using formative assessment rubrics in science · web viewfisher, peter p created date 09/07/2020...

Using formative assessment rubrics in Science

Writing predictions and hypothesesLevels 6 to 10

Authorised and published by the Victorian Curriculum and Assessment AuthorityLevel 7, 2 Lonsdale StreetMelbourne VIC 3000

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ContentsWhat is formative assessment?.....................................................................................................4

Using formative assessment rubrics in schools..............................................................................4

The formative assessment rubric...................................................................................................5

The formative assessment task......................................................................................................8

Interpreting evidence of student learning.....................................................................................9

Setting the scene............................................................................................................................9

Sample 1...................................................................................................................................10

Sample 3...................................................................................................................................16

Using evidence to plan for future teaching and learning...........................................................19

Interpreting evidence of student learning...................................................................................20

Setting the scene..........................................................................................................................20

Sample 4...................................................................................................................................21

Sample 5...................................................................................................................................23

Sample 6...................................................................................................................................25


Interpreting evidence of student learning...................................................................................28

Setting the scene..........................................................................................................................28

Sample 7...................................................................................................................................29

Sample 8...................................................................................................................................31



What is formative assessment?Formative assessment is any assessment that is used to improve teaching and learning. Best-practice formative assessment uses a rigorous approach in which each step of the assessment process is carefully thought through.

Assessment is a three-step process by which evidence is collected, interpreted and used. By definition, the final step of formative assessment requires a use that improves teaching and learning.

For the best results, teachers can work together to interrogate the curriculum and use their professional expertise and knowledge of their students to outline a learning continuum including a rubric of measurable, user-friendly descriptions of skills and knowledge. Teachers can draw on this learning continuum and rubric to decide how to collect evidence of each student’s current learning in order to provide formative feedback and understand what they are ready to learn next.

The VCAA’s Guide to Formative Assessment Rubrics outlines how to develop a formative assessment rubric to collect, interpret and use evidence of student learning to plan teaching and learning. For more information about formative assessment and to access a copy of the guide, please go to the Formative Assessment section of the VCAA website.

Using formative assessment rubrics in schoolsThis document is based on the material developed by one group of teachers in the 2019 Formative Assessment Rubrics project. The VCAA acknowledges the valuable contribution to this resource of the following teachers: Lee Jarvie (Lavalla Catholic College), John Eason (Marist College Bendigo) and Caitlin Vine (Viewbank College). The Victorian Curriculum and Assessment Authority partnered with the Assessment Research Centre, University of Melbourne, to provide professional learning for teachers interested in strengthening their understanding and use of formative assessment rubrics.

This resource includes a sample formative assessment rubric, a description of a task/activity undertaken to gather evidence of learning, and annotated student work samples.

Schools have flexibility in how they choose to use this resource, including as:

a model that they adapt to suit their own teaching and learning plans a resource to support them as they develop their own formative assessment rubrics and

tasks.

This resource is not an exemplar.

Additional support and advice on high-quality curriculum planning is available from the Curriculum Planning Resource.

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The formative assessment rubricThe rubric in this document was developed to help inform teaching and learning in Science. This rubric supports the explicit teaching of writing predictions and hypotheses.

This formative assessment rubric is designed to provide teachers with information about what students are currently demonstrating in relation to hypothesis writing. It is designed to enable students to show that they can write a detailed and well-reasoned hypothesis.

Links to the Victorian Curriculum F–10

Curriculum area: Science

Strand: Science Inquiry Skills

Sub-strand: Questioning and predicting

Levels/Bands: Levels 6 to 10

Achievement standard/s extract: Levels 5 and 6:

They make predictions based on previous experiences or general rules

Levels 7 and 8:

Students identify and construct questions and problems that they can investigate scientifically and make predictions based on scientific knowledge. They plan experiments, identifying variables to be changed, measured and controlled.

Levels 9 and 10:

Students develop questions and hypotheses that can be investigated using a range of inquiry skills.

Content Description/s: Levels 5 and 6:

With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be based on previous experiences or general rules (VCSIS082) .

Levels 7 and 8:

Identify questions, problems and claims that can be investigated scientifically and make predictions based on scientific knowledge (VCSIS107).

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https://victoriancurriculum.vcaa.vic.edu.au/Search?q=VCSIS107



Levels 9 and 10:

Formulate questions or hypotheses that can be investigated scientifically, including identification of independent, dependent and controlled variables (VCSIS134).

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Learning continuumScience Levels 6–10 Strand: Science Inquiry SkillsSub-strand: Questioning and predicting This rubric focuses on predicting.

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6

Students can make a prediction.

Students can incorporate variables into a prediction and provide reasoning related to the aim of the experiment.

Students can recognise a relationship between experimental variables and form a prediction using scientific language.

Students can identify and explain the effect an independent variable will have on a dependent variable.

