruction by the candidate.

 

Student knowledge of science does not go beyond memorization.

 

Candidate did not collect, organize, and analyze data in a manner that could be interpreted.

 

The data show that K-12 students’ have positively changed their understanding of major science concepts, principles, theories, laws, and interrelationships as a result of instruction by the candidate.

 

Content learning was reflected in a level of understanding beyond memorization.

 

Candidate collected, organized, and analyzed data in a manner that could be interpreted.

 

The data show that K-12 students’ have positively changed their understanding of major science concepts, principles, theories, laws, and interrelationships as a result of instruction by the candidate.  The students have made a change in their understanding and are able to reflect on their own changes in understanding.

 

Content learning was reflected in a level of understanding beyond memorization.

 

Candidate collected, organized, analyzed and interpreted data. 

 

Nature of science

NSTA Standard (2c) - Candidates engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science. 

 

The data show that K-12 students have not positively changed their understanding of the nature of science as a result of instruction by the candidate.

 

Student knowledge does not go beyond memorization.

 

Candidate did not collect, organize, and analyze data in a manner that could be interpreted. 

The data show that K-12 students’ understandings of the nature of science have positively changed as a result of instruction by the candidate. 

 

Content learning was reflected in a level of understanding beyond memorization.

 

Candidate collected, organized, and analyzed data in a manner that could be interpreted. 

The data show that K-12 students’ understandings of the nature of science have positively changed as a result of instruction by the candidate.  The students have made a change in their understanding and are able to reflect on their own changes in understanding.

 

Content learning was reflected in a level of understanding beyond memorization.

 

Candidate collected, organized, analyzed and interpreted data. 

 

 

Inquiry

NSTA Standard (3b) - Candidates engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner. 

 

Provides minimal to no evidence that students develop concepts and relationships from their observations, data, and inferences as a result of inquiry-based instruction by the candidate. 

 

Student knowledge of science does not go beyond memorization.

 

Candidate did not collect, organize and analyze data in a manner that could be interpreted.

Provides evidence that shows students observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences as a result of inquiry-based instruction by the candidate. 

 

Content learning was reflected in a level of understanding beyond memorization.

 

Candidate collected, organized and analyzed data in a manner that could be interpreted. 

Provides multiple authentic and creative examples that demonstrate that students observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences as a result of inquiry-based instruction by the candidate.  The students have made a change in their understanding and are able to reflect on their own changes in understanding. 

 

Content learning was reflected in a level of understanding beyond memorization.

 

Candidate collected, organized, analyzed and interpreted data. 

Issues:  science and human values, personal lives of students, and the community

NSTA Standard (4b) – Candidates engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions;  relating these to the knowledge, goals and values of the students. 

 

The data show that 7-12 students have not conducted inquiries into the factual basis of contemporary science- and technology-related issues of interest to the general society as a result of instruction by the candidate.

 

Student knowledge of science does not go beyond memorization.

 

Candidate did not collect, organize and analyze data in a manner that could be interpreted.

 

 

The data show that 7-12 students’ analyze problems; consider risks, costs, and benefits of alternative solutions; and relate science and technology issues to the lives of students as a result of instruction by the candidate. 

 

Content learning was reflected in a level of understanding beyond memorization.

 

Candidate collected, organized, and analyzed data in a manner that could be interpreted. 

 

 

The data show that 7-12 students’ analyze problems; consider risks, costs, and benefits of alternative solutions; and relate science and technology issues to the lives of students as a result of instruction by the candidate.  The students have made a change in their understanding and are able to reflect on their own changes in understanding.

 

Content learning

Was reflected in a level of understanding beyond memorization.

 

Candidate collected, organized, analyzed and interpreted data.