Assessment+Tools



//**Meredith Duncan**//**__Standardized Testing Items__** A) B. B) A.  C) C.  D) D. || A) about 2 weeksB) about 3 daysC) about 4 weeksD) about 1 week |||| Which of the following terms would you use to describe the motion of Earth in its orbit around the Sun?A) rotationB) ellipseC) solsticeD) revolution ||  || Source: []
 * Which letter corresponds to the moon phase waxing crescent?
 * The Moon phase cycle lasts about 29.5 days. Given this information, about how long does it take the Moon to wane from new moon to full moon?

__**Formative Assessment Probe-**__

"Going Through a Phase" from the book, //Uncovering Student Ideas in Science// Purpose: "The Purpose of this assessment probe is to elicit students' ideas as to what accounts for the phases of the Moon. It is designed to find out if students recognize the role of light reflection and the positional relationship between the Earth, Moon, and Sun in understanding why we see different phases of the Moon. __**FACTS from the book, //Science Formative Assessment,// Page Keeley**__

**1. "#22: Give Me Five" pg. 104-106** -Teacher can use different reflection prompts such as the ones listed in the book on page 105, the teacher then has five students share their feelings on the prompt. Can ask how many students agree with them. This strategy helps students publicly reflect on the lesson. **2. "#55: Sticky Bars" pg. 178-180** -Teacher can use this formative assessment as an introduction to different elements of the moon phases. Teacher can pose an idea or topic about the moon phases and then have students record their answer on a sticky note and then form a bar graph out of the sticky notes to show students the different responses given and the quantity of the responses.

Wendy Woods - Assessment Choices Page 171 || This pre-assessment is useful for finding information about what students already know about the processes of night and day. The assessment begins with a handout. The handout includes statements from various friends. Students must choose and defend their choices by writing a short paragraph. The remaining portion of the assessment will explore the concepts of Earth's rotation. || Keeley, Page, et al. 2005. Uncovering Student Ideas in Science, Vol. 2--25 Formative Assessment Probes. Arlington, Va.: NSTA Press. || Page 177 || Emmy's Moon and Stars assessment probe can be used as a pre, during, or post assessment. This assessment is a handout which explores the ideas about the locations of stars and the moon. Students are asked to consider where the stars are located which Emmy sees outside her window at night. || Keeley, Page, et al. 2005. Uncovering Student Ideas in Science, Vol. 2--25 Formative Assessment Probes. Arlington, Va.: NSTA Press.ISBN# 0-87355-255-5 || ISBN#978-1-4129-4180-8 || ISBN#978-1-4129-4180-8 || A - The moon rotates once on its axis. * B - Earth rotates once on its axis. __Component__ __Movement__ * W Orbits around planets. * X Revolves around the sun. Which component is best described by letter W?
 * **<span style="color: #12075a; font-family: Georgia,serif;">Title ** || **<span style="color: #12075a; font-family: Georgia,serif;">Brief Synopsis ** || **<span style="color: #12075a; font-family: Georgia,serif;">Source ** ||
 * <span style="font-family: Georgia,serif;">Darkness at Night #23
 * <span style="font-family: Georgia,serif;">Emmy's Moon and Stars #24
 * <span style="font-family: Georgia,serif;">Moon Phase Card Sort #4 || <span style="font-family: Georgia,serif;">Students will be given a set of cards. One set will include a picture of a moon phase. The other set will have the different phase's written on each card. Students will next match the correct word with the correct picture. || <span style="color: #12075a; font-family: Georgia,serif;">FACTS - Keely Textbook Pg. 56
 * <span style="font-family: Georgia,serif;">First Word #15 || <span style="font-family: Georgia,serif;">First Word is a pre-assessment activity. Students will first choose a word related to the moon phases. Next, students will use the acrostic format. For example, the word moon could be described as M-magnificent, O-overhead, O-opaque, N-natural. Teachers can use to use different parts of speech to describe the moon phase vocabulary. || <span style="color: #12075a; font-family: Georgia,serif;">FACTS - Keely Textbook Pg. 88
 * <span style="font-family: Georgia,serif;">TCAP - Earth Space and Science section - The Universe || <span style="font-family: Georgia,serif;">10.) During a solar eclipse, the sun and the moon appear to have exactly the same diameter. Which best explains this phenomena?
 * <span style="display: block; font-family: Georgia,serif; text-align: left;">F - The sun has a greater gravitational attraction than the moon because it is larger.
 * <span style="display: block; font-family: Georgia,serif; text-align: left;">G - The moon is larger than the sun but appears to be the same size because it is slightly closer to Earth.
 * <span style="display: block; font-family: Georgia,serif; text-align: left;">H - The moon is smaller than the sun but appears to be the same size because it is much closer to Earth.
 * <span style="display: block; font-family: Georgia,serif; text-align: left;">J - The sun travels closer to Earth than the moon because of its elliptical orbit. || <span style="font-family: Georgia,serif;">Standardized Test Items ||
 * <span style="font-family: Georgia,serif;">TCAP - Earth Space and Science section - The Universe || <span style="display: block; font-family: Georgia,serif; text-align: left;">11.) Which most likely occurs in a 24-hour period? <span style="font-family: Georgia,serif;">*
 * <span style="font-family: Georgia,serif;">C - The moon rotates once around Earth.
 * <span style="font-family: Georgia,serif;">D - Earth rotates once around the sun. || <span style="font-family: Georgia,serif;">Standardized Test Items ||
 * <span style="font-family: Georgia,serif;">TCAP - Earth Space and Science section - The Universe || <span style="font-family: Georgia,serif;">9.) The data table describes the movements of components in the universe.
 * <span style="font-family: Georgia,serif;">Y Rotates through space around their centers.
 * <span style="font-family: Georgia,serif;">Z around the sun in the same direction as planets.
 * <span style="font-family: Georgia,serif;">A - asteroids
 * <span style="font-family: Georgia,serif;">B - galaxies
 * <span style="font-family: Georgia,serif;">C - moons
 * <span style="font-family: Georgia,serif;">D - suns || Standardized Test Items ||

