Classroom Based Assessment 1 (CBA1) introduction

Miss Kerrigan. Classroom Based Assessment 1 (CBA1) introduction.

Learning outcomes. Outline the CBA1 guidelines Describe the four main steps in completing the CBA1 Explain how the CBA1s are assessed Identify the topic that we will be focusing on Compile a list of research ideas that are related to the topic Compare your ideas with other classmates Specify the top 3 research ideas in your group.

Overview of CBA1. CBA1 is carried out at the end of second year CBA2 is carried out at the beginning of third year Our focus is CBA1 : Extended experimental investigation (EEI) 3-weeks Gives students the chance to answer a question of interest they may have on a given topic. Each student completes a report which then goes through the assessment process.

Topics. Water Chemical reactions Earth/ Moon/ Sun Food Plastics Plant Growth and behavior Forces Energy Conservation.

Our topic: Food. Past Experiment examples: Using various substances (sugar, salt) to preserve food by osmosis and determine which works best A comparative study to determine which type of eggshells contain the most calcium Comparative study of determining the amount of vitamin C in fresh orange juice compared to shop bought orange juice Investigate the quantity of dissolved carbon dioxide in various energy/ drinks.

Pair work task (5 mins). Brainstorm research ideas relating to the topic food 2-3 ideas Think of something that you would be interested in finding out!.

A. Questioning and Predicting. Question mark on green pastel background.

B. Planning and Conducting. A computer on a table Description automatically generated with medium confidence.

C. Processing and Analysing. Magnifying glass showing decling performance.

D. Reflecting and reporting. White puzzle with one red piece.

Group work task (10 mins). 4-5 people per group Give each pair work group 2 minutes to share their research ideas Discuss all the ideas Form a short list of the top 3 ideas from the group Have this ready for the next class Chromebooks can be used for research.

Assessment. A designed rubric is used to decide the level of achievement for the CBAs. The features of quality are the criteria used to assess the student work, as best fitting one of the following descriptors : Exceptional Above expectations In line with expectations Yet to meet expectations.

Assessment. Junior Cycle Science Exceptional CBA- Second Year Above Expectations • F-orrns a hypothesis or with Wstificat'ion • (kscribes considerations related to reliablitv • outliræ-s safety ccos&raticns. and descries the rnethod used to accurately collect record good quality. reliable data in a manner that could be easdv repea ted • LEes an inncxati•æ approach that tn*•,' emarres tip "Uk • a sufficient Of good Cb.ality data • Presents data in the most appropriate way using scientific terrrinology and representatbns; calculations. if any. are performed to a high degree accuracy • the relationships between the variables • Provides a iusti6ed conckjsio•n supg«ted b,' the data: identifies explains • Uses relevant scierre kro.•.4edge to assess and c*scribe whether the hypothesis has/has not been sum»orted • Descrbes in detail the strengths and v.•eaknesses of t own investigations. inchding apprcorote and or refirements. or explains fully why furttpr ccxfld reasonably achieved • Forrm a testable hypc*hcsis or prediction with • Identifies the variable to measured and the variable be c h nged • OutEnes apmopriate safety considerations. and cÉscritrs ttE• methcxf used to cc&ct and record data • Records a sufficient arvv»unt of m.ality data • Displays data and accurately. using tele-zant scientifx tern-enology informative representations: any. are perforned to a high degree ot accuracy • Deser&s the Ex?tween the variables • a consistent with the data aru:l cornm on whether cc.«lusioo sul»o.rts the hypothesis • Identifies the strengths and weaknesses of investi and appropriate or explains why t procedues •were of suffxient quaRv In line with Expectations . With *rited gudarre. forrrrs a hyvnthesis/ • Describes a safe used to collect data-some ot Steps are tXJt lack sorrW det.ad • Recor& raw'"imwy data • data on simple tables. charts or graphs. allowi for errors in scaling or States a relaticnship between the variaues • (Yaws a based on data collected. identifies featLMes of the investigate.n that cook' be improved S14gests improverrents NCCA Yet to meet Expectations • Uses a *ven investigation question • Is directed in equiprrk•nt to collect and record data • Data collection rrE•thod is • do it-complete tables. Charts or vaphs. for simifr.nt errors in scaling • Cormergs the witt-x:ut a conclusion/ refnernent to the investigation Features of Quality — EEI I Second edition (April- May 2018) Key Features of Quality in support of student and teacher judgement for the Extended Experimental Investigation are described here. The Features of Quality are the criteria used to assess student work as best fitting one of the four descriptors ncca.ie/juniorcycle.

Timeline for Completion. Calendar on table. Completed over a 3-week period Nine 40 minutes classes Questioning and Predicting (1 classes) Planning and Conducting (4 classes) Processing and Analysing (2 classes) Reflecting and Reporting (2 classes) Hand up individual reports for assessment.

Recap of LOs. Glasses on top of a book. Outline the CBA1 guidelines Describe the four main steps in completing the CBA1 Explain how the CBA1s are assessed Identify the topic that will be the focus point for all the research questions Compile a list of research ideas that are related to the topic Compare your ideas with other classmates Specify the top 3 research ideas in your group.

Next class:. Website: https://little-science-helper.weebly.com I will explain how to navigate through website Each group will decide on one research idea and formulate a research question Research the idea Form a hypothesis/ prediction.