Students can use directional language and apply scientific concepts to explain the predicted trend between experimental variables.

Students can quantify the expected connection between experimental variables.

Organising element

Action Insufficient evidence

Quality criteria

Predicting 1. Makes a prediction. 1.0 Insufficient evidence

1.1 Writes an expected outcome.

1.2 Connects expected outcome to the aim of the experiment.

2. Incorporates variables.

2.0 Insufficient evidence

2.1 Indirectly includes independent variable and dependent variable into the prediction.

2.2 Explicitly incorporates the independent variable and dependent variable into the hypothesis.

3. Connects variables. 3.0 Insufficient evidence

3.1 States that the dependent variable is dependent on the independent variable.

3.2 Specifies in what way the dependent variable is changed, for example ‘fastest/slowest’, ‘most/least’, by the independent variable.

3.3 Uses directional language, for example ‘increases/decreases’, to predict a trend between variables.

3.4 Quantitatively predicts the magnitude of dependent variable change as the independent variable changes.

4. Applies scientific reasoning.

4.0 Insufficient evidence

4.1 Provides a reason for the expected outcome.

4.2 Reasoning uses scientific language related to the theory behind the experiment.

4.3 Reasoning identifies the effect of the relationship between the independent variable and dependent variable.

4.4 Applies scientific concepts to explain why the dependent variable changes as the independent variable changes.

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The formative assessment taskThe following formative assessment task was developed to elicit evidence of each student’s current learning and what they are ready to learn next.

Description of the task (administration guidelines)

Students were explicitly taught that a prediction is made before an experiment is conducted, and that this will describe the expected outcome of the experiment and an explanation why.

Instructions

Students are given two experimental questions with accompanying aims and are asked to write a prediction with an explanation for each of them.

Ensure students understand that the prediction should include an explanation. The task is designed to take approximately 15 minutes to complete. All questions created need to be based on scientific concepts already studied in class to

assess students’ ability to apply scientific reasoning to their explanation. All questions should include independent and dependent variables with a correlation. Students should not be limited in how much they can write. The task should be completed individually. It is not designed to be undertaken

collaboratively or as part of group work. Inform students that this activity is about them demonstrating what they know and will be

used for guiding their learning Collect hypotheses samples.

Considerations

The questions should be reflective of the current classroom learning, or relevant to their lives to engage students.

Students may complete the task in the format that best suits their needs or the needs of the classroom, for example, keyed or handwritten. Literacy ability is not the focus of this task.

For diagnostic purposes, students should not be shown the rubric before the task so that their work is a true reflection of their abilities and not influenced by writing to the rubric. The rubric may be used to support subsequent learning activities.

Scientific questions

The scientific questions investigated by students for the formative assessment tasks were:

How does changing the temperature of water affect the time it takes for a certain amount of salt to dissolve?

Which substances dissolve in water? How does amount of sunlight affect the growth of pea seedlings?

Evidence collected from this task

Student writing samples

© VCAA Version 1 16 May 2019



Interpreting evidence of student learning Evidence collected from each student was mapped against the rubric:

The quality criteria that were achieved was shaded in blue. The phase that the student is ready to learn next was shaded in green.

Please note, the following annotated student work samples are representative examples only.

Setting the sceneSamples 1 to 3 were collected from a Year 7 class at a large regional school. The students were given half a sheet of paper, and the experiments and their aims were projected onto a whiteboard. Students were told that they were to write as detailed hypotheses for these scenarios as possible. No other information about variables or explanations was given. Students had approximately 20 minutes for the task.

Note that for these samples, 2.2 was not assessed. Students at this level were not required to explicitly identify dependent and independent variables. Specific curriculum reference to independent, dependent and controlled variables, and to hypotheses, applies to Levels 9 and 10 of the Victorian Curriculum F–10: Science. Since this is a formative assessment task, it may be that some students have previous knowledge of experimental variables and hypothesis formulation.

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Sample 1

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Sample 1: Evidence of student learning

Annotations 1.2 The student makes predictions, but does not give an explanation in terms of kinetic

theory (Experiment 2) or particle size and solubility (Experiment 3). 2.1 The student indirectly links temperature to the rate of dissolving: ‘..in the cold water it

will not dissolve as quick as the salt in the hot water.’

Insufficient evidence:

3.0 The student has not directly linked temperature and rate of dissolving (Experiment 2) or particle size to the formation of a solution or temporary suspension (Experiment 3).

4.0 The student uses correct scientific language in classifying mixtures, for example ‘solute’, ‘dissolves’ and ‘solution’, but has not explained her prediction in terms of kinetic molecular theory and the motion of particles.

What is the student ready to learn next?The student is ready to learn to identify the variables in experiments, and how to incorporate these into a prediction. The student is also ready to consider how scientific explanations should be used to support the predictions that she makes.

