Qualitative Evidence
Overview of Assessment
To further examine the growth my students experienced in my classroom I provided qualitative evidence which is showcased by student writing. Chapter assessments contain three sections multiple choice, free response, and extended response. This section analyzes student data from the extended responses on the chapter assessment. The extended responses require students to utilize Claim, Evidence, and Reasoning (CER) in their content-specific writing. I have selected this assessment because it demonstrates my students' writing skills and their science content knowledge. Students have one class period, 50 minutes, to complete the free-response questions and extended response, each response is graded with the same standardized rubric to promote equity and precision in grading. The extended response aligns with the chapter's driving question which is presented to students at the start of the chapter. My students on average complete 2 extended responses a month. In this section, I will highlight and analyze writing samples from three students' extended responses. The extended responses selected were taken in September and February, these responses will show the dramatic growth my students have experienced while being in my class.
Beginning of the School Year
Below I have selected three student work samples with completed rubrics from my first period. These student work samples are my students first extended response, most of my students had no prior experience with CER. The work samples below are from students below grade level, at/approaching grade level, and above grade level. To give further context, this assessment was given students at the end of the chapter 1 cells. The driving question, "Are cells like tiny organisms?" is similar to the question on the extended response "Write a scientific explanation whether or not a singular cell constitutes a system." The PDF below contains all the information and directions that was given to students during the assessment in September.
This student work sample is from a student below grade level. The student is not writing in full sentences. This student received a 0 for the claim because they did not make a claim. It is evident from this assessment that the student has not mastered the content from chapter 1. The student earned a 1 out of 6 on this assessment. Test corrections are recommended for students who earn less than a 4 on extended responses. Text corrections allow me to work one on one or in small groups with students and pinpoint their areas of struggle and push them towards growth.
This student work sample is from a student at or approaching grade level. This student has a complete claim with supplemental information and is writing in complete sentences. Her evidence could be improved by including scientific vocabulary from this chapter. However, she provides the reader with more context and evidence about systems which is sufficient. This student understands how to use scientific writing but was unable to correctly connect their reasoning with their claim. This student earned a 5 out of 6.
This student work sample is from a student above grade level. This student used complete sentences, correct grammar and function, and connected her reasoning back to her claim. This student demonstrated a strong understanding of scientific writing and of cells, specifically citing cell organelles. This student earned a 6 out of 6 on this assessment.
Middle of the School Year
After approximately five months of instructional time, students were administered this extended response. This assessment covers content from our thermal energy unit. Because this assessment is later in the school year I have higher expectations for students; students must be writing in complete sentences, citing evidence when applicable, use correct grammar and connect their reasoning to their claim. The student work samples below are from the same three students in the section above. Their work on this assessment demonstrates the dramatic growth that each of the students has experienced in my classroom over the past few months.
This student work sample is from a student below grade level. This student work sample shows dramatic growth from the first assessment until know. This student now understands the writing mechanics of scientific writing and he understands the science content. This is evident in his complete, correct claim and his bulleted list of evidence, and his connection from the reasoning back to his claim. This student earned a 5 out of 6 on this assessment as compared to a 1 out of 6 on the first assessment. This growth is a result of test corrections, in-class writing activities, and hands-on laboratory activities.
This student work sample is from a student at or approaching grade level. This student work sample illustrates growth. Compared to their first assessment this one is more organized and focused. The student shows a higher level of mastery compared to their first assessment because they are able to correctly cite more pieces of evidence and they are able to make a stronger connection between their claim and reasoning. This student extended response is particularly well crafted because she connects a previous outside experience into her reasoning to further bolster her point. This student earned a 6 out of 6 of this assessment.
This student work sample is from a student who is above grade level. This student earned a perfect score on the first assessment and yet she still demonstrates dramatic growth from the beginning of the year until now. Her claim is much stronger because she utilizes scientific vocabulary in it. Her evidence is more organized and she provides three salient examples. Her reasoning is particularly strong because she was able to effectively synthesize her claim and evidence together. This student earned a 6 out of 6 on this assessment.
Data for this section was analyzed on the micro-level by examining qualitative evidence from three students in my first period. However, the data and growth that these three students experienced mirrors the data at the macro-level. Similar to my students' performance on the chapter assessment their performance on the extended responses has increased over time, my students struggled with the writing portion of their exams more than the multiple-choice. The growth dramatic growth I witnessed is a result of practice, test corrections, more frequent laboratory activities, and writing strategies. The most salient piece of evidence appeared as I assisted in grading my school's cumulative math assessment. Students were given an extended response question and 11 students (92 total in 6th grade) used Claim Evidence and Reasoning unprompted in their writing to answer the assessment question. This demonstrates that students are actively learning new skills in my class and applying them inside and outside of my classroom to their benefit.