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Pennsylvania Science Assessment Anchor Content Standards

Pennsylvania Science Assessment Anchor Content Standards. Presentation Content. Review of No Child Left Behind Standards Based Instruction Review of the Standards Assessment Anchor Content Standards Eligible Content Reporting Categories Test Blueprint and Design Timeline and Dates

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Pennsylvania Science Assessment Anchor Content Standards

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  1. Pennsylvania Science AssessmentAnchor Content Standards

  2. Presentation Content Review of No Child Left Behind Standards Based Instruction Review of the Standards Assessment Anchor Content Standards Eligible Content Reporting Categories Test Blueprint and Design Timeline and Dates Access Information

  3. No Child Left Behind

  4. No Child Left Behind “Congress has signaled to the American public that science literacy is a national priority and schools should ensure that all students leave public education with scientific knowledge, skills, and understandings that are necessary to be scientifically literate citizens.” Systems for State Assessment National Research Council of the National Academies

  5. No Child Left Behind 2 Primary Goals: • Improve student achievement overall • Narrow the achievement gap between students of different backgrounds

  6. No Child Left Behind Requirements: • All states have challenging academic content and achievement standards for science in place by 2005-2006 • Begin measuring student attainment of those standards in 2007-2008 with assessments that are fully aligned with the standards and that meet accepted professional standards for technical quality for each purpose for which they will be used • Assessment systems must include multiple up-to-date measures of student achievement, including measures that assess higher order thinking skills and understanding of challenging content

  7. No Child Left Behind Requirements: • Assessments are to be administered annually to all students, including those with disabilities and those who are not fluent in English, at least once in each of three grade bands, 3-5, 6-9, and 10-12. • Make reasonable accommodations for students with disabilities and limited English proficiency to allow them to participate in the assessments, and they must have in place alternate assessments for students who cannot participate in the regular assessment even with accommodations

  8. No Child Left Behind FYI Presently, U.S. Congressmen are developing a bill that would require science to be part of AYP in the year 2008-2009 and require all students in grades 3-8 and 11 to be given the science assessment in the year 2009-2010

  9. Standards Based Instruction

  10. STANDARDS

  11. Standards Based Instruction Links standards with curriculum, instruction, and assessment Gives direction for classroom instruction Research supports an increase in learning and focused instruction Allows for the raising of the bar

  12. Pennsylvania Academic Standards

  13. Pennsylvania Academic Standards The Standards are the law. Act 24- 1993 (The Environment Act) Chapter 4- 1999 (Standards and Assessments) Act 16- 1999 (Science addition) No Child Left Behind- 2002 January 8, 2002- No Child Left Behind September 19, 2002- State Board Adoption of NCLB

  14. Pennsylvania Academic Standards Define what each student should know and do in a core set of subjects Provide consistent targets for students, teachers, and districts Allow districts to measure student achievement

  15. 3.1 Unifying Themes 3.2 Inquiry and Design 3.3 Biological Sciences 3.4 Physical Science, Chemistry and Physics 3.5 Earth Sciences 3.6 Technological Education 3.7 Technological Devices 3.8 Science, Technology and Human Endeavors Pennsylvania Academic Standards Science and Technology

  16. 4.1 Watersheds and Wetlands 4.2 Renewable and Nonrenewable Resources 4.3 Environmental Health 4.4 Agriculture and Society 4.5 Integrated Pest Management 4.6 Ecosystems and their Interaction 4.7 Threatened, Endangered and Extinct Species 4.8 Humans and the Environment 4.9 Environmental Laws and Regulations Glossary Pennsylvania Academic Standards Environment and Ecology

  17. PA STEE Standards ( Local Assessment Plan) District Curriculum (Local Assessment Plan) Assessment Anchor Content Standards and Eligible Content ( PSSA)

  18. Assessment Anchor Content Standards

  19. Why Do We NeedAssessment Anchor Content Standards(Assessment Anchors) • Focus and Clarity • Integration of standard statements • Alignment of the curriculum to standards and anchors

  20. Why Do We NeedAssessment Anchor Content Standards • Support for inquiry-based learning, investigative, experimental, multi-sensory instruction • Core knowledge of the “must know” content for the PSSA • Connections between the PSSA and classroom instruction

  21. How Were the Anchors Developed • Decision was made to call the document Science Assessment Anchors to align with NEAP and TIMMS After Peer Review: Assessment Anchor Content Standards • Looked at both Standard documents and to choose the concepts ALL students should know at the end of each grade span. (Universal Design)

  22. How Were the Anchors Developed • Integrated the 61 Academic Standards for each grade level into the Assessment Anchor Content Standards below: Grade 4 – 21 Anchors Grade 8 – 22 Anchors Grade 11 – 23 Anchors

  23. Who Developed the Anchors Internalinput Externalinput • Data Recognition Corporation (DRC) • National Center for the Improvement of Educational Assessment (NCIEA) • Achieve, Inc

  24. Review Team of Educators The Department of Education gathered teachers, college professors, intermediate unit curriculum coordinators, assessment consultants, national experts on standards, and administrators to help review and give recommendations to the anchors.