Any feedback givenFeedback to this student was centred on including a reason using scientific understanding to explain ‘why’ rather than using definitions of scientific terms as explanations.

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Sample 2

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Annotations 1.2 The student has made a prediction related to the aim of both Experiments 2 and 3. 2.1 The student indirectly identifies the variables in both experiments: rate of dissolving

is related to temperature (Experiment 2), and particle size affects capacity to dissolve (Experiment 3).

4.2 The student uses scientific language to explain the theory that relates to the experiments, for example, ‘dissolve’; ‘solute’ and ‘solvent’ in Experiment 2, and ‘dissolve’, ‘solution’ and ‘suspention’ (sic) as well as reference to particle size in Experiment 3, although the student’s understanding of ‘suspension’ is partly incorrect in that it forms a temporary suspension.


3.0 No direct general trend or relationship is stated between the independent and dependent variables.

What is the student ready to learn next?The student is ready to learn how to incorporate variables into her predictions, using ‘because’. Explicit clarification of the meaning, and examples, of a ‘suspension’, including a temporary suspension could be provided.

Any feedback givenFeedback is centred on identification of variables and making predictions that include scientific reasoning, rather than including solely scientific terms. The student was able to use scientific reasoning to support his/her prediction in Experiment 3, but not in Experiment 2.

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Sample 3

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Annotations 1.2 The student has linked an expected outcome to the aim of the experiment. 2.1 The student indirectly identifies the variables of temperature and rate of dissolving

(Experiment 2), and the variables of particle size and dissolving (Experiment 3). 3.2 The student has described the relationship between the variables using language

such as ‘slow’, ‘quick’ and ‘fast’ to compare particle motion in Experiment 2, and ‘fast’ and ‘heavier’ when comparing particle size in Experiment 3.

4.2: The student has explained the scientific concepts behind the predictions. The student related speed of molecules to rate of dissolving in Experiment 2, and has identified the relationship between particle size and formation of a solution in Experiment 3

What is the student ready to learn next?The student is ready to learn about the terms ‘independent’ and ‘dependent’ variables, and to use these when predicting a relationship. Explicit clarification of the meaning, and examples, of a ‘suspension’, including a temporary suspension, could be provided.

Any feedback given The student was reminded about correct spelling of scientific terms, particularly

‘molecule’. The student displays a good understanding of scientific concepts, and has used them in

justifying predictions. The ‘next steps’ involve an understanding of ‘variables’ as they apply to scientific

investigations.

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Using evidence to plan for future teaching and learningThe student responses showed that there may have been some confusion with the instruction to ‘give a reason for your prediction based on the work you have studied in mixtures during the project’. For both Experiments 2 and 3, they focused on the scientific language related to mixtures, solutions and suspensions, rather than providing a scientific explanation for their predictions. This may have not been made clear in the class activity (Experiment 1) that preceded Experiments 2 and 3.

Students may be better supported to consider the relationship between variables by considering the idea of a ‘fair test’ and to begin to talk about factors, or variables, in the experiment. Explicit identification of variables to be changed, measured and controlled would also be a way to prepare students for learning to write hypotheses. These strategies may assist students to think about their predictions in terms of the scientific understanding that is involved in making predictions, leading on to developing hypotheses.

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Interpreting evidence of student learning

Setting the sceneSamples 4 to 6 were collected from a Year 10 class at a large secondary school. The students were given their questions on a page downloaded from the school’s intranet. The instructions on the page read ‘Please write hypotheses for these research questions and aims. This will be used to help teach you the next steps for writing a hypothesis’. The instructions were also read aloud. Students were reminded that a hypothesis included a prediction about what the outcome of the experiment could be. No other instructions were given. The choice of using a software package to support the task delivery was based on observations that students are more engaged in the tasks in Science that incorporate computer-based activities.

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Sample 4

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Annotations 1.1 The prediction statement is about the salt dissolving in the water, but does not

include any information about how the temperature of the water will affect the time it takes for the salt to dissolve, which is the aim of the experiment.

Indirect evidence:

This student has demonstrated in other class tasks the same kind of response when asked to give a prediction.


2.0, 3.0, 4.0. No other attempt was made to include further information or reasoning in the prediction.

What is the student ready to learn next?This student is ready to start learning Phase 2, particularly focusing on incorporating the variables into the prediction.

Any feedback given

Feedback to this student highlighted how the key terms in the aim of the experiment provide a guide to the student about what exactly they need to provide a prediction for.

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Sample 5

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Annotations 1.2 This student’s statement discusses that hot water will dissolve the salt more quickly

than cold water, which is directly related to the aim of the experiment. 2.1 Using the terms ‘hot and cold’ and ‘quicker’ shows that the student understands that

these concepts are important to the experiment; however, the terms ‘temperature’ and ‘time’ were not discussed as being the actual variables.

