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2. What were the students expected to do? Describe what you would consider to
be a proficient response on this assessment? Exactly what would students
need to say, write, or perform for you to consider their work proficient?
For each assessment given, the following questions and answers are considered
acceptable, or passing for criteria set by the classroom expectations and academic
standards.
i. Pre-Assessment
a. Question #1: How would you define chemical concentration?
Chemical concentration can be defined as the specific quantity of a
substance within a certain volume of chemical solution
i. Academic Standards
Colorado State Standards (HS-PS1-4): Atoms bond in different ways to
form molecules and compounds that have definite properties
19
18
20
17 17
18
Cummulative Correct Answers
16
14
12
8
10
8 6 6
6 4 4
4
1
2
0
#1 #2 #3 #4 #5
Figure 1: Correct Pre-and Post-Assessment Answer Data Trends. (Blue) Pre-Assessment Correct Answers (Red) Post-Assessment
Correct Answers
5
Average Classroom Learning Disruptions
0
0 10 20 30 40 50 60 70 80 90 100
Time (min)
Figure 2: POGIL Lesson Average Classroom Behavior Trend by Individually Evaluated Tallies of Classroom "Disruptions"
2. Based on the diagnosis of student responses at the high, expected, and low
levels, what instructional strategies will students at each level benefit from?
List those instructional strategies in the table below:
The levels of students responses on the pre- and post-assessments are identified
in Table 1 below, along with each student being categorized within each level,
and potential differential instructional strategies in regards to content, process,
and product to be performed in future iterations of the lesson.
Table I: Assessment Response Level Evaluation of POGIL Lesson Students
Level of Assessment High Expected Low
Responses Definition: Students Definition: Students are Definition: Students do not
are able to meet able to meet expected meet expected academic
expected academic standards and curriculum
Johnathan Harvell 8
lab or read about the use participating in the that is not surrounded by
of volumetric techniques, solubility. solvent. Student can be
and write a short given a physical
summary over what they Product: Students will be demonstration of the
have discovered in able to describe the saltwater analogy and be
relation to the physical aspects of able to physically see how
importance of aqueous solubility at the molecular the solution may change in
solutions in chemistry. level in the context of concentration related to
atom/molecules present in physical properties that they
Product: Students will solution, formal charges observe.
be able to explain the present, and solubility
effect of the amount of rules. Product: Students will be
solute/solvent within a able to describe the
particular chemical components of solubility in
solution using relation to physical
mathematical models products or changes that
they have created in they may observe within a
addition to describing solution; therefore, they can
the process of dilutions have a better understanding
verbally and with basic of the mathematical
calculations. relationship between solute
Students will be able to and solvent as well.
create a simple argument
on why volumetric
techniques for aqueous
solutions are important
to understand and utilize
within the scientific
community, with possibly
some real world
applications that they
could create comparisons
for.
*Note: The following students only completed one of the assessments given due to being absent on one of the days of the
intended lesson period; thus, evaluations of their understanding were determined by the answers given on which ever assessment
they completed: Jesse, Marcus, Anika Le., Dylan, and Kendall.