This document summarizes a lesson taught by a fourth grade teacher on simple machines. The teacher introduced different simple machines to the students and then assigned groups of students performance assessment tasks to design and build simple machines to solve everyday problems. The groups were assessed on both the process and the product using rubrics. Overall, the performance assessments allowed students to demonstrate their understanding of simple machines and how they make work easier through hands-on modeling and presentation of their designs.

1. · Write a brief (one paragraph) summary for each reading.
·
· Respond to any one of the following reflective prompts and
respond.
· McLaughlin et al. (2013) discuss ways in which to
summatively assess student learning using performance-based
assessment tasks. When students are tasked with designing and
building simple machines, what is actually being assessed
during these tasks? As you consider using performance-based
assessment tasks in your future instruction, what are some
advantages compared to traditional assessments (e.g., paper and
pencil tests)? What are some disadvantages of using
performance-based assessments? Describe how you might use a
summative performance-based assessment in Field Assignment
2, being specific about what you are assessing (e.g., science
topic, science skill).
· Castaneda and Bautista (2011) address growing concerns of
assessment surrounding ELLs, focusing on the need to evaluate
students based on their level of language proficiency. This is
rooted in the need to differentia te not only our instruction, but
our assessments. In order to do this, the authors propose four
strategies. Consider your future teaching and describe how you
plan to address each of these four strategies to assess your ELL
students based on their level of language proficiency. To
contextualize your response, focus on your upcoming Field
Assignment 2 - describe your assessment plan for ELLs for that
particular lesson.
3 PARAGRAPHS TOTAL
1 page

2. A fourth-grade
lesson on simple
machines integrates
performance
assessment tasks.
More and more science teachers are integrating perfor-mance
assessment tasks into their lessons. These tasks are a means of
assessing conceptual understanding while
providing students with various opportunities to demonstrate
learning outcomes. Performance assessment tasks typically
engage students in authentic, real-world, hands-on learning
situations and impose high cognitive demands resulting in
meaningful learning (Darling-Hammond 2004). Information
gleaned from performance assessments not only support sci-
ence teachers’ understandings of the strengths and weaknesses
of the students but also guide their instruction in ways that will
develop the knowledge and mental skills required to construct
appropriate mental models for authentic performance situa-
tions. Performance assessment tasks comprise a performance
that may be observed and/or a tangible product that may be
examined (Bass, Contant, and Carin 2009). Examples include
oral presentations, debates, exhibits, written products, con-
struction of models, and solutions to problems. In creating ef-
fective performance tasks, science teachers should consider the
following factors: the focus of the task, the context of the task,
directions provided for the students and the rubric used for as-
sessment. The focus of the assessment task should be closely
aligned with the learning objectives and the context should
provide a background and a question related to the focus objec -
tives. Additionally students must be provided with directions
By Cheryl A. McLaughlin,
Felecia C. McLaughlin, and

3. Rose M. Pringle
Science and Children50
A fourth-grade
lesson on simple
machines integrates
performance
assessment tasks.
that clearly describe the performance and/or the product
to be assessed as well as a scoring rubric for evaluating the
quality of the performance task.
Connecting to NGSS
The following performance assessment tasks align with
Next Generation Science Standards (NGSS) because stu-
dents were provided with the opportunity to engage in
scientific investigations and engineering practices that re-
lated to disciplinary core ideas (Achieve Inc. 2013). The
engineering practices integrated in the performance as-
sessment tasks include Asking Questions and Defining
Problems, Planning and Carrying Out Investigations,
and Constructing Explanations and Designing
Solution

4. s
(disciplinary core idea 3-5-ETS1: Engineering Design).
These fourth graders were given opportunities to draw
on scientific ideas as they designed and constructed mod-
els to represent their understanding of simple machines.
This activity allowed students to develop their own un-
derstanding of the concept and to gain an appreciation
for the way engineers operate. According to A Framework
for K–12 Science Education (National Research Coun-
cil [NRC] 2012), engineering practices are distinct from
those of scientists, and include developing design plans,
producing and testing models and prototypes, and refin-
ing design ideas based on the performance of a model or
prototype. In this lesson, we adapted these expectations to
match the cognitive abilities of these enthusiastic fourth
graders.
The Next Generations Science Standards point to the
importance of a continuum of learning in science. This is
done through story lines and specific standards for each
grade, K–5. The lessons described here were developed
prior to the release of NGSS and the disciplinary core
ideas developed through these investigations do not align
precisely with the recommended grade levels found in
NGSS. This is probably a situation many teachers find

