Secondary Science

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by typing your responses within
the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach
transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward
your page total.

1. Analyzing Student Learning

a. Identify the specific learning objectives measured by the assessment you chose for
analysis.
[
There are two major learning objectives that this assessment aims students to achieve.
The first is that students can describe the properties of the three major families of the periodic
table: metals, non-metals and metalloids. The second learning objective is that students can
analyze and test substances to determine which family each may belong to. ]
b. Provide a graphic (table or chart) or narrative that summarizes student learning for your
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Assessment Task 3, Part D.
[
Out of 24 total students, 16 turned in their formal laboratory write-up. The most
interesting aspect of this class is that all assessments turned in did not contain the procedures
in the write-up. About 70% of students were able to fully classify each of the five unknown
samples into the correct family. Approximately 90% of all students completed a conclusion and
were able to fully include all required aspects of a conclusion as well. ]
c. Use evidence found in the 3 student work samples and the whole class summary to
analyze the patterns of learning for the whole class and differences for groups or
individual learners relative to

conceptual understanding,
use of scientific practices during inquiry, AND
development of an evidence-based explanation or reasonable prediction about a
real-world phenomenon.
Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, confusions, need for greater challenge).
[
Based on all student work, students did not see the need to include procedures. After
reviewing the assessments, it seems that students included a very brief description of each
material being used (i.e., nail for scratch test or using eyes to check luster) and believed those
covered their procedures section. Students seemed to be able to understand how to analyze
and interpret testing data to distinguish proper periodic family for each substance. ]
d. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[

No audio or video clip used for student feedback. ]

2. Feedback to Guide Further Learning

Refer to specific evidence of submitted feedback to support your explanations.
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Secondary Science
Task 3: Assessment Commentary

a. Identify the format in which you submitted your evidence of feedback for the
3 focus students. (Delete choices that do not apply.)

Written directly on work samples or in separate documents that were provided to the
focus students
If a video or audio clip of feedback occurs in a group context (e.g., discussion), clearly
describe how the scorer can identify the focus student (e.g., position, physical
description) who is being given feedback.
[

Feedback written directly on student assessments. ]

b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.

[
Student 2 submitted an excellent formal laboratory write-up. The data table was the best
constructed in the class. It was very organized and also included small indicators of which
sample related to which sample number given by student. Student 1 also showed very neatly
which family each substance belongs to. As mentioned above, the procedures were missing.
Student 1 had the making of good laboratory write-up. Again, this student is missing the
procedures and conclusion. The hypothesis is missing a few points to connect it to the test that
were to be conducted. Student 2 did number each element but was not well organized for the
teacher to see which sample was classified incorrectly.
Student 3 had an overall well organized laboratory write-up. Student 3 was missing a
couple key elements that all laboratory write-ups need to include: an indicative title pertaining to
the lab, procedures and a conclusion that relates results to hypothesis. Also, one thing that is
very noticeable is that Student 3 brought the data table to be okayed, but was informed it
needed more organization for all tests that were to be conducted. As noticed from the submitted
assessment, Student 3 did not modify or erase the first table, but simply crossed it out and
constructed a new one. ]
c. Describe how you will support each focus student to understand and use this feedback
to further their learning related to learning objectives, either within the learning segment
or at a later time.
[
Written feedback on student assessment give praise to well organized laboratory writeups. Feedback also identifies areas where students need to improve for the next comparable
assessment/activity. Teacher will review with entire class how important procedures, and good
organization, are important so that any other scientists would be able to conduct the same
laboratory by simply using these write-ups. ]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the video clips and/or
student work samples as evidence. Evidence from the clips may focus on one or more
students.

You may provide evidence of students language use from ONE, TWO, OR ALL
THREE of the following sources:
1. Use video clips from Instruction Task 2 and provide time-stamp references for
evidence of language use.
2. Submit an additional video file named Language Use of no more than 5
minutes in length and cite language use (this can be footage of one or more
students language use). Submit the clip in Assessment Task 3, Part B.
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Secondary Science
Task 3: Assessment Commentary

3. Use the student work samples analyzed in Assessment Task 3 and cite
language use.
a. Explain and provide concrete examples for the extent to which your students were able
to use or struggled to use the

selected language function,

vocabulary and/or symbols, AND
syntax or discourse
to develop context understandings.
[
In this lesson, students were to conduct a laboratory where they conducted five different
tests to classify unknown samples based on their physical properties. During this laboratory,
students were allowed to work in pairs or small groups of 3. This allowed students to use
discourse which would include academic vocabulary including such terms as: luster, malleability,
conductivity, metals, non-metals and metalloids. From the conclusions of students 2 and 3, each
student included some of this vocabulary in that portion of their write-up. The data tables (with
data that is included) are well constructed which helps students to correctly analyze and
interpret the results of each test conducted. Students 1 and 3 also included some vocabulary in
their data table such as semi conducting and high conductor. ]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, describe next
steps for instruction:

For the whole class

For the 3 focus students and other individuals/groups with specific needs
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students needing greater support or challenge).
[
After laboratory is conducted, teacher and class will review the proper formatting for a
complete laboratory write-up. Teacher will include such information as how important it is to
include all information so that the laboratory can be conducted by another scientist using this
laboratory write-up.
Students 1 and 3 will also get more information on proper organization of the conclusion.
Student 2 shows a great example of that organization. Students 1 and 3 will also be informed of
how important it is to include test results of all five tests that should have been conducted during
this laboratory.
Teacher will also review the unknown substances and inform the class as to what each
sample is. Class will have a discussion to see just how these elements are found in everyday
life of each student. These may include copper pipes, pop cans, toothpaste, and
charcoal/ashes. ]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[
Using Gardners MI of visual/spatial, students can help to organize their thoughts and/or
results into tables. This lesson also relates to Blooms Taxonomy in the sense of remembering.
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Secondary Science
Task 3: Assessment Commentary

Being able to identify, as well as analyze, test results gives students the ability to use different
thinking skills and strategies. ]

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