Aimee Welton Summative Assessment items

Questions from 6th grade test item sample - TCAP - Earth and Space Science section - The Universe



Formative assessment items from the book __**FACTS from the book, //Science Formative Assessment,// Page Keeley**__

The purpose of this assessment probe is to elicit students’ ideas about the Earth, Moon, and Sun system. It is designed to find out if students think Moon phases change with the geographic location of observation. The probe may determine whether students use a rule of “opposites” in their reasoning about Moon phases seen in opposite hemispheres on the same evening.
 * Gazing at the Moon **
 * Purpose **

Jessica Torres __Standardized Testing Questions__  Found at [] 1. Sometimes the Moon looks like a full circle, sometimes it looks like a half circle, and sometimes it looks like a crescent. Explain why the Moon appears to be different shapes at different times.You may use labeled drawings in your explanation. 2. Jane sees the Moon in the sky one clear night. It looks like the following picture. What will the Moon look like three nights later if there are no clouds in the sky? 3. Jennifer drew what the Moon looked like just after sunset every third or fourth night. Her drawings for the nights she observed the Moon are shown below. On Night 11 the clouds were so thick that Jennifer could not see the Moon.Based on the drawings for the other nights, what would Jennifer have seen on Night 11 if the sky were clear?

__**FACTS from the book, //Science Formative Assessment,// Page Keeley**__ # 17 Fist to Five  This FACT asks students to indicate the extent of their understanding of a concept by holding up a closed fist, which indicates no understanding and ranges up to 5 fingers, which means the student completely understands. This FACT can be used before, during, and after the lesson. You can compare their understanding of the concept throughout your lesson. # 64 Three-Two-OneThis FACT provides a structured way for students to reflect on their learning. They respond in writing to three reflective prompts. Example: Three key ideas I will rememberTwo things I am still struggling withOne thing that will help me tomorrowThis FACT is very informative and can be adapted to just about any lesson and numerous different ways. __Formative Assessment Probes-//Uncovering Student Ideas in Science. Volume 4//__ 23-Moonlight __Purpose__ The purpose of this assessment probe is to elicit students’ ideas about light and the Moon. The probe is designed to find out what students think is the source of a full Moon’s light. 24-Lunar Eclipse __Purpose__  The purpose of this assessment probe is to elicit students’ ideas about eclipses. The probe is designed to find out what students think causes a lunar eclipse.