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
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