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Science Assessment: Teaching and Assessing Science Core Concepts

Science Assessment: Teaching and Assessing Science Core Concepts. What We Know About Successful Programs TASC 2 Workshops Legislative & OSPI Update Crisis in Science Education Science EALRs, WASL, & NAEP OSPI Science Assessment Resources and Contact Information.

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Science Assessment: Teaching and Assessing Science Core Concepts

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  1. Science Assessment: Teaching and Assessing Science Core Concepts • What We Know About Successful Programs • TASC2 Workshops • Legislative & OSPI Update • Crisis in Science Education • Science EALRs, WASL, & NAEP • OSPI Science Assessment Resources and Contact Information

  2. What We Know About Successful Programs • Districts need a Science Plan and Leadership for Science • Teachers must understand the core concepts and appropriate best practices • Teachers need research-based instructional materials with PD • Instructional materials need a focus on core concepts; and diagnostic, formative, & summative assessment enhancements

  3. Teaching and Assessing Science Core Concepts: TASC2 Workshops TASC2 workshops are offered by OSPI Science Assessment to model how to use the WASL released materials. • Seven different TASC2 workshops at OSPI Jan. Conf. • Three hour workshops for subject/grade specific small groups of teachers • Based upon a modification of the unit development process described in Understanding by Design Phase I: Establish a core concept as the desired outcome of a targeted instructional unit Phase II: Use WASL releases as assessment targets to design diagnostic, formative, and summative custom assessment tools Phase III: Enhance the learning plan from the instructional unit to focus on the core concept and use the custom assessment tools

  4. Teaching and Assessing Science Core Concepts: TASC2 Workshops Phase I: Core Concept Activity “You can’t teach what you don’t know” • Focus on a systems core concept from the state science standards (today’s EARLS, GLEs, & WASL EoL) e.g. HS Energy Transfer: Analyze energy transfers and transformations within a physical system, including energy conservation by determining the energy input to an object as work and explaining how a machine transfers work and/or transforms force and distance through a force-distance trade-off (ST02 f & g)

  5. Teaching and Assessing Science Core Concepts: TASC2 Workshops Phase I: Core Concept Activity (continued) • Review and discuss the research on the core concept through readings identified in Curriculum Topic Study such as: a. “As far as physicists are concerned, work is done every time a force is used to move something …”Research on Adult Content Knowledge:Science Matters b. “Work, in the specialized sense used in physics, is often considered a useful, even necessary, concept for dealing with ideas of energy …” Research on Instruction Implications: Benchmarks for Science Literacy

  6. Teaching and Assessing Science Core Concepts: TASC2 Workshops Phase I: Core Concept Activity (continued) • Use the activity from a released science WASL scenario to answer a series of essential questions designed to probe teachers’ adult and grade level understanding of the core concept. e.g. • What are the parts of the Lifting a Load lever system? • How can one square block lift three square blocks? • What is the relationship between the vertical distance a square block moves down compared … ? “I never thought to measure the distance an object is lifted by a lever and finding the work done on that object” Physics Teacher during a TASC2 Workshop

  7. Teaching and Assessing Science Core Concepts: TASC2 Workshops Phase II: Assessment Activity “You need to measure what students learn in an authentic, valid, and reliable manner” • Experience a fleshed-out WASL released scenario focused on the targeted core system concept. e.g. Lifting a Load, a 2007 HS application scenario focused on energy transfer. Problem: Lift a heavy box up 2 meters. Gather Information, Explore Ideas, Plan Summary, Steps to do the Plan, Diagram of Solution, Test Solution, Test Results

  8. Teaching and Assessing Science Core Concepts: TASC2 Workshops Phase II: Assessment Activity (continued) • Discuss the scoring guide, with student data, for the ten items of the scenario. a. How many student correctly answer the multiple-choice questions? What distractors attracted many students and why b.How does one use the rubrics guide to validly and reliably score the short answer items? How did students respond? Why? c. How did student respond to the extended response item on scientific design process? Hoe does their response compare to the only other type of 4-pt science WASL item?

  9. Teaching and Assessing Science Core Concepts: TASC2 Workshops Phase II: Assessment Activity (continued) • Discuss how use the items to develop custom diagnostic, formative, and summative assessments for the unit such as: a.How can multiple-choice question 1 be used to guide diagnostic and formative assessments to gather evidence of learning about the potential and kinetic energy of objects in a lever system? b.How can multiple-choice questions 2 and 3 be used to guide diagnostic and formative assessments to gather evidence of learning about how to determine the work done on an object?

