Hawaii State Assessment Program Science HSA Science, Biology EOC, and Emerging NGSS

1. Hawaii State Assessment ProgramScienceHSA Science, Biology EOC, and Emerging NGSS Assessment Section NGSS Webinar Thursday November 15, 2018 This meeting will be recorded and posted on alohahsap.org During the session feel free to enter questions in the Chat Box

2. Goals of this Session In this session we will discuss : • The HSA Science Bridge Assessments for 2018-19; • The NGSS Science Assessments beginning in SY 2019-2020; and • NGSS Assessment Resources.

3. At this point in time: • Ready or Not NGSS by SY2019-2020 • Teaching, Learning, Assessment

4. NGSS is important because….. • Both the natural and “manmade” worlds are rapidly changing. • The way young people learn and access and process information today is very different from 14 years ago. NGSS is urgent because….. • NGSS should be the basis for instruction now and will be the basis of the assessment next school year. • This year’s 5th graders will graduate in 2026 when most manufacturing (“lower level” occupations) are gone.

5. The Vision of NGSS Science begins in kindergarten and by the end of the 12th grade, all students should have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussions, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. That allstudents are prepared to be productive in their individual lives and in their roles as citizens in this technology-rich and scientifically complex world. Proficient students are able to apply the knowledge and skills necessary to be scientifically literate citizens who are ready to meet the expectations of post-secondary opportunities including those who will continue on to higher education some of whom will choose to pursue careers in science, engineering, or technology. (Adapted from: A Framework for K-12 Science Education) .

6. SY 2018-2019 Science Assessments

7. SY2018-19: HCPS III – NGSS Bridge Assessments The Bridge Assessments are intended to: • provide all students, regardless of the extent to which a school has moved forward with NGSS implementation, with a fair, valid, and reliable test of their science knowledge and skills, and in addition, • ensure that the performance of students and schools is not negatively impacted by moving forward with implementation of the NGSS. The Bridge Assessments measure only the knowledge and skills found in both HCPS III and NGSS. These assessments: • only include items addressing HCPS III benchmarks which align with content that also appears in NGSS at grades 4, middle school earth and space science, and high school life science, respectively. • use items from the current HSA and Biology EOC item banks so the look and feel will be like the current assessments. • have the same reporting categories and family reports as the current assessments. • are administered at grades 4 and 8 and at the end of Biology 1. Grades 4 and 8 students will be provided with 2 opportunities to take the Bridge Assessment. • include NGSS field test items. These items administered in a separate segment at the end of the test. These items will have no impact on student scores. • The HSA-Alt will be a Bridge Assessment administered in grades 4, 8, and 11 for SY2018-2019. “Is it reasonable to expect a student in a classroom receiving instruction based upon either HCPS III or NGSS to ‘know’ this?” https://hsa.alohahsap.org/core/fileparse.php/3388/urlt/Science_Blueprints-for-Bridge.pdf

8. Hawaii’s NGSS Assessments

9. NGSS Assessments(Beginning in SY 2019-2020) • Measuring the three-dimensional science learning called for in the framework and the NGSS requires assessment tasks that examine students’ performance of scientific and engineering practices in the context of disciplinary core ideas and crosscutting concepts. • To adequately cover the three dimensions, assessment tasks will generally need to contain multiple components (e.g., a set of interrelated questions). Committee on Developing Assessments of Science Proficiency in K-12 Board on Testing and Assessment Board on Science Education National Research Council

10. NGSS Assessments / Test Items Assessments need to be valid and reliable measures of the knowledge and skills called for in the standards. Since Hawaii’s standards are NGSS, these assessments, and the items in them, will: • be built around phenomena. • reflect the NGSS performance expectations (PEs), including the clarifying statements and assessment boundaries. • be informed by the evidence statements for each PE. • include multi-part clusters measuring all three dimensions. • include stand-alone items that measure at least two of the three dimensions.

