The document discusses assessment strategies for science teaching including rubrics, checklists, and traffic light systems. It provides examples of each type of assessment with criteria related to demonstrating skills like providing accurate information, developing explanations, and making insightful statements. Guidelines are given for creating assessments including identifying the skills to be demonstrated and developing marks or levels to evaluate evidence of those skills.

1. Assessment

2. Why do we include First Nations culture and not other cultures in the Science IRPs?

3. Unit Plan- Introduction/Rationale and References (1 page each)

4. A rationale is the articulation of the reasons for using a particular teaching method. Minimally, your rationale should include: • the intended audience • a brief summary of the unit and its educational significance • the purposes of using the unit and how it will be used Introduction/Rationale

5. Continued… Minimally, a rationale should include: • potential challenges with the unit and how these might be handled (e.g. potential equipment issues - suggest alternatives) • alternative works an individual can read or view for further information (this could include references to the source materials you used to create the unit plan) Introduction/Rationale

6. References What are the books/articles/websites that you used to create this unit plan? State the following for each of your source materials: the title the author/s the year of publication the website address (if applicable)

7. Assessment Criterion-referenced assessment Checklists Traffic Light system

8. Assessment What skills do I want the students to demonstrate? These are your criteria. What evidence will demonstrate the different skill levels? These are your marks (I usually use a 3-point, 4-point, or 5-point scale).

9. Assessment - a. Rubric 3-point scale accurate generally correct made up Information is… highly developed straight-forward confusing Explanations are… insightful developed obvious Statements are… 3 2 1

10. Assessment - b. Checklist Note that the column titles are from the previous rubric. 1 2 2 3 Information 3 3 Jake 2 2 Lucy 1 1 Billy 2 3 Rita Explanations Statements NAME

11. Assessment - Traffic Light System - prepare a … - identify the parts … classify the … - create a model of … draw the parts of the … - describe the … Red Yellow Green I can…

12. Formative Assessment If you turn in your formative assessment by the due date - November 2nd - you are no longer required to post to the Online Discussions.

13. What makes a great activity? TIBI / not TIBI everyone can participate everyone can be successful everyone can arrive at their own understandings