  25. The Taxonomy of Assessment Anchors Reporting Category Sub-Reporting Category Assessment Anchor Eligible Content

  26. How to Read Assessment Anchor Coding S4.D.1.3 Science Assessment Anchor Sub-Category Grade Level Reporting Category

  27. S4.D The Earth and Space Sciences(Student Reporting Category)S4.D.1 Earth’s Features that Change Earth and Its Resources(School/District Sub-Category)S4.D.1.3Describe Earth’s different sources of water or describe changes in the form of water.(Assessment Anchor)

  28. S4.D.l.3 Describe Earth’s different sources of water or describe changes in the form of water. (3.5.4.D) (4.1.4.A) (4.1.4.D) (4.1.4.E) AnchorStandards 3.5.4.DRecognize the earth’s different water resources 4.1.4.AIdentify various types of water environments 4.1.4.DIdentify a wetland and the plants and animals that live there 4.1.4.ERecognize the impact watersheds and wetlands have on plants and animals

  29. Document Crosswalk

  30. Eligible Content

  31. Eligible Content • Clarifies/Extends the Assessment Anchor statement • Range of learning (Assessment Limits) used for the test design at Grades 4, 8, & 11 • Not all eligible content statements will be assessed every year

  32. Eligible Content Concepts, processes, skills, knowledge/ understanding selected from the standards for assessment on the PSSA • Should become the “Super Essential” learning within your district curriculum • Clarifies what teachers must also know and be able to do

  33. Assessment Anchor Coding with Eligible Content Reporting Category S4.A.1.1.1 Science Eligible Content Grade Level Assessment Anchor Sub-Category

  34. Assessment AnchorS4.A.1.1Identify and explain the pros and cons of applying scientific, environmental, or technological knowledge to possible solutions to problems.Eligible ContentS4.A.1.1.1Distinguish between a scientific fact and an opinion, providing clear explanations that connect observations and results (e.g. a scientific fact can supported through making observations).

  35. Important Features to Know e.g.- The list is made up of examples but are not limited to those given i.e.- The list is to be considered limited to those specific examples given

  36. Important Features to Know “Or” - a student can be assessed on all or just some of the elements in the Eligible Content “And” - the intent is to assess each element in the Eligible Content

  37. Reporting Categories

  38. Pennsylvania Science Biological Sciences Physical Sciences The Nature of Science Reasoning Analysis Processes Procedures Patterns Models Systems Designs Earth and Space Sciences

  39. Student Reporting Categories A. The Nature of Science B. Biological Sciences C. Physical Sciences D. Earth and Space Sciences

  40. District and School Reporting Sub-Categories A. The Nature of Science 1. Reasoning and Analysis 2. Processes, Procedures, and Tools of Scientific Investigation 3. Systems, Models, and Patterns

  41. District and School Reporting Sub-Categories B. Biological Sciences 1.Structure and Function of Organisms 2.Continuity of Life 3. Ecological Behavior and Systems

  42. District and School Reporting Sub-Categories C. Physical Sciences 1.Structure, Properties and Interactions of Matter 2.Forms, Sources, Conversions, and Transfer of Energy 3.Principles of Force and Motion

  43. District and School Reporting Sub-Categories D. Earth and Spaces Sciences 1. Earth Features and Processes that Change Earth and Its Resources 2. Weather, Climate, and Atmospheric Processes 3. Composition and Structure of the Universe

  44. Test Composition 50% Nature of Science (Inquiry) 50% Biological Sciences Physical Sciences Earth and Space Sciences (Content)

  45. 2007 Field Test Format

  46. 2007 Field Test Format

  47. 2007 Field Test Format

  48. Timeline2007 Review of Field Test April 23-May 4 (Field Test) Review and selection of Items for 2008 Operational Test

  49. 2008 Operational Test Blueprint

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