12. Associated Evidence Statements http://www.nextgenscience.org/evidence-statements Each of the performance expectations is associated with evidence statements which further describe what students should know and be able to do.

13. NGSS Assessments / Test Items • Hawaii is continuing to work with other states to develop and field test items for the 2019-2020 operational tests. States now include: CT, WV, OR, HI, NH, RI, VT, WY, ID. • The collaborative will result in a shared item pool, from which individual states will draw to meet their test blueprints, reporting requirements, etc. • Blueprints, reporting, etc. are likely to vary slightly from state to state. • Hawaii teachers are actively involved in developing phenomena and drafting the associated items for use on the summative assessments. • They are also involved in some review of items developed by other states in the “shared pool”.

14. Cross-State Item Specifications • Performance Expectation and Related Dimensions (SEP, DCI, CCC) • Clarifications and Content Limits • Science Vocabulary – Not Expected to Know • Sample Content/Phenomena • Task Demands based on the PE and associated Evidence Statements. • Ex. from 3-PS2-1: • Assemble, complete, or identify, from a collection including distractors, the essential components of an investigation that studies balanced and unbalanced forces on an object at rest and/or in motion. • Observe, collect, and record data from observations of the forces acting on an object at rest and/or in motion after forces of different strengths and/or directions are applied, including both balanced and unbalanced forces. • Make predictions about the effects of changes in the motion of an object given specific forces. Predictions can be made by manipulating components of the investigation, completing illustrations, or selecting from lists with distractors. These will be posted on alohahsap.org under NGSS Resources by the end of December

15. NGSS Summative Assessments • Summative assessments will take place in grades 5 and 8 as well as an end of course (EOC) exam associated with Biology 1 in high school. (This meets U.S. Ed requirement for an assessment in elementary school, middle school, and high school.) • The grades 5 and 8 assessments will be cumulative over grades 3 to 5 and 6 to 8 respectively. • The Biology 1 EOC was chosen to align with high school graduation requirements which require all students to successfully complete Biology 1. • These assessments will consist of an adaptive set of stand-alone items each of which addresses at least two of the three NGSS dimensions. In addition, students will be presented a set of “multi-part clusters” from across the respective NGSS performance expectations. These clusters will call upon students to demonstrate their knowledge across the three dimensions as applied to natural or designed world phenomena.

16. In the operational assessment, each student would take an average of 46 “items” (includes parts within clusters) consisting of: • Six multi-part clusters • 12 stand-alone items • 5-6 embedded field test items (a cluster or 5 stand-alone items)

17. Each student in Grades 5 and 8 will see at least 1 cluster or stand alone item related to the areas: • PS1 Matter and Its Interactions • PS2 Motion and Stability: Forces and Interactions • PS3 Energy • PS4 Waves and their Applications in Technologies for Information Transfer • LS1 From Molecules to Organisms: Structures and Processes • LS2 Ecosystems: Interactions, Energy, and Dynamics • LS3 Heredity: Inheritance and Variation of Traits • LS4 Unity and Diversity • ESS1 Earth’s Place in the Universe • ESS2 Earth’s Systems • ESS3 Earth and Human Activity The Biology EOC will include LS1, LS2, LS3, LS4, and a limited amount of items from ESS2-6, ESS2-7, and ESS3-3 where ESS PEs specifically intersect with living things.

18. MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Middle School Cluster (Format has been modified) The Phenomenon

21. A Middle School Life Science Stand-AloneMS-ESS2-4(Format has been modified) MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] NB: This item will not be in the item bank because is focused more on using a model than developing a model.

