NSTA (2012 Stds.) SCIENCE FORMATIVE ASSESSMENT ATTACHMENT
Candidate’s Name:
Evaluator’s Name:
School Site:
Lesson Taught:
Date:
Item / 0 / 1
Basic / 2
Emerging / 3
Target / 4
Exemplary / N/A
1. Include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. Applications of science-specific technology are included in the lessons when appropriate. 2b / The candidate does not incorporate inquiry or the inquiry does not directly involve the students. / The candidate incorporates inquiry allowing the students to make observations. / The candidate incorporates inquiry allowing the students to record and analyze data. The students then present the analysis. / The candidate incorporates inquiry allowing the students to record and analyze data using spreadsheets. The students then present the analysis. / The candidate incorporates inquiry activities comparable to a veteran teacher allowing the students to record and analyze data using spreadsheets. The students then present the analysis.
2. Design instruction and assessment strategies that confront and address naïve concepts/preconceptions.
2c / The candidate does not design activities that address naïve concepts or preconceptions or teaches incorrect concepts. / The candidate designs activities that will provide unexpected results. The candidate addresses these results. / The candidate designs activities that will provide unexpected results. The candidate addresses these results and then assesses if the students has changed their thinking. / The candidate designs activities that challenge prior knowledge and expectations. The candidate addresses these results and then assesses if the students has changed their thinking. / The candidate designs activities that will provide unexpected results that challenge prior knowledge and expectations. The candidate addresses these results and then assesses if the students has changed their thinking.
3. Use a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities – including laboratory or field settings and applicable instruments and/or technology- to allow access so that all students learn. These strategies are inclusive and motivating for all students. 3a / The candidate has no clear teaching strategy or does not incorporate lab equipment into the lesson. The majority of the students seem like they do not like the activity. / The candidate uses a single teaching strategy in the lesson. The candidate incorporates lab equipment into the lesson. The majority of the students are not engaged in the activity. / The candidate uses multiple teaching strategies within a lesson. The candidate incorporates lab equipment into the lesson. Most students are engaged in the activity. / The candidate uses multiple teaching strategies within a lesson. Students are engaged in the learning activities. The candidate incorporates lab equipment into the lesson. / The candidate uses multiple teaching strategies that incorporate student involvement within a lesson. Students are engaged in the learning activities. The candidate incorporates lab equipment into the lesson.
Item / 0 / 1
Basic / 2
Emerging / 3
Target / 4
Exemplary / N/A
4. Develop lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide equitable achievement of science literacy for all students. 3b / The candidate does not incorporate inquiry or the inquiry does not directly involve the students. The inquiry does not follow the scientific method. / The lesson plan incorporates inquiry allowing the students to make observations. / The lesson plan incorporates inquiry allowing the students to record and analyze data. The students then present the analysis. / The lesson plan incorporates inquiry allowing all the students to record and analyze data using spreadsheets. The students then present the analysis. / The lesson plan incorporates inquiry activities comparable to a veteran teacher allowing all the students to record and analyze data using spreadsheets. The students then present the analysis.
5. Plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated. 3c / The candidate has no assessment strategies. The assessments only test memorization. / Limited assessments or assessments do not line up with learning objectives. / The candidate incorporates assessment strategies that align with learning objectives in the lesson plan. The candidate assesses the lesson as it is taught. / The candidate incorporates effective assessment strategies that align with learning objectives in the lesson plan. These assessments measure shifts in student preconceptions. The candidate assesses the students as the lesson is taught and shifts the lesson plan as appropriate. / The candidate incorporates effective, engaging, assessment strategies that align with learning objectives in the lesson plan. These assessments measure shifts in student preconceptions. The candidate assesses the students as the lesson is taught and shifts the lesson plan as appropriate.
6. Plan a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area. 3d / The candidate does not review safety procedures or ethical treat. of living org.’s. The candidate gives inaccurate information regarding the safety procedures or ethical treatment of living organisms. / The candidate reviews all safety procedures with the students. If applicable, the candidate reviews proper treatment of living organisms. / The candidate reviews, and if possible demonstrates all safety procedures with the students. If applicable, the candidate reviews proper treatment of living organisms. / The candidate reviews, and if possible demonstrates all safety procedures with the students. The candidate assesses understanding of safety procedures. If applicable, the candidate reviews proper treatment of living organisms. / The candidate reviews, and if possible demonstrates all safety procedures with the students. The candidate assesses understanding of safety procedures and reviews consequences of not following the procedures. If applicable, the candidate reviews proper treatment of living organisms.
Item / 0 / 1
Basic / 2
Emerging / 3
Target / 4
Exemplary / N/A
7. Design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction. 4a / The candidate does not review safety preparation, storage, dispensing, procedure. The candidate gives inaccurate information regarding the use and disposal of the materials. / The candidate reviews all safety preparation, storage, dispensing, procedures with the students. / The candidate reviews, and if possible demonstrates all safety preparation, storage, dispensing, procedures with the students. / The candidate reviews, and if possible demonstrates all safety preparation, storage, dispensing, procedures with the students. The candidate assesses understanding of safety procedures. / The candidate reviews, and if possible demonstrates all safety preparation, storage, dispensing, procedures with the students. The candidate assesses understanding of safety procedures and reviews consequences of not following the procedures.
8. Design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of all students. 4b / The candidate does not discuss emergency procedures with the students. The candidate gives inaccurate information regarding the emergency procedures. / The candidate reviews emergency procedures that comply with state or national guidelines with the students / The candidate reviews emergency procedures that comply with state or national guidelines with the students. The activities are designed to be safe according to the abilities of the students.
To ensure safety, the instructor gives constant supervision. / The candidate reviews emergency procedures that comply with state or national guidelines with the students. The candidate checks before the lesson that all safety equipment is properly functioning. The activities are designed to be safe according to the abilities of the students.
To ensure safety, the instructor gives constant supervision. / The candidate reviews, and if possible demonstrates emergency procedures that comply with state or national guidelines with the students. The candidate checks before the lesson that all safety equipment is properly functioning. The activities are designed to be safe according to the abilities of the students. To ensure safety, the instructor gives constant supervision.
9. Design and demonstrate activities in a P-12 class. that demonstrate ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions on the collection, keeping, and use of living organisms. 4c / The candidate does not rvw. ethical trea. of living org.’s. The candidate gives inaccurate info regarding the ethical treatment of living organisms. / The candidate briefly reviews ethical treatment of living organisms with the students. / The candidate reviews, and if possible demonstrates ethical treatment of living organisms with the students. / The candidate reviews, and if possible demonstrates ethical treatment of living organisms that comply with state or national guidelines with the students. To ensure ethical treatment, the instructor gives constant supervision. / The candidate reviews, and if possible demonstrates ethical treatment of living organisms that comply with state or national guidelines with the students. The instructor assesses student understanding of ethical treatment of living organisms. To ensure ethical treatment, the instructor gives constant supervision.
Item / 0 / 1
Basic / 2
Emerging / 3
Target / 4
Exemplary / N/A
10. Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected. 5a / The candidate does not effectively assess student learning or does not assess the students. / The candidate assesses student learning with summative and/or formative assessments. / The candidate assesses student learning with summative and formative assessments. The student uses this information to determine growth and understanding. / The candidate assesses student learning with summative and formative assessments. The student uses this information to determine growth and understanding. The results guide the direction of the lesson. / The candidate assesses student learning with summative and formative assessments. The student uses this information to determine growth and understanding. The candidate measures and assesses changes in student thinking. The results guide the direction of the lesson.
11. Provide data to show that P-12 students are able to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. 5b / The candidate provides no evidence that students understand science from nonscience or the evolution of science as a human endeavor. Teaches nonscience as science. / The candidate assesses the difference of science versus nonscience. / The candidate assesses the difference of science versus nonscience and provides examples of both. The candidate discusses the role of science in society. / The candidate assesses the difference of science versus nonscience and provides examples of both. The candidate discusses the role of science in society. if statements that are made are scientific. / The candidate discusses and assesses the difference of science versus nonscience and provides examples of both. The candidate discusses the role of science in society. The candidate discusses if statements that are made are scientific. The candidate has students determine what statements are scientific versus nonscientific.
12. Engage students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner. 5c / The candidate does not engage the students in appropriate inquiries that forces them to understand the scientific method. The students take obs.’s but do not analyze the data. / The candidate engages students with appropriate activities that forces the student to collect data. / The candidate engages students with appropriate activities that forces the student to use the scientific method to collect date and make a hypothesis. / The candidate engages students with appropriate activities that forces the student to use the scientific method to collect data, make a hypothesis, perform an experiment, and make conclusions based on the result. / The candidate engages students with appropriate activities that forces the student to use the scientific method to collect data, make a hypothesis, perform an experiment, and make conclusions based on the result. The candidate then allows the students to reformulate the hypothesis and continue the experiment.

