Action Research Presentation

Biology Formative Assessment Data

Biology Formative Assessment Data 2014 - 2015

Geometry Formative Assessment Data

Geometry Formative Assessment Data 2014 - 2015

Sample Geometry Common Planning Time Discussion

Common Formative Assessment Research Project -
Geometry Notes from discussion of formative assessments 

• We begin each CPT session with a discussion of the rubric. Each teacher scores one set of quizzes. Then we discuss the results of what we observed while we were correcting. 

Congruency unit: Formative Assessment # 1 

• This quiz required students to identify the 6 corresponding congruent angles and sides given a congruence sentence and a picture. 
•  CCSS: G-CO.7 Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. 

Observations: 

• Students had problems with notation, forgetting the segment and/or angle symbols. 
• It appeared the students were not reading the congruence sentence, they were just looking at the picture. A lot of the students who did well labeled the picture. Many did not label the picture. 
• It appeared some students looked at the picture as a transformation and did not recognize it as a reflection.
•  Several teachers had a group of quizzes that were either a 100 or a very low grade – the students either got it or didn’t, not much middle ground. 
• Students needed to label one angle with three vertices and many did not. 

Action Steps:

• Teachers must go over notation again.
•  Teachers must emphasize that the students label the picture with the given information. 
• Since we just finished the transformations unit, there appeared to be some confusion. We need to have teachers emphasize that the congruence sentence will tell them how the figures are related. 
• Teachers must go over naming an angle with three vertices again. 

Congruency unit: Formative Assessment # 2

• This quiz required the students to use corresponding parts of congruent figures to set up algebra equations to solve for missing sides of figures. 
• CCSS: G-SRT.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. 

Observations:

• Students didn’t seem to actually look at the diagram they just set the expressions equal to each other or they added the expressions and set them equal to 180.
• Students had trouble solving the algebra equations. 

Action Steps:

•  Make sure students understand the markings on the diagrams. 
•  Remind students they must look at the markings on the diagram to decide how to set up the algebra equation. 
• Students need more instruction solving linear equations with variables on both sides.

Sample Biology Common Planning Time Discussion

12/1/14 Common Planning Time

Notes from post assessment discussion

• Biology Teachers met during CPT to discuss the results of the first formative assessment for the cell unit and to work on creating the next assessment.

• Observations

• One teacher gave the assessment twice to his honors class, surprised by how poorly they did the first time
• Used the assessment as a quiz grade after teaching the material
• Reviewed the assessment after it was graded.
• Some students either didn't label parts or even the whole diagram.
• The same diagram was used in class as part of the unit, yet students did not label correctly (why?)  Need work on study skills
• Teachers have students create organelle flip-books, notecards.  
• Should we have students quiz each other (suggested)
• Grades on the assessments were consistent for almost all students, Paula noted one anomaly..
• Class time spent talking about the organelles and even comparing them to a school and factory. Uses of graphic organizers as well as video clips seemed to help most.

Action Steps

• Agree on how the assessment will be used in the classroom
• Suggest: everyone count the assessment as a quiz grade
• Use graphic organizers:  develop or use a common graphic organizer to help students organize organelle structure and function
• Research and share study skills strategies
• Share video clips
• Teacher’s must use the same cell diagrams, graphic organizer, structure and function descriptions

Next Assessment #2: Cell Unit: Cell cycle and mitosis

• Needs to be a DOK 2 Question: Stay away from memorizing
• NGSS
• HS-LS1-4:  Use a model to provide evidence of cellular division (mitosis) and differentiation in producing and maintaining complex organisms
• LS1.B:  Growth and development of organisms
• Possibilities include giving students the diagram and have them describe what is happening