KNKW LL MC MS MTP O.T. O.T.
Total Points Possible 10 5 10 5 10 (%) C.L. Science Lesson
Chemical Bonds(GS) 6.65 3.53 4.24 1.82 4.06 20.47 51.48 Competent Chemical Bonds(PS) 6.75 4.25 4.75 2.25 4.5 20.47 51.48 Competent Mouse Trap Cars 7.36 4.36 4.91 1.82 4.45 23 57.73 Competent
Force and Motion 7.5 4.25 7.75 1.75 8 29.25 73.25 Proficient
Note. Abbreviations for categories of the Concept Mapping Rubric Class Tally Sheet are as follows: KNKW is Key and Non – Key Words; LL is Labeled Lines; MC is Meaningful
Connections; MS is Meaningful Segments; and MTP is Meaningful Total Pattern. O.T. is Overall Total. C.L. is Competency Level. (GS) is General Science Class. (PS) is Physical Science Class.
The Concept Mapping Rubric was used as an assessment tool given at the end of a lesson. The results of the ELL students’ concept maps are records showing the students understood the concepts being taught through a constructivist-based teaching style. Students were able to construct their own understanding of the concepts, and connect those concepts on a map. Because Mr. Loes is a constructivist teacher, students did not receive direct instruction on how to do a concept map. The researcher’s explanation of, and the ideas behind what a concept map is and what it is used for was their only guide.
On the final analysis and member check results of Concept Mapping Rubric Class Tally Pages, the Chemical Bonds lesson, the ELL student average was a score of 51.48% which placed the ELL students at the competent level. Only one student scored below the competent level as advanced beginner. Burry-Stock (1995), defines competent as someone who has a target in mind and might see a new situation as a set of facts. The ELL student average on the Mouse Trap Cars lesson was 57.73% which placed the ELL students at the competent level. Only two students scored below the competent level as advanced beginner. The ELL students who did a “group” concept map for the Force and Motion lesson scored an average of 73.25% which placed them at the proficient level. One student scored below the proficient level. No students scored below competent on the Force and Motion lesson. Burry-Stock (1995), defines the proficient level as thinking analytically, and understanding the task. The ELL students in Mr. Loes’ physics class scored a higher average of 6.25% on the Mouse Trap Cars lesson than that of his general science class Chemical Bonds lesson who scored 51.48%. The physics class “group” Force and Motion lesson Concept Map scored 15.52% higher compared to the general science class Mouse Trap Car lesson. The physics class “group” Force and Motion lesson Concept Map scored 21.77%
higher than the general science class Chemical Bond lesson. There was not a Concept Map completed by the physics class Rube Goldberg lesson due to scheduling conflicts.
On the final analysis and member check results of Concept Mapping Rubric Class Tally Pages, the Chemical Bonds lesson in the general science class, the calculated ELL student average on Key and Non – Key Words (KNKW) was 6.65 out of a total points possible of 10; Labeled Lines (LL) was 3.35 out of a total points possible of 5; Meaningful Connections (MC) was 4.24 out of a total points possible of 10; Meaningful Segments (MS) was 1.82 out of a total points possible of 5; and Meaningful Total Pattern (MTP) was 4.06 out of a total points possible of 10. The total class average was 20.47 out of 40.
The calculated ELL student average on the Chemical Bonds lesson in the physics science class for Key and Non – Key Words (KNKW) was 6.75 out of a total points possible of 10; Labeled Lines (LL) was 4.25 out of a total points possible of 5; Meaningful Connections (MC) was 4.75 out of a total points possible of 10; Meaningful Segments (MS) was 2.25 out of a total points possible of 5; and Meaningful Total Pattern (MTP) was 4.5 out of a total points possible of 10. The total class average was 20.47 out of 40. The calculated ELL student average on the Mouse Trap Cars lesson in the physics science class for Key and Non – Key Words (KNKW) was 7.36 out of a total points possible of 10; Labeled Lines (LL) was 4.36 out of a total points possible of 5; Meaningful Connections (MC) was 4.91 out of a total points possible of 10; Meaningful Segments (MS) was 1.82 out of a total points possible of 5; and Meaningful Total Pattern (MTP) was 4.45 out of a total points possible of 10. The total class average was 23 out of 40. The calculated ELL student average on the Force and Motion lesson in the physics science class for Key and Non – Key Words (KNKW) was 7.5 out of a total points possible of 10; Labeled Lines (LL) was 4.25 out of a total points possible of 5; Meaningful Connections (MC)
was 7.75 out of a total points possible of 10; Meaningful Segments (MS) was 1.75 out of a total points possible of 5; and Meaningful Total Pattern (MTP) was 8 out of a total points possible of 10. The total class average was 29.25 out of 40.
Learning Artifacts
The artifacts of student learning observed by the researcher consisted of constructed lab activities, on force and motion, mouse trap cars, chemical bonds, and Rube Goldberg, student DCA science exams, Section Summary on Chemical Bonds, and presentations of lab work developed by student groups. All learning artifacts provided the researcher with evidence of the understanding of science concepts being taught.
District Common Assessment (DCA) Scores
The DCA was adopted by USD 259 Wichita Public School system in 2004. This assessment provides the district with information on the academic level of students in each content area. The DCA for science is taken at Maymont Middle School in the sixth, seventh, and the eighth grade. Mr. Loes’ eighth grade students took the DCA exam in May, 2006, giving him, the building administrator, the school district and the researcher a general indication of the students’ understanding of science.
As a point of comparison, the researcher examined the scores for all ELL seventh graders in 2005. In 2005, on a scale of 100%, 52.1% of the students with LEP scored “Unsatisfactory,” 31.5% “Basic,” 11.5% “Proficient,” 3.3% “Advanced,” and 0.9% scored “Exemplary” for the DCA. All names were removed from the ELL student scores to ensure confidentiality. All of the ELL students’ scores were tallied by the researcher; all results were transferred to a tally sheet. The researcher totaled the number of ELL student’s scores and divided them by the total number of students who took the DCA exam for an average score, and
placed the number in the bottom row marked “Average.” The total was then divided by the total number of students to obtain a percentage. The results of the 2006 DCA analysis are summarized on Table 12.
Table 12
Results of the Analysis of the DCA 8th Grade ELL Science Exam 2006
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