Assessment+Tools

__1. Probes__
 * Rolling Marbles pg.72 in Volume 3: The purpose of this assessment probe is to elicit student's ideas about circular motion. The probe is designed to determine whether students recognize that an object will move in a straight line unless acted upon by an outside source.
 * Dropping Balls pg.77 in Volume 3: The purpose of this assessment probe is to elicit student's ideas about falling objects. The probe is designed to find out if students think they weight or mass of an object affects how fast it falls.
 * Standing on One Foot pg. 61 Volume 4: The purpose of this assessment probe is to elicit student's ideas about weight and pressure. It is designed to determine whether student's think their weight changes when the force exerted per unit area (pressure) on a scale changes.

__2. Formative Assessment FACTs - Jamie__ (from the Keely text)

__3. Standardized Test Items__
 * Sheep In A Jeep Activity from Picture Perfect: #66 Traffic Light Cups
 * Traffic Light Cups are used during group work and student investigations to signal to the teacher when groups need help or feedback. Red, yellow, and green stackable party cups placed in the center of a group's table or workstation represent whether the group is able to proceed without the need for teacher intervention or whether they need assistance.
 * AIMS Activities:
 * Slip, Sliding Away:#27 I Think-We Think
 * In I Think-We Think, students use a two-column sheet of paper to record their own individual ideas (I Think), prior to group discussion, and ideas their group or class has that surface through group discussion (We Think).
 * Wind Rollers: # 32 K-W-L
 * K-W-L is a general elicitation technique in which students describe what they Know about at topic, Want to know about a topic, and Learned about the topic. There are different variations of K-W-L, depending on the students' age and the teacher's purpose.
 * Bounce Back: #21 Friendly Talk Probes (use to probe from the book on gravity on pg. 103)
 * Friendly Talk Probes are two-tiered questions that consist of a selected response section followed by a justification. The probe is set in a real-life scenario in which friends, family members, or familiar adults talk about a science-related concept or phenomenon. Students are asked to pick the person they most agree with and explain why. There is usually one best answer that most closely matches the scientific idea. Distracters are based on commonly held ideas from the research on students' misconceptions. The conversation between the characters draws students into the ideas almost as if they are participating in the conversation.
 * Rally Round the Room: #31 Justified True or False Statements
 * Justified True or False Statements provide a set of claims or statements that are examined by students. The students draw upon evidence from data, prior knowledge, or other sources to analyze their validity. Students describe the reasoning they used to decide whether each claim or statement is true or false.
 * Coaster Construction: #1 A&D Statements
 * Students use A&D Statements to analyze a set of "fact or fiction" statements. In the first part of A&D Statements, students may choose to agree or disagree with a statement or identify whether they need more information. In addition, they are asked to describe their thinking about why they agree, disagree, or are unsure. In the second part of the FACT, students describe what they can to do investigate the statement by testing their ideas, researching what is already known, or using other means of inquiry.
 * Ball on a Roll: #28 I Used To Think...But Now I Know
 * I Used to Think...But Now I Know asks students to compare verbally or in writing their ideas at the beginning of a lesson or instructional sequence to the ideas they have after completing the lesson(s).