The document discusses aligning assessment with content standards and objectives in science education. It emphasizes beginning with the end in mind by considering the standards and objectives, then designing assessment and lessons to meet those goals. Rubrics are presented as an effective assessment tool that provides clear guidelines for students and teachers. Special education students must be taught the same standards through Individualized Education Programs.

1. Aligning Assessment and Standards Key Considerations Science

3. Standards Curriculum Instruction Assessment

6. Grade 8 Standard 4: Subject Matter/Concepts Populations and Ecosystems 8.4.9 group unknown organisms based on observable characteristics (e.g., use dichotomous keys) 8.4.10 trace, matter and energy flow in a food web as it goes from sunlight to producers to consumers, design an in which the chemical and energy needs for the growth, reproduction and development of plants are met (e.g., food pyramids, decomposition)

7. Grade 8 Standard 4: Subject Matter/Concepts Motion and Forces 8.4.22 graph and interpret the relationships (e.g., distance versus time, speed versus time, acceleration versus time). 8.4.23 describe Newton’s Laws of Motion; identify examples; illustrate qualitatively and quantitatively drawing vector quantities. 8.4.24 illustrate quantitatively mechanical advantage of simple machines.

10. Objective and Assessment Methods Must be ALIGNED

12. RUBRICS Performance descriptors are easily adapted to rubric grading.

15. 4 - Delicious: A) Chocolate chips in about 75 percent of the bites taken. B) Chewy in the middle, but crispy on the edges either brown from overcooking, or light from being 25 percent raw. C) Quality store-bought taste. D) Medium fat content. 3 - Good: A) Chocolate chip in every bite B) Chewy C) Golden brown D) Home-baked taste E) Rich, creamy F) High-fat flavor Rubric Example

16. 2 - Needs Improvement: A) Too few or too many chocolate chips. B) Texture resembles a dog biscuit. C) Burned. D) Store-bought flavor with a preservative aftertaste – stale, hard, chalky Non-fat contents . 1 - Poor: A) Chocolate chips in 50 percent of the bites taken B) Texture is either crispy/crunchy from overcooking or doesn't hold together because it is at least 50 percent . C) Uncooked either dark brown from overcooking or light from undercooking D) Tasteless low-fat content. Rubric Example continued

17. Here's how the table looks: Delicious Good Needs Improvement Poor Number of Chips Chocolate chip in every bite Chips in about 75% of bites Chocolate in 50% of bites Too few or too many chips Texture Chewy Chewy in middle, crisp on edges Texture either crispy/crunchy or 50% uncooked Texture resembles a dog biscuit Color Golden brown Either light from overcooking or light from being 25% raw Either dark brown from overcooking or light from undercooking Burned Taste Home-baked taste Quality store-bought taste Tasteless Store-bought flavor, preservative aftertaste – stale, hard, chalky Richness Rich, creamy, high-fat flavor Medium fat content Low-fat content Nonfat content

22. West Virginia Content Standards and Objectives Modules Go to http://reinvent.k12.wv.us Click the GUEST button

23. West Virginia Content Standards and Objectives Modules Select the CSO icon

24. Reading and English Language Arts Science Mathematics Social Studies Health Physical Education Visual Art Music Foreign Language Theater Dance Driver Education West Virginia Content Standards and Objectives Modules Select

28. West Virginia Content Standards and Objectives Modules

29. School Improvement: A Continuous Cycle