Chapter+7


 * Date: || 7/4/2012 || Title of Selection: || Chapter 7 Performance Assessment ||

Select, revise, or develop high-quality performance tasks. Select, revise, or develop high-quality rubrics. Use performance assessment formatively, as teaching tools. Structure performance assessments so that students can use the results to self-assess and set goals for further learning. ||
 * Learning target(s) this selection addresses:

This is an actual performance task that I assigned the students this year and I was somewhat dissatisfied with the instructions that I gave them at the beginning. I also had a different rubric that didn’t really meet the needs of my students are myself. Next year I will have this so I can be much more concrete with my students about exactly what is expected and they can use their rubrics as formative assessments as they are working on their paper roller coasters.
 * What this selection illustrates about my learning/why I chose this selection:**

Students will use their knowledge of Newton’s Three Laws of Motion and potential and kinetic energy and gravitational forces. || Create a paper roller coaster that a marble can travel from top to bottom. || They need to make a sturdy structure that has at least one point that is 3 tiers high. The marble must travel without assistance from top to bottom and it must go through at least 3 constructed pieces. They must draw a plan and they may only use 50 sheets of cardstock. All work must be completed in class using only cardstock and tape. || 2 weeks classtime || Draft the task, using the criteria from the Rubric for Tasks (Figure 7.6) as a guide.
 * What knowledge are students to use?
 * What are they to perform or create?
 * What conditions are they to adhere to?
 * How much time will they have?

Within the next two weeks using you knowledge of Newton’s Laws, potential and kinetic energy and gravitational forces, you will create a paper roller coaster that a marble can travel from the top to bottom. You will need to make a sturdy structure that has at least one point that is 3 tiers high. The marble must travel without assistance from top to bottom and it must go through at least 3 constructed pieces. You must draw a plan and you may only use 50 sheets of cardstock. All work must be completed in class using only cardstock and tape. See the attached rubric to assist you in evaluating your work as you go. ||
 * Task:

Consider the intended use and the learning target to answer the following sampling questions.

Two || One run can be used to explain Newton’s First and Third Laws. The other run should use two marbles that are different masses to illustrate Newton’s Second Law. ||
 * How many tasks will be needed to sample well?
 * How should these tasks differ to cover the breadth and depth of the learning to be assessed?

1. Content: What does the rubric assess? Recommended changes: Add more specific directions to the knowledge section will tells how they should describe Newton’s Laws 2. Structure: Is the rubric organized logically? Recommended changes: 3. Descriptors: Are the details fleshed out well? Recommended changes: Make description of stresses and how they will be applied.
 * **Indicator** || **Level** || **Reasons/Comments** ||
 * Target Alignment || 2 || Be more specific about how they will answer questions about Newton’s Laws ||
 * Match to Essential Elements || 3 || Descriptors and criteria were well written ||
 * **Indicator** || **Level** || **Reasons/Comments** ||
 * Number of Criteria || 3 || Formative appropriately defined categories ||
 * Independence of Criteria || 3 || Each criteria stands alone and is independent of those around it ||
 * Grouping of Descriptors || 3 || Indicators are grouped logically and in the correct categories ||
 * Number of Levels || 3 || The number of levels fit the task. ||
 * **Indicator** || **Level** || **Reasons/Comments** ||
 * Kind of Detail || 2 || There should be descriptions of typical and atypical stresses. ||
 * Content of Levels || 3 || Features are parallel. ||
 * Formative Usefulness || 3 || Easily used to revise work. ||
 * Building A Structure : Paper Rollercoaster ||
 * Teacher Name: Rita Martin ||  ||   ||   ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Plan || Plan is neat with clear measurements and labeling for all components. || Plan is neat with clear measurements and labeling for most components. || Plan provides clear measurements and labeling for most components. || Plan does not show measurements clearly or is otherwise inadequately labeled. ||
 * Journal/Log - Appearance || Several entries made and all are dated and neatly. || Several entries are made and most of the entries are dated and neatly entered. || Several entries are made and most of the entries are dated and legible. || Few entries are made AND/OR many entries are not dated or very difficult to read. ||
 * Construction - Care Taken || Great care taken in construction process so that the structure is neat, attractive and follows plans accurately. || Constuction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product. || Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product. || Construction appears careless or haphazard. Many details need refinement for a strong or attractive product. ||
 * Modification/Testing || Clear evidence of troubleshooting, testing, and refinements based on data or scientific principles. || Clear evidence of troubleshooting, testing and refinements. || Some evidence of troubleshooting, testing and refinements. || Little evidence of troubleshooting, testing or refinement. ||
 * Function || Structure functions extraordinarily well, holding up under atypical stresses. || Structure functions well, holding up under typical stresses. || Structure functions pretty well, but deteriorates under typical stresses. || Fatal flaws in function with complete failure under typical stresses. ||
 * Scientific Knowledge || Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications. || Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications. || Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications. || Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications. ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Plan || Plan is neat with clear measurements and labeling for all components. || Plan is neat with clear measurements and labeling for most components. || Plan provides clear measurements and labeling for most components. || Plan does not show measurements clearly or is otherwise inadequately labeled. ||
 * Journal/Log - Appearance || Several entries made and all are dated and neatly. || Several entries are made and most of the entries are dated and neatly entered. || Several entries are made and most of the entries are dated and legible. || Few entries are made AND/OR many entries are not dated or very difficult to read. ||
 * Construction - Care Taken || Great care taken in construction process so that the structure is neat, attractive and follows plans accurately. || Constuction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product. || Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product. || Construction appears careless or haphazard. Many details need refinement for a strong or attractive product. ||
 * Modification/Testing || Clear evidence of troubleshooting, testing, and refinements based on data or scientific principles. || Clear evidence of troubleshooting, testing and refinements. || Some evidence of troubleshooting, testing and refinements. || Little evidence of troubleshooting, testing or refinement. ||
 * Function || Structure functions extraordinarily well, holding up under atypical stresses. || Structure functions well, holding up under typical stresses. || Structure functions pretty well, but deteriorates under typical stresses. || Fatal flaws in function with complete failure under typical stresses. ||
 * Scientific Knowledge || Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications. || Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications. || Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications. || Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications. ||
 * Scientific Knowledge || Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications. || Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications. || Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications. || Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications. ||