Physics
Energy Transformations

Assessment as Learning

Student Goal Setting

Self Assessment

Reflection of Goals

Peer assessment

Constructive Feedback

Assessment for Learning

Diagnostic assessment

Concept Mapping

What students know about how energy is transformed/transferred

Discuss how topics from concept maps could be categorized into K/U, T/I, C and App

What students don't know or want to know about energy transformations

Pre-assessment

Diagnostic questions

Teacher observations

Teacher Feedback

On submitted work

Informal in class feedback

Discussions with students

During labs and activities

During individual work (ie. when working on concept maps)

Assessment of Learning

Activities/Labs

1. Ramp Lab (Potential energy -> Kinetic energy)
2. Spring Lab (Elastic Energy -> Kinetic energy)
3. Wind turbine lab (Kinetic -> electrical)

Concept Mapping
(energy transformations)

Students pick a few devices and create concept maps for how energy is transformed/ transferred from one form to another and where energy might be "lost" (the energy was not "useful")
(ex. flashlight, fan, microwave etc.)

Thinking / Inquiry
Students are assessed on how they analyze and think critically about the devices to determine where energy losses might occur

Knowledge / Understanding
Students are assessed on their knowledge of the correct energy transformations

Communication
Students are assessed on how well they communicated their thoughts and ideas in the concept map. How easy is their concept map to follow?

Application
Students are assessed on how they used knowledge from their lives to connect what they know about these devices and their energy transformations

Unit Test

Knowledge / Understanding

Thinking / Inquiry

Communication

Application

Teacher Feedback