Module 4

module 4 - Looking at Student Work

Module 4 - Looking at Student Work helps educators learn about how to use student work collected from medium cycle assessment tasks to determine how much students have learned as well as identify the strengths and areas for growth in assessment design and instructional practice. They also learn about how to identify and embed meaningful assessment opportunities in a lesson or learning sequence to inform instruction and guide student learning.

Module 4 consists of five sessions:

Session 4.1 - What Counts as Student Work?
Session 4.2 - An Assets Approach to Looking at Student Work
Session 4.3 - Student Work in Short Cycle Assessments
Session 4.4 - Exit Tickets for Formative Assessment
Session 4.5 - Rubrics for Equitable and Inclusive Feedback

Use the navigation below to access the module and session materials and resources, including handouts, presentations slides, facilitator guides, and technology tools.

Module 4 Resources

Module 4 Materials

Technology Tools

Module Handouts

Handouts from other modules to be used in Module 4

Module Charts

Module Resources

Resources developed in other modules to be used in Module 4

Knobs and Constants Chart (from Session 2.1)
Path of Student Learning and Thinking across a Unit of Instruction (from Session 3.1)

Session 4.1 - What Counts as Student Work?

Session Description

In this session, participants consider the range of possibilities for what student work can be collected in assessment and instruction. They consider what educators can do with student work artifacts. Finally, they list all the possible student work artifacts that can be collected or observed in a unit or learning sequence and compare the range of student work against their vision for student performance and assessment they captured in their Knobs and Constants Chart (Session 2.1).

Session Goals

Understand what counts as student work in assessment and instruction.
Understand the range of student work that can be considered in assessment and instruction.

Session Resources

Session 4.2 - An Assets Approach to Looking at Student Work

Session Description

In this session, participants consider an assets approach to the ideas students have about science topics and concepts to better understand how to support learning and instruction. They learn and use a protocol to analyze student work samples from an assessment task using a facets of thinking approach that can be used to guide student feedback and future instruction.

Session Goals

Understand how asset-based assessment practices expand meaningful opportunities to learn science.
Understand how to analyze student ideas using an asset-based lens to surface student’s range of thinking about science topics and concepts.
Understand how to identify and use “facets of thinking” in assessment to guide learning and instruction.

Session Resources

Session 4.3 - Student Work in Short Cycle Assessments

Session Description

In this session, participants learn about the importance of instructionally embedded formative assessment in supporting student learning and instructional design. They spend time planning how they will identify, collect and evaluate student work during an upcoming lesson using a thinking map.

Session Goals

Understand the purpose and importance of short cycle formative assessment within a lesson or instructional sequence.
Understand when and how to embed short cycle formative assessment experiences within a lesson or learning sequence.
Understand how to interpret student work as evidence to inform instruction and feedback.

Session Resources

Session 4.4 - Exit Tickets for Formative Assessment

Session Description

In this session, participants learn about one kind of formative assessment strategy called Exit Tickets for short cycle assessments. After reviewing four Exit Ticket examples designed for different purposes, participants will use the steps of the formative assessment cycle to create an Exit Ticket to be used in their own instruction. Participants utilize a planning tool and a summary guide to design their Exit Tickets.

Session Goals

Understand how to create an Exit Ticket to elicit evidence of students’ learning needs.
Understand how to use Exit Tickets to inform the next stage of instruction and provide feedback to students.
Understand how Exit Tickets promote students’ self-reflection and engagement.

Session Resources

Session 4.5 - Rubrics for Equitable and Inclusive Feedback

Session Description

In this session, participants learn about the importance of equitable and inclusive student-centered rubrics. Participants will leave the session with an understanding of tools they can use to build more equitable and inclusive rubrics along the assessment continuum.

Session Goals

Understand the purpose of rubrics to support students in the assessment process.
Understand the importance of inclusive student-centered rubrics for equitable feedback.
Understand how rubrics support an equitable assessment system.

Session Resources

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Module 4

module 4 - Looking at Student Work

Module 4 Resources

Module 4 Materials

Session 4.1 - What Counts as Student Work?

Session 4.2 - An Assets Approach to Looking at Student Work

Session 4.3 - Student Work in Short Cycle Assessments

Session 4.4 - Exit Tickets for Formative Assessment

Session 4.5 - Rubrics for Equitable and Inclusive Feedback