5. themselves in at this time. We will eventually modify the
lessons and possibly shift some of the practices and core
ideas to other grade levels. But, we have found that this is
when our students are ready for this learning experience.
They will build on it during subsequent years through the
progression of learning we currently have in place. The
focus of this lesson is standard 3-PS2 Motion and Stabil-
ity: Forces and Interactions. NGSS specifies that in kin-
dergarten students “Plan and conduct an investigation
to compare the effects of different strengths or different
directions of pushes and pulls on the motion of an object”
(performance expectation K-PS2-1; see Connecting to the
Standards). They use the practice of planning and carry-
ing out investigations and develop understanding of the
disciplinary core ideas PS2.A and ETS1.A. In grade 3 the
NGSS takes them on to performance expectation 3-PS2-
1, “Plan and conduct an investigation to provide evidence
of the effects of balanced and unbalanced forces on the
motion of an object” (see Connecting to the Standards).
In both kindergarten and grade 3 the crosscutting concept
Cause and Effect is emphasized. We have taken this on
into fourth grade.
This article presents the experiences of Miss Fele-

6. cia McLaughlin, a fourth-grade teacher from the island
of Jamaica who used the model proposed by Bass et al.
(2009) to assess conceptual understanding of four of the
six types of simple machines while encouraging collabora-
tion through the creation of learning teams. Students had
an opportunity to demonstrate what they learned and un-
derstood about simple machines through the construction
of scientific models and the oral presentation of the mental
processes involved in the generation of their products. The
topic Simple Machines is typically taught in grade 4 as
part of a unit entitled Simple and Complex Machines. The
unit explores how ideas such as force, push, pull, and work
are related to simple machines and may also be adapted to
suit the needs of fifth and sixth graders. This performance
assessment activity was conducted in a single lesson after
the basic concepts of simple machine s were developed in
two prior classes, and the main objective was to have stu-
dents design and construct simple machines that complete
particular tasks. The successful completion of these tasks
would demonstrate students’ comprehension of the con-
cepts taught and their ability to integrate them into their
everyday experiences.
Miss McLaughlin’s Lesson
The lesson took place in two 30-minute sessions over a

7. period of two days. Miss McLaughlin introduced the stu-
dents to six simple machines: pulley, lever, wheel and axle,
wedge, screw, and inclined plane. During the lesson, she
showed them physical examples and photographs of each
simple machine and encouraged them to provide a de-
scription of each in their own words. From the discussion,
Miss McLaughlin and the class collectively completed a
vocabulary chart that defined the distinguishing feature(s)
of each simple machine. They then engaged in further dis-
cussions as students shared other examples of simple ma-
chines that they had encountered in their everyday experi-
ences. Toward the end of the class, Miss McLaughlin gave
the students a record sheet on which they had to identify
simple machines from diagrams and to justify their re-
sponses using the information from the vocabulary chart.
The second lesson provided an opportunity for stu-
dents to apply their knowledge of simple machines to
the spaces outside of the classroom in which they were
comfortable. Students worked in groups to find, identify,
November 2013 51

8. and observe one simple machine on the school grounds.
Miss McLaughlin gave them a record sheet with specific
questions about the machine they selected. For instance,
they were asked: What is the object? What type of simple
machine is it? Is it made up of more than one simple ma-
chine? If so, list them. How does this machine make a job
easier? During the class discussion that took place after
the scavenger hunt, students spoke about the flagpole pul -
ley system in the school yard explaining that the rope was
wrapped around a wheel at the top making it easier to raise
and lower the flag. Another group selected the doorknob
as a type of wheel and axle, explaining that the axle portion
was in the door and the wheel was the part that turns to
make the door easier to open.
The Performance Assessment
The focus of the activity was to allow students to demon-
strate their understanding of simple machines by creating
appropriate models related to everyday assigned tasks. Spe-
cifically, Miss McLaughlin wanted students to demonstrate
their understanding of how simple machines operate to
make everyday work easier. In addition, they were required
to identify simple machines used during routine activities at
home, at school, and in various places of employment.