  10. Teaching and Assessing Science Core Concepts: TASC2 Workshops Phase II: Assessment Activity (continued) • Discuss how use the items to develop custom diagnostic, formative, and summative assessments for the unit such as: (continued) a.How can short answer (SA) items be modified for classroom diagnostic, formative, or summative assessments? For example: Write a conclusion SA items can be modified to use as a stand-alone, MC with explanation, or a bubbled choice with a written response b.How can extended response (ER) items be modified for classroom diagnostic, formative, or summative assessments?

  11. Teaching and Assessing Science Core Concepts: TASC2 Workshops Phase III: Enhance Learning Plans of targeted instructional materials by answering these questions. W: Help student know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interested)? H:Hook all students and Hold their interest? E: Equip students, help them Experience the key ideas and Explore the issues? R: Provide opportunities to Rethink and Revise their understandings and work? E: Allow students to Evaluate their work and its implications? T: Be Tailored (personalized) to the different needs, interests, and abilities of learners? O: Be Organized to maximize initial and sustained engagement as well as effective learning?

  12. Teaching and Assessing Science Core Concepts: TASC2 Workshops Phase III: Enhance Learning Plans (continued) Use OSPI Assessment writing templates: • New Science Instructional Material Enhancement (SIME) templates to write custom classroom summative assessments • Templates for modifying standard WASL items for classroom diagnostic, formative, and easy-to-score summative assessment tools

  13. Legislative Update Federal NCLB: Science may be part of AYP State Legislation 1. HB 1128: Appropriations Bill ($39.6 million for science) a. Additional District PD days: 2 for all 4th & 5th grade teachers, 3 for all grade 6-12 science teachers, and 5 for a secondary building science lead ($1,500 support); PD days for science assessment literacy and to implement new standards. Talk to your district. b. Quadruple LASER funding www.wastatelaser.org c. ESD Science Specialists 2008-09

  14. Legislative Update 2. HB 1906: Strengthen Math & Science Standards because too few students are proficient a. State Board of Education (SBE) to recommend revisions to science standards via Science Advisory Panel. www.sbe.wa.gov • Consultant: David Heil & Associates with a team including Rodger Bybee (was BSCS) & Harold Pratt (was U of Pittsburgh) • 19 member State Panel selected from applicants to represent state’s diverse interests and experience while giving formal feedback • Interim report March 2008 • Public feedback in April 2008 • Final recommendation to OSPI by June 2008

  15. Legislative Update 2. HB 1906: Strengthen Math & Science Standards (continued) b. OSPI (consultant via RFP) to revise science standards by December 2008. Note: Mathematics revised standards are to be delivered to OSPI in Jan 2008. The mathematics standards are being revised by the Dana Center of University of Texas through a plan the center developed. c. OSPI (consultant via RFP) to recommend three science instructional materials by June 2009. Note: This has not yet happened in mathematics.

  16. Legislative Update 2. HB 1906: Strengthen Math & Science Standards (continued) d. 25 secondary science coaches 2008-09Note: OSPI to accept district proposals & provide training. e. Science proficiency for graduation in 2013Note: These students are this year’s 7th graders. f. Study end-of-course tests for science & mathNote: The governor requested SBE to commission the study. Report in Jan 2008.

  17. OSPI Science & Assessment Update 1. New Assessment Contract Spring 2008 through 2013 • Science WASL modified for revised standards in 2010. • Possible new enhancements to the entire assessment system: • end-of-course tests in high school mathematics & science • translated into 6 languages for ELL students • accommodations for visual impairments, ADHD, & reading disabilities • diagnostic assessments • classroom-based assessments • modified WASL items for WAAS

  18. OSPI Science & Assessment Update 2. State Science Strategic Planning Team a. Cary Sneider (consultant lead) b. ~30 Members (many member represent more than one area) • OSPI: Mary McClellan (lead) • LASER & LASER Alliances: Dennis Schatz (lead) • Universities • Educational Service Districts • School Districts • Partnership for Learning representing business • Informal Educational Institutions • State Board of Education • Washington Science Teacher Association • Professional Educators Standards Board • c. Preliminary Plan presented at OSPI January Conference

