OSPI Science Learning Team

1. Eric Wuersten Curriculum Program Supervisorewuersten@ospi.wednet.edu Roy Beven Assessment Managerrbeven@ospi.wednet.eduCinda Parton Assessment Specialist cparton@ospi.wednet.edu Andy Boyd Assessment TOSA aboyd@ospi.wednet.edu Paul Ferrell Curriculum Supportpferrell@ospi.wednet.eduChristine Shaw Assessment Support cshaw@ospi.wednet.edu Jonathan Frostad Assessment TOSA (2006-7) Karen Madsen Assessment Consultant (2006) OSPI Science Learning Team Science Assessment Leadership Team (SALT) Science Curriculum Instructional Framework WA State LASER http://www.wastatelaser.org Pearson Educational MeasurementContractor OSPI Website: www.k12.wa.us

2. Washington State’s Science Learning System Workshop Goals: • Understand Washington’s science assessment system • Experience Powerful Classroom Assessments • Discuss Student Performance • How to Improve Student Learning • Understand where we are in our Science Educational Reform

3. We are Working Together as opposed to …

4. Science Learning Goals • Measure what ALL well taught, hard working students should know (GLE) and be able to do (Evidence of Learning) • Ensure ALL students have the opportunity to learn the Science GLEs every year in school • Achieve proficiency for ALL

5. State Science Standards

6. Guide Lead To Informs Provide Assessment and Learning Essential Academic Learning Requirements Systems,Inquiry, and Application Grade Level Expectations 24 Systems, 10 Inquiry, 7 Application Opportunities to Learn Opportunities to Learn Evidences of Learning as Assessment for Learning Evidences of Learning as Assessment of Learning

7. Merged Curriculum & Assessment Grade Level Expectation: IN03 Explaining Grades 3-5 : Understand how to construct a reasonable explanation using evidence. Evidence of Learning WASL and Classroom: Given a description of a scientific investigation, items may ask… • Identify or write a conclusion, including supporting data, which answers the investigative question or … • Identify or describe a reason for a given conclusion using evidence from an investigation. c. and d.

8. The Science WASL

9. 1 Investigating a Physical System 2 Investigating an Earth/Space System 3 Investigating a Living System 4 Designing a Solution (P, E/S, or L) 5 AnalyzingaSystem (P, E/S, or L) 6 AnalyzingaSystem (P, E/S, or L) 7 Pilot Scenario Analyzing Science Learning System Scenario Test Map for the Science WASL to Ensure Reform

10. Analyzing Science Learning System

11. Attributes of Washington’s Science System Scenarios Ask students to use their Reading, Writing, and Mathematics skill (at 2 grades level below) to: Identify System Properties Apply Science Understanding Describe System Structure Use Science Inquiry Explain System Changes

12. Attributes of Washington’s Science Application Scenarios Ask students to use their Reading, Writing, and Mathematics skill (at 2 grades level below) to: Analyze a Student Scientific Design Process Explain the Properties, Structure, & Changes in the SYSTEM Describe the Phases of a New Design Process Describe use of Inquiry in Science

13. Attributes of Washington’s Science Inquiry Scenarios Ask students to use their Reading, Writing, and Mathematics skill (at 2 grades level below) to: Analyze a Student Investigation of a System Plan a New Investigation of the same System Nature of Science Explain the Properties, Structure, & Changes in the SYSTEM Apply the Results to Human Problems

14. Powerful Classroom Assessment Aquarium Systems 2005 & 2006 WASL Grade 10 Inquiry Scenario Investigating a Living System Please take 15 minutes to read the scenario and write out responses to the 10 items Please take 5 minutes to score the multiple choice items using the Scoring Guide (yellow)

