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FCAT 2.0 Science Item Specs

FCAT 2.0 Science Item Specs. Science Coaches Training Friday, January 28, 2011. FCAT 2.0 Science Teachers’ Anticipation Guide (Pre-Test). Please answer these questions by writing AGREE or DISAGREE. Next, use your response card to share your answers.

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FCAT 2.0 Science Item Specs

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  1. FCAT 2.0 ScienceItem Specs Science Coaches Training Friday, January 28, 2011

  2. FCAT 2.0 ScienceTeachers’ Anticipation Guide (Pre-Test) Please answer these questions by writing AGREE or DISAGREE. Next, use your response card to share your answers. Most of the questions will be high complexity questions. All annually assessed (AA) benchmarks are 5th and 8th grade benchmarks. Some of the questions will assess content sampled (CS) benchmarks. There will be more questions on the Nature of Science (formerly Scientific Thinking) relative to other reporting categories (formerly clusters) Some benchmarks will be assessed as gridded response [GR] type questions.

  3. FCAT 2.0 Science Overview

  4. FCAT 2.0 Science Overview (+ grades 3-5)

  5. FCAT 2.0 Science Overview Grade 8 Only Grade 8 Only

  6. FCAT 2.0 Science Overview Grade 5 (17%) Grade 5 (29%) Grade 5 (29%) Grade 5 (25%)

  7. FCAT 2.0 Science Resources

  8. FCAT 2.0 Science Resources

  9. FCAT 2.0 Science Resources

  10. Appendix B No CS benchmarks Some benchmarks may be assessed as an AA benchmark across grade levels

  11. FCAT 2.0 Science Resources

  12. NGSSS Benchmarks

  13. Brainstorming - Testing Task #1: With your group, discuss your answers to the following questions: What makes a good test? Are there any rules that you should follow when making test questions? What are some good places to get test questions from?

  14. Overall Considerations Page 2

  15. Overall Considerations Page 2

  16. Item Style and Format Pages 5 & 6

  17. Item Style and Format Page 6

  18. Multiple-Choice (MC) Items Page 7

  19. Context Dependent Sets Page 8

  20. Item Difficulty - Item Difficulty is addressed on p. 10 of the FCAT 2.0 Item Specs: Easy = >70% correct Average = 40 to 70% correct Challenging = <40% correct Traditionally, if students get about half of the questions right on FCAT Science, they will get a 3 and be considered proficient. Q: Does this (or can this) apply to classroom tests?

  21. FCAT Science 1.0 Here was the original breakdown of FCAT Science, based on Bloom’s Taxonomy: Did we move away from this concept?

  22. FCAT Science 1.0 Here is the current breakdown of cognitive complexity, based on Webb’s Depth of Knowledge (DOK): Why are the percentages the same across grade levels now?

  23. Cognitive Complexity - Cognitive complexity is addressed on p. 11 of the FCAT 2.0 Item Specs (based on Webb’s Depth of Knowledge): Low Complexity – relies heavily on recall and recognition Moderate Complexity – normally involves > 1 step /thought High Complexity – requires abstract reasoning, planning, analysis, judgment and creative thought Webb’s DOK is not based on the ability of the student!

  24. FCAT Science 2.0 Here is the new breakdown, based on Webb’s DOK: Note: A high complexity question in 5th grade may not be a high complexity question in 8thgrade. The complexity is ultimately based on the cognitive demand placed on the student. Cognitive complexity also may depend on the level of the distracter.

  25. Is this Low, Moderate, or High Complexity?

  26. Is this Low, Moderate, or High Complexity?

  27. Is this Low, Moderate, or High Complexity?

  28. NGSSS Benchmarks Our new benchmarks also are categorized by: Low, Medium, and High complexity 6th Grade: 4 Low, 19 Moderate, 12 High 7th Grade: 5 Low, 17 Moderate, 12 High 8th Grade:5 Low, 17 Moderate, 18 High 3rd Grade: 4 Low, 17 Moderate, 11 High 4th Grade: 7 Low, 22 Moderate, 13 High 5th Grade:3 Low, 22 Moderate, 12 High Q: Does this surprise you? What does this mean?

  29. Varying Complexity Example – Big Idea 14: SC.6.L.14.1 (L) – Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. SC.6.L.14.2 (M) – Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single- celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. SC.6.L.14.5 (H) – Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, etc…) and describe ways these systems interact with each other to maintain homeostasis.

  30. Tips for Writing Higher Complexity Questions - If you are having trouble coming up with a high complexity question for a concept, start with a low complexity question and BUILD! - Start with the benchmark itself! Almost all are moderate to high complexity. It will give you ideas for questions! - If you’re still not quite there, look at the answer choices. Make sure your closest distractor is a very reasonable choice and it will make your students THINK!

  31. One Benchmark3 Questions Task #2: Within your group, develop 3 multiple choice questions (1 low, 1 moderate, 1 high) that assess the following benchmark. SC.6.L.14.5 (H) – Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, etc…) and describe ways these systems interact with each other to maintain homeostasis.

  32. FCAT 2.0 ScienceTeachers’ Anticipation Guide (Post-Test) Please answer these questions by writing AGREE or DISAGREE. Next, use your response card to share your answers. Most of the questions will be high complexity questions. All annually assessed (AA) benchmarks are 5th and 8th grade benchmarks. Some of the questions will assess content sampled (CS) benchmarks. There will be more questions on the Nature of Science (formerly Scientific Thinking) relative to other reporting categories (formerly clusters) Some benchmarks will be assessed as gridded response [GR] type questions.

  33. Edmund Capitano,Secondary Science Administrator SecondaryCurriculum Department capitano@palmbeach.k12.fl.us434-8199 PX 48199 Doris Ochoa,Secondary Science Administrative Assistant • Secondary Curriculum Department ochoa@palmbeach.k12.fl.us434-8370 PX 48370 Greg Goebel,Secondary Science Instructional Specialist • Secondary Curriculum Department goebelg@palmbeach.k12.fl.us 357-1128 PX 21128 Debrah Bowen,Secondary Science Resource Teacher • Secondary Curriculum Department bowen@palmbeach.k12.fl.us434-8267 PX 48267 Shelby Mann,Secondary Science Resource Teacher • Secondary Curriculum Department mann@palmbeach.k12.fl.us357-1134 PX 21134 Bruce Wear,Secondary Science Resource Teacher • Secondary Curriculum Department wear@palmbeach.k12.fl.us357-1125 PX 21125 Contact Information

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