  19. 100 State Science Proficiencies Crisis in Science Education For 5 yrs, 2 of 3 students did NOT understand science. What will be different in the next 5 yrs? 100.0 90.0 80.0 70.0 G8 2005 NAEP G4 2005 NAEP Proficient Students on the Science WASL (%) 60.0 50.0 40.0 2009 NAEP 44.6 30.0 36.5 36.4 20.0 35.7 39.4 28.2 29.0 35.8 33.0 31.8 32.2 42.9 35.2 35.7 34.9 35.0 10.0 0.0 04 07 05 06 11 12 13 09 03 04 03 04 05 06 07 08 05 07 10 06 High School Grade 10 Grade 5 Grade 8

  20. Crisis in Science Education2007 Grade 10 Student Performance Level 1: Below Basic Level 2: Basic Level 3: Proficient Level 4: Advanced 30.6% 22,924 students 21.4% 16,016 students 2.5% 1,841 students 33.6% 25,206students Percent of Students Who Took Test 400 Scale Score 34 of 62 pts 55% 375 Scale Score 25 of 62 pts 40% 458 Scale Score 51 of 62 pts 83% • Data Notes from OSPI Website, School Report Card, WASL, Detail, 10th • This data is for the 10th graders who took the High School Science WASL (74,968 students), not the 9th, 11th, or 12th graders who took the test. • Included in the Level 1 calculations are 8,882 students (11.8%) who received no score: unexcused absence/refusal 3,695 students (4.9%), other 5,187 students (6.9%) (no booklet, CSRS but no booklet, incomplete, invalidated, and out of grade level) • 10th graders not included in this data include - WAAS portfolio: 637 students, Excused Absence: 5,030 students, Exempt: 1,880 students • Excluding ‘no score’ students, 41.1% of the 10th graders met standard

  21. Crisis in Science Education2007 Grade 10 Student Performance Level 1: Below Basic Level 2: Basic Level 3: Proficient Level 4: Advanced 30.6% 22,924 students 21.4% 16,016 students 2.5% 1,841 students 33.6% 25,206students Percent of Students Who Took Test 400 Scale Score 34 of 62 pts 55% 375 Scale Score 25 of 62 pts 40% 458 Scale Score 51 of 62 pts 83% • The Good News • There were only 9 score points in Level 2 (Basic) this year. • There is no difference in performance between Basic and Proficient students on MC questions, on Physical vs. Earth vs. Living system items, or on content vs. process items. • Basic students earn an average of ½ a point on 2-pt items. Proficient students earn an average of 1 point. (11 2-pt items = 22 pts) • Basic students earn an average of 1 point on 4-pt items.Proficient students earn an average of 2 points. (3 4-pt items = 12 pts)

  22. Crisis in Science Education

  23. Crisis in Science Education Target for the 2011 HS Science WASL

  24. Crisis in Science Education2007 Grade 8 Student Performance Level 1: Below Basic Level 2: Basic Level 3: Proficient Level 4: Advanced 23.8% 18,596 students 9.5% 7,403 students 34.9% 27,284 students 29.5% 23,107 students Percent of Students Who Took Test 375 Scale Score 23 of 62 pts 37% 432 Scale Score 47 of 62 pts 76% 400 Scale Score 34 of 62 pts 55% • The Good News • There were only 11 score points in Level 2 (Basic) this year. • There is no difference in performance between Basic and Proficient students on MC questions, on Physical vs. Earth vs. Living system items, or on content vs. process items. • Basic students earn an average of ½ a point on 2-pt items.Proficient students earn an average of 1 point. (11 2-pt items = 22 pts) • Basic students earn an average of 1 point on 4-pt items.Proficient students earn an average of 2 points. (3 4-pt items = 12 pts)

  25. Crisis in Science Education

  26. Crisis in Science Education2007 Grade 5 Student Performance Level 2: Basic Level 1: Below Basic Level 3: Proficient Level 4: Advanced 5.9% 4,370 students 41.1% 30,384 students 21.2% 15,716 students Percent of Students Who Took Test 30.0% 22,177 students 375 Scale Score 18 of 49 pts 37% 400 Scale Score 30 of 49 pts 61% 427 Scale Score 41 of 49 pts 84% • The Good News • There were only 12 score points in Level 2 (Basic) this year. • There is no difference in performance between Basic and Proficient students on MC questions, on Physical vs. Earth vs. Living system items, or on content vs. process items. • Basic students earn an average of ½ a point on 2-pt items.Proficient students earn an average of 1 point. (10 2-pt items = 20 pts) • Basic students earn an average of 1 point on 4-pt items.Proficient students earn an average of 2 points. (2 4-pt items = 8 pts)