15. Powerful Classroom Assessment: Aquarium Systems Item 4: Conclusion Rubric

16. Powerful Classroom Assessment: Aquarium Systems Attributes of a Conclusion for Awarding Value Points

17. Focus on Understanding the Science Standards: The EALRs

18. Inputs, Outputs, and Transfers of Matter, Energy, and Information in Systems such as: • An Object on a Ramp • Boiling Water on a Stove • A Volcano • The Water Cycle • A Plant • An Ecosystem

19. Investigating: The Process of Asking and Answering Questionsabout the Relationships betweenimportant Variables of a System The Nature of Science: Honesty, Fact vs. Opinion, Evolution of Science

20. The Process of Designing Solutions to Human Problems Science, Technology, and Society Issues including Human Effects on the Environment

21. Guide Lead To Informs Provide Standards School System Essential Academic Learning Requirements Systems,Inquiry, and Application Grade Level Expectations 24 Systems, 10 Inquiry, 7 Application Opportunities to Learn Opportunities to Learn Evidences of Learning as Assessment for Learning Evidences of Learning as Assessment of Learning

22. System for Building the Science WASL Science Assessment Leadership Team Content Review Fairness Review Plan & Write Scenarios & Items Edit, Art, & Revise Revise Range Finding Content Review with Data Operational Bank Pilot Scenarios SALT Scoring 20 month process, writing scenario plans for 2008 pilot in Feb 2007

23. System for Building the Science WASL Scoring Range Finding Operational Exam Publish Scores, Release Scenarios, Powerful Classroom Assessments Professional Development via SALT, WSTA, LASER, ESDs, School Districts

24. One Output of the Science WASL System Science WASL Scenario Test Map (HS & G8) 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 5 Analyzing a System 6 Analyzing a System Also, there is a Pilot Scenario with 5 items toward the end of a session.

25. Analyzing Science WASL Points

26. Another Output of the Science WASL System: Powerful Classroom Assessments (PCAs) • PCAs ask students to: • Read about what other students did for an investigation, design process, or analysis of a system. • Identify the attributes of the process and the properties, structure, and changes in the system. • Write conclusions, descriptions, plans, and designs. • Talk about how their writing demonstrates their understanding compared to other students’ writings.

27. Analyze a Student Investigation of a System MC #1, #2, #3 SA # 4 Plan a New Investigation of the same System ER #10 Explain the Properties, Structure, & Changes in the SYSTEM Apply the Results to Human Problems MC #5, #6, #7 SA #8 MC #9 An Inquiry PCA Please write out your responses to all 10 items of the Aquarium Systems PCA Written at an eighth grade reading level, items ask students to: High School Aquarium Systems 10 items, 15 points Nature of Science

28. Inquiry Scenario Format Students scientifically answer a question with their “model” investigation. Question: What is the effect of different amounts of the manipulated variable on the responding variable? Hypothesis (prediction): When the manipulated variable increases, the responding variable increases because of some cause-effect reason. Materials: Essential objects, substances, and measuring devices Investigation Setup: Diagram showing the manipulated and responding variables Procedure: Logical, complete steps describing controlled variables, the conditions of the manipulated variable, and how to repeatedly measure and record the responding variable. Data: Simple table with the conditions of the manipulated variable in the left column and the measured values of the responding variable in the right columns.

29. Inquiry Scenario Map: HS Aquarium Systems

30. Item #4: Write a Conclusion 4. Write a conclusion for this investigation. • In your conclusion, be sure to: • Answer the investigative question. • Include supporting data from the Water Temperature vs. Breathing Rate table. • Explain how these data support your conclusion.