22. Developing the NGSS Assessment System: Next Steps • August 17, 2017: Teacher and Stakeholder Review of Data from the NGSS items field tested in Spring 18. Exploring a potential summary report to schools. • October 8 -12, 2018 and February 2019: Content and Fairness Review of new Clusters (62) and Stand-Alone (54) Items to be field tested in Spring 2019 • November 2018: Launch of new Practice Test and the “NGSS Interim Testlets.” • Alignment Study of the NGSS Item Pool • Spring 2019: 2nd Round of Field Testing of NGSS Items as “Segment 2” of the Science Bridge Assessments • Spring 2019: Educator and Stakeholder Review of the Reporting Templates, Policy Performance Level Descriptors, and Achievement Level Descriptors. • Summer 2019: Cross-State Collaboration to finalize accessibility tools and supports as well a review of the shared item bank for breadth, depth, and rigor. • SY 2019-2020 Operational Field Test Administered at Grade 5, 8, and Biology EOC • Summer 2020: Standard Setting for the NGSS Summative Assessments

23. NGSS Resources on alohahsap.org

24. NGSS Resources currently contains: • Airways Reporting • NGSS Demo Items • AVA (Interim Assessment Viewing Application The following will be added ASAP: • Practice Tests to replace the current Demo Items (publicly available) • Evidence Statements • Item Specifications • And more……. AirWays Reporting and AVA have been added because there are now NGSS “Testlets” available

25. The NGSS “Interim Testlets” • These are provided to familiarize teachers and students with the new upcoming NGSS Assessments. Think of it as an “Exploratorium Learning Center” • There are “testlets” in each domain of science for each grade band. • Each Testlet contains 2 item clusters. • Teachers can experience them in the AVA system as they do the SB interims using their TIDE User Names and Passwords. • Teachers can administer them to students at a time that is “instructionally appropriate”, by creating a test session and having students log in using the secure browser. • Results, including student responses, will be available in the AIRWays Reportinghowever, because assessment standards have not yet been set, there are only “raw” scores. • These can be used in the same way Smarter Balanced Interim Assessment Blocks are used.

27. The Assessment Viewing Application The Assessment Viewing Application (AVA) allows teachers to view the NGSS Testlets, including both the ICAs and the IABs, for administrative or instructional purposes. • AVA can help teachers better understand the content their students will encounter on NGSS tests. • Previewing tests in AVA can help educators make informed decisions regarding how to best use the NGSS Testlets. Educators log into AVA with their TIDE username and password, select a grade, select a test, and take that test “as if they were a student”. If a school so decides, because AVA does not use the secure browser, testlet clusters could be projected on a whiteboard or similar device.

28. Non-Secure but Non-Public The NGSS Testlets are considered non-secure and non-public. • Because the interims are non-secure, they are not intended to be used for accountability purposes. • Non-secure means teachers and students can have access to the items. (AVA is not accessed through the secure browser so they can be projected on a white board) • Non-public means they are not to be posted publicly (such as on a school website). Schools should establish a timeframe and policies related to the use of the Interim Assessments. Care must be taken that they are not being used for “cross-purposes”. Within a school or department there needs to be a consistent decision regarding how the Interim will be used.

29. Administering a test session with the secure test browser • NGSS Testlets are administered in the same way as the HSA Science and EOC summative assessments. The tests are administered using the TA Live Site and students log in using the Secure Browser, so….. • Test Administrators need to complete the TA Certification Course and launch test sessions. • Student computers need to have the Secure Browser installed. • Students will need test tickets which can beprinted in TIDE. TAs must use caution when launching tests.

30. Student Settings in TIDE • Students will have access to the appropriate tools and supports (designated supports and accommodations) if they have been “set” in TIDE prior to testing.

31. Reviewing detailed student results in AIR Ways Reporting AIR Ways Reporting provides detailed student performance reports for the NGSS Testlets. AIR Ways Reporting consists of a Dashboard page and various Assessment Reports. The Dashboard provides a summary of all the Interim Assessments and NGSS Testletsassociated with a particular TIDE user or institution (school, complex, etc.). Once again: • Users log into AIR Ways Reporting using their TIDE usernames and passwords. • The information users will see varies by role group. • Principals and Test Coordinators can see all school data. • Classroom teachers can see data for their students. • Others can see data determined by user defined rosters.

32. When you open an assessment, you will see the results by class/roster or by student.