  27. Crisis in Science Education

  28. WA Science Standards Core Concepts Handout

  29. Core Concepts of Physical Systems • Energy Transfers & Transformations • Forces to Explain Motion • Conservation of Matter (& Energy) • Core Concepts of Earth & Space Systems • Components & Patterns of Earth Systems • Processes & Interactions in Earth Systems • Interactions in the Solar System & Beyond • Core Concepts of Living Systems • Life Processes & the Flow of Matter & Energy • Interdependence of Life • Biological Evolution

  30. Core Concepts • Planning & Conducting Safe Investigations • Explaining (the results of an investigation) • Evaluating Methods of Investigations • Core Concepts • Designing and Testing Solutions • Evaluating Potential Solutions • Environmental and Resource Issues

  31. Science WASL Scenario Test Map Point-balanced in Physical, Earth/Space, & Living Systems 1 Investigating a Physical System 2 Investigating an Earth/Space System 3 Investigating a Living System 4 Designing a Solution Analyzing a System 5 6 Analyzing a System Also, there is a Pilot Scenario with 5 items toward the end of a session.

  32. Science WASL Items & Points

  33. OSPI Science Assessment Enhancements and Professional Development • Powerful Classroom Assessment (PCA) Workshops • 3-4 hour workshops for teachers • Build understanding of a type of scenario and items • Build understanding of scoring the Science WASL • Certified SALTers as presenters Grade 5 PCAs: Scenario, Scoring Guide, 10 annotated Student Responses for each of the 3 open-ended items Better Boiling: Physical System Inquiry 2007 WASL Weather Wonders: Earth System 2007 WASL Let Us Grow: Living System 2006 WASL The Birds: Living System Application 2006 WASL Hold That Soil: Earth System Inquiry 2005 WASL Grass is Always Greener:Living System Inquiry 2004 WASL *Acid Rain: Living System Inquiry STC

  34. OSPI Science Assessment Enhancements and Professional Development Grade 8 PCAs: Scenario, Scoring Guide, 10 annotated Student Responses for each of the 3 open-ended items Wild About Radishes: Living System Inquiry 2007 WASL Soccer Soaker: Earth System Application 2007 WASL Respiratory System: Living System 2007 WASL What’s Your Angle: Earth System Inquiry 2006 WASL Clean Water: Physical System Application 2006 WASL School Garden: Living System Application 2005 WASL Pilot In the Doghouse: Physical System Inquiry 2005 Bubble Gum vs. Chewing Gum: Living System Inquiry 2003 *Electricity to Light: Physical System Inquiry STC/MS

  35. OSPI Science Assessment Enhancements and Professional Development High School PCAs: Scenario, Scoring Guide, 10 annotated Student Responses for each of the 3 open-ended items Sliding Away: Earth System Inquiry 2007 WASL Lifting a Load: Physical System Application 2007 WASL Aquarium Systems: Living System Inquiry 2006 WASL Super Grow: Living System Inquiry 2004 WASL *Mousetrap Cars: Physical System Application NSTA Press PCA Writing Templates for each grade and type of scenario http://www.k12.wa.us/assessment/WASL/Science/ClassroomAssessments.aspx Science Instructional Material Enhancement (SIME) Scenario Writing Templates for each grade and type of scenario with a focus on core concept items

  36. Don’t Treat Your Students Like Lab Mice AS A WASL PREP “

  37. OSPI Science AssessmentTeam Andy Boyd Assessment TOSA (PEM) andy.boyd@k12.wa.us Roy Beven Assessment Managerroy.beven@k12.wa.us Jonathan Frostad Assessment TOSA (PEM) jonathan.frostad@k12.wa.us Cinda Parton Assessment Specialist cinda.parton@k12.wa.us Molly Becker Miller Assessment Support molly.becker-miller@k12.wa.us Science Assessment Leadership Team (SALT) The 160+ members of this team have developed deep understanding of assessment and are available to provide PD. Contact information will be on the science assessment webpage soon. OSPI Science Assessment Webpage www.k12.wa.us/assessment/WASL/Science

  38. Science Assessment: Teaching and Assessing Science Core Concepts • What We Know About Successful Programs • TASC2 Workshops • Legislative & OSPI Update • Crisis in Science Education • Science EALRs, WASL, & NAEP • OSPI Science Assessment Resources and Contact Information

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