SECONDARY SCIENCE FORMATIVE ATTACHMENT RUBRIC-Inquiry, Safety, and Ethical Treatment of Animals

Used for OC’s “Assessment of Planning” for NSTA 2012 Stds.

Type of Inquiry used during the lesson: Guided ______Open ______

Coupled ______Structured ______

Complete the section for only the type of inquiry that the candidate used – guided, open, or structured inquiry. If the candidate used a coupled inquiry complete both the guided and open inquiry rubrics.

Guided Inquiry (Complete this section (#s 13-21 only if the candidate used guided inquiry)

Item / 0 / 1
Basic / 2
Emerging / 3
Proficient / 4
Exemplary / NA
13. Initiating Event (Opening Activity)
NSTA 3B / The candidate does not give an opening demonstration or it does not relate to the lesson objective. / The candidate has an opening activity but tells the students what they should explore. / The candidate demonstrates an engaging opening activity that tells the students the lesson objective. The students are then free to explore the system to learn the lesson objective as they choose. / The candidate demonstrates an engaging opening activity that tells the lesson objective. The students are then free to explore the system to learn the lesson objective as they choose. The candidate discusses all relevant safety information and ethical treatment of living organisms. / The candidate demonstrates an engaging opening activity that tells the students the lesson objective. The candidate involves students in the activity by questioning the students or having them help with the demonstration. The students are then free to explore the system to learn the lesson objective as they choose. The candidate discusses all relevant safety information and ethical treatment of living organisms.