4.1 A reason was provided – ‘because of the heat in the hot water’ – but there was little explanation about how heat is relevant to the experiment or linked to solubility.

Insufficient evidence

3.0 This student’s response demonstrates that they have begun to make the link that the time that it takes for the salt to dissolve (the dependent variable) is linked to the temperature (the independent variable) but has not yet been able to explicitly state that link in their prediction.

What is the student ready to learn next?

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The student is ready to build their use of scientific language by explicitly identifying the dependent and independent variables in experiments, and using correct scientific terminology for specific processes such as ‘solubility’ and ‘photosynthesis’.

Any feedback given

Feedback to this student was centred on including a reason using their scientific understanding.

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Annotations 1.2 This student’s predictions respond to the aim of the experiment, although they are

ambiguous. 2.1 Variables were stated using the terms ‘hot and cold’, ‘more sunlight’ and ‘growth’. 3.1 The statement ‘the less sunlight, the longer the plant will take to grow’ shows that

they understand that there is a relationship between these variables. 4.2 In the second example, they have been able state that their expected outcome is

caused by photosynthesis. This shows that they can state the relevant theory behind the prediction but are not at the stage where they can explain the theory.


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This student is now able to start looking at how a directional change in the independent variable will affect the dependent variable, and should start to look at predicting trends in the relationship between variables. They are now also ready to start expanding their explanations of the relevant scientific theories to support their prediction about the trends.

Any feedback given

Feedback to this student was centred on including a reason using their scientific understanding.

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Using evidence to plan for future teaching and learningThe student data showed our team that although hypothesis writing includes an explanation, students may not remember to include an explanation of their prediction without explicit instructions to do so. The next steps for these students would be to scaffold how to start including reasoning, in conjunction with teaching the relevant scientific concepts.

The rubric data also showed that students may implicitly make links between the independent variable and dependent variable but that practice is needed for them to explicitly state these variables and their relationship using the correct scientific terminology such as hot and cold vs change in temperature.

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Interpreting evidence of student learning

Setting the sceneSamples 7 and 8 have been collected from a Year 10 class at a large secondary school. The students were given a printed worksheet and asked to write a hypothesis for a given aim. The skill of hypothesis formulation was chosen as it is traditionally an area of the Science Inquiry Skills strand that students struggle with. The task was delivered as a pre-test at the beginning of the semester. It was assumed that students all had some level of prior knowledge from previous science classes about what a hypothesis was. The task took 15 minutes.

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Annotations 1.2 The student has referred to ‘sunlight’ and’ growth of a pea seedling’ (experiment

aim). 2.2 Amount of sunlight and speed of growth are both explicitly incorporated. 3.3 ‘Most sunlight’ and ‘grows quicker’ is directional language for both the independent

variable and dependent variable.


4.0 No scientific evidence was provided to support the student’s prediction


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The student is ready to quantify the relationship between the independent and dependent variables by indicating how the ‘amount’ of sunlight will be measured, and should refer to the scientific concept of ‘photosynthesis’ as an explanation for plant growth.

Any feedback givenYou are able to identify the relationship between variables, but now you need to explain how the amount of sunlight will be measured, and you need to provide a scientific reason to explain why you predict that outcome.

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Annotations 1.2 The student has made a prediction that more sunlight will result in faster growth

which is related to the aim of the experiment. 2.1 The student has used terms ‘increased growth (indirect dependent variable) instead

of referring to speed of growth (explicit dependent variable) 3.3 The student has used ‘more sunlight’ and ‘grow faster’ as directional language for

independent variable and dependent variable. 4.4 The student has incorporated an explanation of photosynthesis and glucose

production to explain why growth is affected.

What is the student ready to learn next?The student is able to identify relationships between variables, but now needs to include a scientific explanation for their predictions in their hypothesis, for example, the student needs to explain why the prediction is made.

Any feedback given

Language around variables needs to be very precise. It may be helpful to separately identify exactly what the independent variable and dependent variable are first before forming a hypothesis.

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Using evidence to plan for future teaching and learningThe student data showed our team that although hypothesis writing includes an explanation, students may not remember to include an explanation of their prediction without explicit instructions to do so. The next steps for these students would be to scaffold how to start including reasoning, in conjunction with teaching the relevant scientific concepts.

The rubric data also showed that students may implicitly make links between the independent variable and dependent variable but that further practice is needed for them to consolidate their understanding by explicitly stating these variables and their relationship using the correct scientific terminology, such as ‘hot’ and ‘cold’ vs ‘change in temperature’. Specific instructions that require that students identify the ‘independent variable’, ‘dependent variable’ and ‘controlled variables may also assist them to more clearly make links between the independent and dependent variables. This will provide practice for students in using the correct scientific terminology involved in fair testing.

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using formative assessment rubrics in science · web viewfisher, peter p created date 09/07/2020...

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