9. Simple Machine Selection
Students selected one of the four simple machine groups:
pulley, wheel and axle, inclined plane, and lever. The oth-
er two simple machines, screws and wedges, were not as-
signed because students demonstrated mastery of the con-
cepts underlying their operation and could easily identify
them within various contexts. Each group was assigned a
task sheet with a problem that connected with the context
of the students’ experiences to create opportunities for au-
thentic learning. The problem presented for each machine
is described in the following sections.
Pulley
Your mother wants you to collect water from the hand-
drawn water well in your backyard. The well is half-filled
with water. Create a machine that will make this work
easier for you.
Wheel and Axle
Robert works on a construction site and has to remove a
pile of cement blocks all at once from one location to the
next. Create a model of a machine that will assist him.

10. Inclined Plane
A mover is trying to get a sofa into the back of his truck.
There is no one to assist him. Create a machine that will
help him accomplish this goal.
Lever
Your father is trying to remove family portraits on the wall
of the living room. Create a machine that will help him
remove the nails or fasteners in the wall.
Design and Constuction
In order to anticipate and accommodate a wide range of
needs, Miss McLaughlin made the following materials
available to students:
Cord/string
Drink cartons
Butcher paper
Crayons/markers
Ruler
Thread spool
Styrofoam cups
Wooden skewers

11. Scissors
Paper
Drinking straws
Pipe cleaner
Cloth
Cardboard
Duct/scotch/masking tape
Medicine cups
Elastic bands
Safety goggles
The students were required to discuss and negoti-
ate their ideas in order to conceptualize a possible design
for the machine to be used for each scenario. They were
encouraged to sketch possible designs as they worked in
groups. After collecting appropriate materials, students
were expected to construct their machine then draw a la-
beled diagram for presentation to the class. Their posters
also included definitions of the simple machines depicted
as well as other relevant information that was discussed
during their collaboration. Members of each group were
assigned the following roles:
• Machine engineer—required to lead the construction
process

12. • Designer—responsible for sketching and modifying
ideas of the group
• Materials manager—in collaboration with the group
decided on appropriate materials for the project
• Note-keeper—made notes as the discussion pro-
gressed
• Presenter—presented the final product to the rest of
the class.
Science and Children52
Simply Performance Assessment
F i g u r e 1.
Rubric assessing the process.
Process All of the
time 4

13. Most of
the time 3
Some of
the time 2
None of
the time 1
Total
Assisting—students were observed helping each
other and working with each other’s idea
Participating—students were observed
contributing to the project
Negotiating—students were observed
exchanging and defending their ideas
Supporting—students were observed
encouraging and supporting the efforts of
others

14. Organizing—students were observed effectively
managing their time
F i g u r e 2 .
Rubric assessing the product.
Product excellent 3 good 2 Fair 1 Total
Disciplinary Core
Ideas
Explanations indicated
a clear and accurate
understanding of the
scientific principles
underlying the
construction of the
machine.
Explanations indicated
a relatively accurate
understanding of the
scientific principles
underlying the

15. construction of the
machine.
Explanations did not
indicate a clear and
accurate understanding
of the scientific
principles underlying
the construction of the
machine.
Illustration Plan is neat with
clear labeling for all
components.
Plan provides labeling
for most components.
Plan is not adequately
labeled.
Construction Appropriate materials
were selected and
creatively used to
highlight specific aspects

16. of simple machines.
Appropriate materials
were selected but
construction did not
highlight important
aspects of simple
machine.
Materials selected were
inappropriate and did
not highlight any aspect
of simple machines.
Effort The product was well
thought out and obvious
effort was made in its
construction.
The product was well
thought out but one or
two details could have
been refined for a neater
product.

