National Board Certification Post 3: Culminating Assessment

 

The final part of portfolio 2 National Board Certification is explaining the culminating assessment of the unit and reflection on the unit as a whole. Portfolio 2 focuses on differentiation in instruction. In this post, I'm presenting the culminating assessment for the energy unit in my physics class and a reflection on the unit as a whole.

Culminating Assessment

The culminating assessment for the unit on energy assessed 3 key outcomes: 1) Analyzing Energy Data 2) Applying Mathematics to Energy Data 3) Constructing Explanations Related to Conservation of Energy. Students were given 6 different choices for how they would like to demonstrate mastery of these 3 outcomes: 1) Traditional paper test 2) Flipgrid Bingo 3) Energy Simulations 4) Virtual Labs 5) Evidence Presentation 6) Infographic. These options were designed with learner preferences and student feedback surveys of preferred modes of expression.

All assessments covered the same outcomes but in a different format. The traditional paper test included conceptual multiple choice, calculations, and data analysis. The Fligrid Bingo requires students to create 5 short responses using Flipgrid. Their choices are taken from a teacher created bingo card. Each response falls under one of three categories: vocabulary, calculation or transformation. Regardless of the bingo path taken to record 5 videos, all students will complete at least one vocabulary explanation, one calculation, and one transformation.  The focus of each topic varies based on the path taken. Flipgrid allows learners to construct a response using a combination of text, images, and audio narration. 

The energy simulation format asks students to dig deeper into the energy skate park simulation and the mass and spring simulations in order to collect and analyze more data. Students who choose this option receive a template to guide them through the more in depth data collection, application of mathematics, data analysis, and construction of explanations.

The Virtual Lab option utilizes video analysis tools for students to collect and analyze data from pre recorded videos. Students who choose this option also get a template that provides them with links to the labs and procedures. In some cases, it will be up to the student to determine what data they need to collect to answer the questions.

The Evidence Presentation allows students to design a presentation demonstrating mastery of the outcomes using multiple pieces of evidence from their work in the unit. Students can use information from their notes, problem sets, or showcase work from unit labs or activities. They then present to the teacher 1:1. 

Finally, the infographic requires learners to create an infographic explaining the forms of energy from the unit and walk through different energy transformations qualitatively and quantitatively. This option is designed for those who already have some familiarity with creating infographics. Students are free to use whatever platform they would like so long as the final image or images can be downloaded and shared with the teacher. 

In terms of a timeline, 3 class periods are dedicated to completing the assessment. For those taking the traditional test, 1 day is spent on a teacher-led review, they then have a day to review on their own, the third day is for taking the test. For the other assessment options, students have 3 class periods to prepare and submit their version of the assessment. Students are free to change their assessment format during the first day of the 3 day assessment process. But, they cannot change after the 2nd day. 

These different assessment options provide different modes of expression for all learners. Based on learner needs, students may receive a differentiated version of the test or have it read to them 1 on 1. All assessments are graded on a 4 point scale for each of the 3 learning outcomes. Once submitted and after feedback has been provided, students have the opportunity to complete a reassessment addressing gaps in their learning using the same or different forms of assessment. 

Reflection

There were two major aspects of the Law of Conservation of Energy students were attempting to master. The first was the understanding that total energy in a system remains constant. In order to remain constant, energy changes from one form to another. The other was the understanding of the different forms of energy present during an energy transformation. The sequence introduced the law of conservation of energy on day 1 and slowly added new forms of energy and situations as the unit progressed. 

The classroom restrictions put in place due to COVID-19 required the removal of many of the hands-on activities I may have done in years past. To this end, simulations were leveraged for these activities. These simulations provided a great learning tool and students were able to work through them. Energy skate park was a great introduction to both gravitational potential and kinetic energy and the law of conservation of energy. In their labs, both students were able to collect data and explain what their data told them about what factors affect each form of energy. In addition, they used mathematics to show how energy was conserved. 

In transitioning to the mass and spring simulation, there is a clear difference in the ability for students to pull as much information from the simulation about the forms of energy present during the oscillation of the mass spring system. Juggling 3 forms of energy at once seemed to be too much for a student like Jeremy to handle. In the future, I would try to build a step where we don’t look at elastic energy at all. This would allow us to compare it directly to the energy skate park in terms of gravitational potential and kinetic energies. This would allow us to apply these more familiar forms to a new situation before adding a new concept. 

While the instructional sequence was paced well in terms of introducing new forms of energy and giving initial practice with these forms of energy, more time could be given to analyzing new energy transformations. This could be accomplished by simply having learners identify the forms of energy present during different points during a variety of energy transformations presented in an image of video. Students showed strengths in applying the mathematics for each form of energy and determining the factors associated with each form of energy. But as can be seen in Jeremy's Popper Lab, the ability to go beyond a definition or formula and analyze a given situation was challenging. Building in these additional examples will be something I will look to do in the future. Specifically after a simulated energy situation, having learners apply it to a physical energy situation before moving on to a new form of energy. 

I am very proud of the effort taken to meet the needs of all learners. This includes the use of Pear Deck as a platform to deliver instruction and the use of differentiated lab templates that are provided to students. One area where there is room for improvement would be in the area of feedback for all learners. While many students do well with the digital feedback provided, some learners work better with 1:1 oral feedback or sit down discussion. Finding ways to identify these learners and taking the time to provide feedback to help them progress towards mastery is an area of growth in my instruction. 

The end of unit assessment for energy is powerful in its ability to allow students choice in terms of how they demonstrate mastery of conservation and forms of energy. Although there are different options, all are aligned and scored based on the same learning outcomes for the energy unit. While the Flipgrid bingo option was the most popular, all options presented were chosen by at least two different learners. Providing student voice in designing assessment formats has gone a long way to provide more meaningful choice to students. This student voice was collected via student surveys at the end of the 3 units completed prior to this unit on energy.