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Madeline Knight
Kelsey Hall
Elize Oliverio
Tristan Johnson
Caitlin Leonard

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A list of appropriate and inappropriate applications of your assessment (i.e. content for which it would be appropriate to use this type of assessment and when it would not be appropriate)

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A list of appropriate and inappropriate applications of your assessment (i.e. content for which it would be appropriate to use this type of assessment and when it would not be appropriate)

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Appropriate:
- Properties of rocks and minerals
- Properties of matter
- Color, Hardness, Solubility, etc.
- Factually different
Inappropriate:
- Density
- Distinguishing mass and weight
- Subjectively different
- Attempt made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation

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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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A detailed description of your assessment (this needs to be detailed enough that someone who is not familiar with that assessment would understand)

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A detailed description of your assessment (this needs to be detailed enough that someone who is not familiar with that assessment would understand)

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In the assessment Odd One Out, students are given similar items and must decide which item is unlike the other items. The students should then explain why the item does not belong in the group. This is a great way to make and compare observations. Then, the students are expected to provide their observation based evidence for their reasoning.
Formatting: This is based on a 2 column chart. On the left hand side, there are the groups of 4 items, 3 of the items share a similar property, 1 item does not share the same property as the other 3. So, the students would circle the one that does not fit. On the right side the student is expected to provide their observation based evidence as to why the circled item does not belong in the given group.

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https://www.nextgenscience.org/topic-arrangement/5structure-and-properties-matter

Based on Odd One Out Strategy created by Naylor, S., Keogh, B., and Goldsworthy, A. (2004). Active assessment - Thinking, learning and assessment in science. London, England: David Fulton Publishers.

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After participating in a lesson and activity on the properties of materials, the students will demonstrate an understanding of different properties by orally stating and explaining which property is unlike the other properties displayed.

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This will be a review of  identifying materials based on their properties such as: solubility, color and the properties of liquids. The teacher will review that different materials and liquids do not appear or act the same. Some materials may dissolve in water, while others do not. Some materials may appear to be either transparent or opaque. They will also review that materials can appear different based on their colors.

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There will be three rounds. In each round, the student will have to determine which liquid or material is the "odd one out," or does not fit in with the the other three. After reviewing the properties of materials in the lesson, the students will use their knowledge on properties of materials during the activity.
1) In the first round, the students will be given four cups of liquids. There will be a cup of water, a cup of Sprite, a cup of seltzer, and a cup of milk. The students must identify the one cup of liquid that does not fit based on transparency, due to the fact that it is not clear. The odd one out is the cup of milk.
2) The next set of four cups will include lemonade, iced tea, Coke, and chocolate milk. The students will identify the liquid that does not fit in with the others. The students could say that the lemonade is the odd one out because it is a different color (yellow and not brown). The student could also say that the chocolate milk is the odd one out because it is opaque, not transparent.
3) In the third round, the students will be given 4 cups of water. They will also be given salt, sugar, coffee grounds, and pepper. They will place each material in a cup of water and stir it for one minute. They will observe the materials and watch to see if they dissolve or not. The students will identify the material that does not dissolve, which will be pepper.