17. The product was not well
thought out and more
details were necessary
for a neater product.
(Adapted from rubistar.4teachers.org)
November 2013 53
Beyond the specific goals
listed, all students were expected
to collaborate in a manner that
ensured that the machine they
designed and constructed ad-
dressed the specific needs out-
lined in their performance task.
Miss McLaughlin reminded
students about safety concerns, especially related
to the use of pipe cleaners, scissors, and skewers.
Groups selecting these tools were given goggles
and were carefully and routinely monitored. As the stu-
dents got started, their enthusiasm was palpable. The

18. teacher could hear them commenting on each other’s ideas
and telling about past experiences during which they felt
sure that a simple machine was used to achieve various
outcomes. This provided another opportunity to assess
their learning.
Using the scoring rubrics to guide assessment, Miss
McLaughlin evaluated both the process (see Figure 1 on
p. 53 and NSTA Connection) and the product (see Fig-
ure 2 on p. 53 and NSTA Connection). The rubrics were
explained to the students prior to the project to allow for
a clear understanding of the criteria used for assessment.
Miss McLaughlin also wanted the evaluation to be as ob-
jective and consistent as possible, using scores to deter -
mine the extent to which the performance objectives were
met. The students’ constructions are described below.
Pulley
The students who were given the task to gather water from
the hand-drawn well used pipe cleaners and a thread spool
to design their pulley system. They inserted the ends of the
pipe cleaner into a thread spool and bent it into the form
of a circle. String was used to attach a tiny medicine cup

19. at one end while the other end was wrapped around the
spool. Students demonstrated how they would use their
invention to lower the container to the water and scoop
water from the well. I asked students to explain why they
believed that their construction was a simple machine.
They explained that the system made it easier for them to
lift an object against the pull of gravity.
Wheel and Axle
The students in this group created a machine that con-
sisted of a small carton box and Styrofoam lids used as
wheels. A small wooden skewer was used to attach the
wheels to the box (see Figure 3) and a small string was at-
tached to facilitate pulling. The students explained that
while their creation was a model of a simple machine,
ideally the carton should be replaced by a larger contain-
er made of metal with larger wheels to accommodate the
weight of cement blocks. Students were commended for
identifying limitations in their models and also for mak-
ing alternative suggestions to offset the weaknesses. Some
students indicated that a wheelbarrow is commonly used
on construction sites to carry out this specific task. Miss
McLaughlin acknowledged that while this is true, the
wheelbarrow is considered a complex machine because

20. it consisted of more than one simple machine. She indi-
cated that complex machines would be explored during
the following week but also challenged them to identify
the simple machines that constituted the wheelbarrow.
Students quickly identified the wheel and axle and Miss
McLaughlin elicited the lever response through further
questioning.
Inclined Plane
The simple machine created by this group consisted of a
ramp made of a strip of cardboard resting on a truck they
constructed from a juice carton (see Figure 4). In their pre-
sentation, they identified the truck bed and demonstrated
how the mover pushed the sofa up the ramp in order to
place it in the truck. The poster illustration consisted of
the picture of a truck with the ply board ramp attached
and a man pushing the sofa upward. During the presenta-
tion, some students indicated that instead of pushing the
sofa up the ramp, the mover could have pulled the sofa
using rope that was previously secured to the sofa. Oth-
ers agreed that the simple machine could also be used to
remove the sofa from the truck.
Lever

21. The students in this group decided to wrap four pipe clean-
ers together at one end with scotch tape. After bending
F i g u r e 3 .
Wheel and axle.
Keywords: Simple machines
www.scilinks.org
Enter code: SC111301
Science and Children54
Simply Performance Assessment
Connecting to the Standards
Standard 3-PS2 Motion and Stability:
Forces and Interactions
Performance expectations:

22. K-PS2-1 Plan and conduct an investigation to
compare the effects of different strengths or
different directions of pushes and pulls on the
motion of an object.
3-PS2-1 Plan and conduct an investigation to
compare the effects of different strengths or
different directions of pushes and pulls on the
motion of an object.
Science and engineering Practices:
Asking Questions and Defining Problems, Planning
and Carrying Out Investigations, Constructing
Explanations and Designing