If you are in the second year of teaching the same unit, congratulations! You know the excitement and engagement that students have working with these activities. For the assessment piece, dig a little deeper into the FOSS choices. Add a bit to what you used last year. Use more tips from your training and other teachers working with the activities.
For the first year, of any FOSS Activity implementation, we will be using some resources provided in each manual. The included pieces you select should provide the needed feedback that we must provide to students. Included are Formative Assessments (while students are learning) and Summative (or end of unit formal assessments). Foss Assessments focus on three concepts:
KSD is moving towards Standards Based Performance Report Cards, which some teachers and schools are currently piloting. Their grading will look different from traditional grading. This change will move KSD towards its goal of creating an equitable system to assess all students.
Relax! Know that FOSS is rolling out over three years.
Growth for you and your students is progressive, a process. Grades will be low
on the FOSS assessments at the beginning. Let your students know that and be
comfortable with that yourself. You and your building science rep will grow in
knowledge over the three-year implementation. Your students will also become
knowledgeable and more comfortable with FOSS, the scientific process, and the 5th grade Science WASL.
FOSS has many ways to assess student learning. View these as a menu of choices during the first year. Choose to do only 1 or 2 assessments during each Investigation, but become familiar with all the various types and come to know what works for you and your students. (During the first year, assessments should be less to evaluate for grading purposes and more to gauge the successful communication of concepts.)
During the Unit:
Each activity has a rubric to use for assessment, located sequentially
in the Assessment area of your teacher guide. Until students have knowledge of the
scientific process, the FOSS way and vocabulary, these should be done with
students. Students can view the rubrics as a class and do together at first, moving
to partners, having teachers give feedback on their observations, etc., until
the students get the ideas and language down.
Completing a Unit: