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https://www.mentimeter.com/s/e87ffc5c562757a4c1fe113056c8569b/2e483ab48387/edit

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NYS 3-5-ETS1-3.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

http://www.nextgenscience.org/topic-arrangement/3-5engineering-design

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- To get fast answers from students
- As a pre-assessment
Inappropriate:
- For an actual exam/test
- For a grade

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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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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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This is a visual assessment that allows teachers to see results immediately. It involves students moving to various parts of the classroom based on their answers to multiple choice questions and levels of confidence in their answers. For example, the classroom would be segmented from left to right to correspond with multiple choice answers: A, B, & C. Additionally, the front of the classroom is where students who feel 100% confident in their answers will go, the middle of the classroom-- students who are somewhat confident, a little unsure-- then the back of the classroom for students who are not confident at all, think they are wrong.
This would create a gird of sorts that the teacher can easily observe to show everyones answers and level of confidence depending on where they are standing.

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Creghan, K. A., & Creghan, C. (2013). Assessing for Achievement. Science And Children, 51(3), 29-35.

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Claire Hill, MaryBernadette Bochicchio, Carlee Sossong, Brianna Ackerman, Rebecca Posner

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After participating in this experiment, students will be able to plan and test fair experiments with controlled variables, identify failure points and identify where improvements need to be made by carrying out trials and recording their observations.

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The science lesson dealing with the successes and failures of an experiment will begin with a pre-assessment using Human Scatterplots. We will ask the students "Which surface do you think the car will travel the furthest on?" The classroom will be segmented into three areas, each designated to one of the surfaces. Students will then go to the area that correspond to their answer. Once they have answered we will then ask them "On a scale of 1-3 how confident are you in that answer, with 1 being the least and 3 being the most" They will then move to the area in the classroom designated 1,2, or 3. From here we will begin the experiment. At the end of the experiment we will have a class discussion about what went well and what was a failure. The students will then have to come up with three ideas to improve/modify the experiment.

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Students will conduct an experiment where they test the distance a wind up car will travel on three different surfaces. The cars would need to travel a minimum of five inches to be considered a success.The surfaces will be on the flat/smooth tabletop, a blanket, and then bubble wrap. The students will test the car on all the surfaces and record the results.