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(hypothetical organization of the whole class' responses)

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Appropriate Versus Inappropriate Uses of Sticky Bars in the Classroom

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Appropriate Versus Inappropriate Uses of Sticky Bars in the Classroom

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Appropriate Applications for Sticky Bars
- The sticky bars assessment can be used following a lesson for a quick check of understanding from students.  As a formative assessment, students can place their sticky notes on a bar graph which is organized by their understanding ("I understood the lesson", "I still need help", "I did not understand at all", etc.).  This will assist the teacher in their understanding of which students need extra support when teaching a certain topic.
- The use of the sticky bars assessment method is effective as pre-assessment.  Using this method prior to the delivery of the content and the activity provides the teacher with the class' prior beliefs on the subject and why they hold these prior beliefs. For example, before a math lesson on polygons, sticky bars can be implemented as a multiple choice question to assess what students know about the definition of "polygon" using any prior knowledge (meaning of "poly", understanding of geometry, etc.) or any misconceptions the students have going into the topic.

Inappropriate Applications for Sticky Bars
- The use of the sticky bars assessment is inappropriate when asking opinion-based questions or responses based on interpretations.  For example, sticky bars would be ineffective during an ELA lesson where students are describing their interpretations of a story or poem.  There would be a too broad variety of answers to effective create a sticky bars graph.
- The sticky bars assessment is not an effective way to gather information as a summative assessment.  The purpose of this assessment is the comparison of student's answers to each other rather than a standard answer or correct response. For example, using sticky bars as a way to test student's memorization of historical facts (historical dates, meaning of U.S. amendments, etc.) is inappropriate as it does not fulfill the purpose of sticky bars which is to discuss answers.

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A “student sample” of the assessment you were assigned

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A “student sample” of the assessment you were assigned

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The images below are an example of what a student's post-it note could hypothetically look like if they were responding to our first sticky bars assessment during our mini-lesson, which asks "How much of the water on Earth do you think is freshwater? A: 50/100 B: 3/100 C: 10/100 D: 90/100 (If 100 represents the total water on Earth)". On the front is the letter of their response and on the back is their reasoning to explain why they chose that answer.

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The hands-on activity that would accompany this lesson includes the students modeling the breakup of the Earth's freshwater into its different reservoirs (glaciers/icecaps, lakes, rivers, groundwater, and other).  After students fill in tables that organize the fractions of saltwater to freshwater on Earth (and where fractions of how much freshwater is found in it's different sources), students will use the fractions to divide a beaker of 30mL of water, representing the total amount of freshwater on Earth, into different cups that represent the different reservoirs of freshwater and the fraction of the total freshwater from each source.  Students will then transfer the fractions into a bar graph to compare the amounts of freshwater in each reservoir.  Fractions will have a common denominator of 100.

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The content of this lesson is focused on understanding the concepts of saltwater and freshwater. Students also learn about the various types of saltwater reservoirs and freshwater reservoirs that make up the amounts of saltwater and freshwater on Earth. Students also learn the specific fractions of all the Earth's water that each body of water accounts for and which type of water, saltwater or freshwater, that type of reservoir contains and accounts for.

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After discussing the various bodies of water that contain salt water and fresh water and comparing how much water they actually account for, the students will demonstrate their understanding of the amounts of saltwater and freshwater on Earth and the types of reservoirs that make up each type of water by making tables of the amounts, graphing their data as bar graphs, and being able to identify the amount of saltwater and freshwater on Earth as a fraction out of one hundred.

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The sticky bars assessment involves the teacher providing the students with a short response or multiple choice question, to which students will respond to on a sticky note.  Students will then add their sticky notes to a bar graph that is organized by similar responses being placed above each other.  The purpose of this assessment is for students to share their ideas publicly, whether their answer was right or wrong, and to engage in a discussion to encourage the understanding of how their peers can come to different conclusions and how misconceptions are formed.  This assessment is most commonly used as a pre-assessment or a formative assessment. (Standards for Assessment Document- Sticky Bars)

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Molly Baumer, Lauren Bergman, Reagan Pickett, Yessenia Vargas

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Molly Baumer, Lauren Bergman, Reagan Pickett, Yessenia Vargas

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Bralower, Dr. T. (2019). Distribution of Water on the Earth’s Surface | EARTH 103: Earth in the Future. Psu.edu.
https://www.e-education.psu.edu/earth103/node/701

Definition of SALTWATER. (n.d.). Www.merriam-Webster.com. Retrieved March 28, 2022, from https://www.merriam-webster.com/dictionary/saltwater

New York State P-12 Science Learning Standards. (n.d.). In Science Learning Standards (p. 27). New York State Education Department. http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/p-12-science-learning-standards.pdf

Redirect Notice. (2022). Google.com. https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.quora.com%2FWhat-is-the-percentage-of-fresh-water-on-Earth-1&psig=AOvVaw3cDSAjP_QxBUv-zrR-DOWW&ust=1648211300815000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCKCs69_f3vYCFQAAAAAdAAAAABAE

Reeves, K. (2016, December 7). Sticky Bars in the Science Classroom. Www.scientificminds.com; Scientific Minds. https://www.scientificminds.com/blog/sticky-bars-in-the-science-classroom-kathy-reeves-118.aspx

Sticky Bars - LEARN Strategies. (2020, April 29). Www.youtube.com; K20 Center. https://www.youtube.com/watch?v=6T0uASRS1Dw

Stiggins, R. (2007). Assessment through the Student’s Eyes. Educational Leadership, 64(8), 22–26. https://www.ascd.org/el/articles/assessment-through-the-students-eyes-summer-2007

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