31. Rubric for Item #4: Write a Conclusion

32. Rubric for Write a Conclusion Items

33. Rubric for Write a Conclusion Items Please score your conclusion

34. Write a Conclusion to an Investigation Data from Investigations Varies Greatly pH of Water vs. Height of Plants

35. Reading WASL: Draw Conclusions IT20: Informational Text, Thinks Critically (2.4.1, 2.4.5) Extend information beyond text (make generalizations beyond the text to a broader idea or concept, draw conclusions, or apply information to other texts or situations). Standard Item Stem for IT20b: What conclusion can the reader draw about (person/event, etc.)? Provide information from the selection to support the conclusion. Scoring Rubric: A 2-point response states a conclusion and provides one text-based detail that supports the conclusion. Examples include but are not limited to: A 1-point response states a conclusion OR Provides one text-based detail that supports the conclusion. Text-based details include but are not limited to:

36. Mathematics WASL: Draw Conclusions SR04a: Solves Problems and Reasons Logically: Conclude (3.2.1, 3.2.2)Draw conclusions and support them using inductive and deductive reasoning; evaluate procedures and make needed revisions. a) Items may ask students to draw a conclusion and use evidence or information from a given situation and/or inductive or deductive reasoning to support the conclusion. Example: Sample High School Exam #31 Item gives information about the outcome of the first match of a contest then asks: Which player has the most difficult matches left to play?_____ • Organize your results in a way that helps you look for patterns and helps explain your answer. You may want to draw a diagram or make a table. • Explain the reasons for your answer using information from the diagram.

37. How to Help Students Write Conclusions to Investigations Problem: Teach Students to Infer from Data Gather Information: Analyze curriculum & WASL All investigations ask a question and collect data There are about 3 inquiry scenarios on the exam There could be three 2-pt. conclusion items Basic students only earn ½-pt. on conclusion items Inference from evidence is fundamental • Explore Ideas • Engage students in doing inquiry, discussing the meaning of the results, and writing conclusions. • Tell students to write “prediction correct” and copy the high & low numbers from the data table.

38. Write Conclusions to Investigations A technique seen during scoring the 2006 G5 Science WASL X vs. Y

39. Powerful Classroom Assessment Aquarium Systems Please score your own response to Item 4: Write a Conclusion Score student responses SR 1 through SR 5 (green) Remember to use the rubric(yellow) Check your scores with the annotations (blue)

40. Powerful Classroom Assessment: Aquarium Systems Item 8: Energy Transfers from the Sun to Fish

41. Powerful Classroom Assessment: Aquarium Systems Attributes of a Description for Awarding Value Points

42. Powerful Classroom Assessment: Aquarium Systems Item 8: Energy Transfers from the Sun to Fish(continued)

43. Powerful Classroom Assessment Aquarium Systems Please score your own response to Item 8: Energy Transfers from the Sun to Fish Score student responses SR 1 through SR 5 (green) Remember to use the rubric(yellow) Check your scores with the annotations (blue)

44. Powerful Classroom Assessment: Aquarium Systems Item 10: Plan an Investigation

45. Powerful Classroom Assessment: Aquarium Systems Item 10: Plan an Investigation (continued)

46. Powerful Classroom Assessment: Aquarium Systems Item 10: Plan an Investigation (continued)

47. Powerful Classroom Assessment Aquarium Systems Please score your own response to Item 9: Plan a New Investigation Score student responses SR 1 through SR 5 (green) Remember to use the rubric(yellow) Check your scores with the annotations (blue)

48. Development Process & Challenges Science Assessment Leadership Team Content Review Fairness Review Plan & Write Scenarios & Items Edit, Art, & Revise Revise Range Finding Content Review with Data Operational Bank Pilot Scenarios SALT Scoring

49. Development Process & Challenges(continued) Scoring Range Finding Operational Exam Publish Scores, Release Scenarios, Powerful Classroom Assessments Professional Development via SALT, WSTA, LASER, ESDs, School Districts

50. Forty Something Forty Something 06 06 Student Performance Students Meeting the Science Performance Standard (%) 100.0 90.0 80.0 70.0 60.0 6.7% 100 50.0 3.0% 40.0 30.0 Forty Something 35.7 34.9 33 35.2 35.8 20.0 39.4 32.2 29 31.8 28.2 10.0 0.0 04 05 10 03 04 05 03 04 05 06 07 08 09 G4 2005 NAEP G8 2005 NAEP High School Grade 10 Grade 5 Grade 8