Formative+Assessment


 * Formative Assessment: Science Journals **


 * __60% - Rubric for Deep Learning and Comprehension of Main Ideas__**
 * **Criteria** || **1** || **2** || **3** || **4** ||
 * **Conceptual** **Understanding** || **Limited** --The information given is incomplete and/or inaccurate. || **Developing** --Work shows partial understanding, but also has significant inaccuracies or omissions. || **Adequate** --The work shows evidence of understanding the main ideas of the unit, though some information may be missing or inaccurate. || **Accomplished** --The work shows mastery of the unit’s major concepts. Supporting work, such as graphs and diagrams, shows a full grasp of the topic. There are links between new and old learning. ||
 * **Scientific Thinking** || **Limited** -- Work lacks connections between evidence and conclusions. Ideas seem random and disconnected. Reporting is inaccurate. || **Developing** --There are limited inferences, little if any questioning, and few connection between evidence and conclusions. Reporting is limited and contains many inaccuracies. || **Adequate** -- Inferences are reasonable, though they may be incomplete or have inconsistencies . Reporting is honest, shows awareness of the concepts and variables. || **Accomplished** --There are accurate observations, honest reporting, complete records, and evidence is used to draw conclusions and support explanations. Work shows understanding of variables. ||
 * **Expository Writing** || **Limited** --//Ideas// are unclear, information is absent or irrelevant. //Organization// is random or absent. //Word choice// does not incorporate key vocabulary from the science unit. || **Developing** --//Ideas// are incomplete, details minimal. //Organization// is weak or inconsistent. //Word choice// uses a little vocabulary from the unit, sometimes accurately. || **Adequate** --//Ideas// are clear and include many details. //Organization// is mostly logical and uses transition words. //Word choice// shows many vocabulary words accurately used. //Voice// demonstrates some engagement. //Sentence structure// uses cause-and-effect and comparison language || **Accomplished** -- //Ideas// are fully developed with relevant evidence and details. //Organization// is sequenced logically, transition words are present. //Word choices// show accurate use of science vocabulary. //Voice// is engaged and confident, and may include self-reflection. //Sentence structure// supports and clarifies the ideas developed in the piece. ||

 Does each student have:
 * __40% - Participation, Checklist of Journal Entries Broken Down by Lesson__ **
 * 1) Entry about sounds they hear around them; description of sounds they hear.
 * 2) An answer to the following questions: What do you see when your partner plucks the band? How can you tell when sound is made? Did student interpret and compare results with other groups? Did the student make observations and a hypothesis about Oobleck experiment?
 * 3) What happens to the sound as the listeners move farther and farther away? Did the students record how many steps away listeners were when they could no longer hear the paper clip? Did they draw a picture in journal to illustrate what they think happens to sound? Did they describe how the sound changed when listening using comb vs. water?
 * 4) How accurate was their partner in determining direction of sound? Was there a difference when ears were cupped? With one ear clapped? How did having one ear on either side of your head help you figure out where sound was? What was different about their hearing with cotton balls in their ears? What was harder? What was easier to do?
 * 5) Did students create a list of the softest sounds they can think of? The loudest sounds they’ve heard? Using the comb, how did the sound change? How does it sound when the rubber band was tightened? When it was loosened? Shortened? Two rubber bands? Thick or thin? Long or short? Tight or loose?
 * 6) Did they record the number of sounds they think they will hear in a day? Did they keep detailed notes about each sound they heard on walk through school?
 * 7) Did the student reflect on what instrument they would like to play and why they like the sound of that instrument? Did they keep notes about process involved in creating instrument?