Science Curriculum Standards Proficient Level Secondary Workshop5: 19/4/2011

1. Science Curriculum StandardsProficient Level Secondary • Workshop5: 19/4/2011

2. Agenda

3. Shared Expertise

4. Developing Constructed-Response Items

5. Developing Constructed-Response Items • Major advantage of constructed-response items: • They elicit responses that more closely resemble real-life behavior.

6. Short-Answer Items:Item-writing rules • Use direct questions rather than incomplete statements. • Write items so that the correct response is concise (a few words or a short phrase). • Write items so that they can be scored efficiently. • Be sure there is a highly limited set of correct responses. • Think of the correct response, then write the item.

7. Extended Constructed Response Items

8. What are Extended Constructed Response Items? • Open-ended Questions • Require several sentences or brief paragraph • Require higher level thinking (than simple recall) and the application of students’ knowledge • Making Comparisons • Identifying Patterns • Evaluating Points of View • Making Generalizations • Synthesizing Information • Allow for the examination of Student Thinking • Scored using a Rubric that provides varying degrees of Credit

9. Why Use Constructed Response Items? “The notion that learning comes about by accretion of little bits is outmoded learning theory. Current models of learning … contend that learners gain understanding when they construct their own knowledge and develop … interconnections among facts and concepts …”

10. WHEN to use Constructed Response: Consider the VERB of the Content Expectation: • Generatenew questions that can be investigated in the laboratory or field. • Useempirical evidence to explain and critique the reasoning used to draw a scientific conclusion or explanation. • Drawisomers for simple hydrocarbons.

11. HOW to Develop Constructed Response Items:The Specifics • Set the Context • Specify the knowledge to be brought to bear • Specify the Reasoning • Use specific verbs e.g. analyze, cite, describe… • Point the Way • Inform students of the criteria that will be applied to evaluate their responses • Develop the Scoring Rubric • Clear articulation of the appropriate evaluation criteria by which to judge the quality of student responses.

12. Examples: High School Science B1 Identify scientific tradeoffs in design decisions and choose among alternative solutions. AND B4 Recognize that genetic engineering techniques provide great potential and responsibilities. “Some people believe that recombinant DNA technology has serious disadvantages. Describe one disadvantage that might result from the use of recombinant DNA technology. Then describe a plan or a policy for dealing with the disadvantage that could be followed by research scientists, doctors, public officials, or other people who are involved with recombinant DNA technology and its uses.”

13. Exercise-specific Scoring Rubric Complete (3):  Student response describes a reasonable disadvantage of recombinant DNA technology and provides a clear description of a plan for dealing with the disadvantage. Credited disadvantages (1 pt) include: • Regulation of new strains • Production of dangerous organisms • Genetic Similarity - loss of diversity • Regulation of applications/patents Credited acceptable plans (2 pts) include: • Informed consent • Regulation • Thorough testing • Oversight committee Essential (2):  Student response describes a reasonable disadvantage and attempts a brief description of a plan for dealing with this disadvantage (e.g., test or observe, research further). OR Student response provides only a description of a plan.  Partial (1):  Student response describes a reasonable disadvantage of genetic technology but does not develop a plan for dealing with the disadvantage.  Unsatisfactory/Incorrect (0):  Student response states that there are no disadvantages, or states a disadvantage that is inaccurate or unreasonable.

14. Sample Student Response: Complete (3/3) “Student response states that making new kinds of viruses and mutations are a disadvantage, and outlines a plan that involves experimentation with human cells outside the body.”

15. Sample Student Response: Essential (2/3) “Student response discusses the production of dangerous viruses, and attempts a brief description of a plan.”

16. Sample Student Response: Partial (1/3) “Student response explains that the intermixing of genes could result in the production of nontreatable diseases. No plan is given.”

17. Sample Student Response: Unsatisfactory(0/3) “Student response does not give a clear disadvantage, and states merely that these people should stop messing around with recombinant DNA technology.”

18. Activity #1: Write a Scoring Rubric SI(P )Analyze information from data tables and graphs to answer scientific questions. “One characteristic that can be used to identify pure metals is density. If you determine the density of a pure metal, you can determine what the metal is, as shown in the table below. Suppose that you determine that a metal ring has a density of 15.3 grams/cm3. Assume that the ring is a mixture of some combination of the metals listed in the table. What can you determine about its composition from its calculated density? Explain your answer.”

19. Activity #1: Write a Scoring Rubric B Explain that cellular differentiation results from gene expression and/or environmental influence (e.g., metamorphosis, nutrition). Sample Item: “Biologists know that nearly all cells in a person's body contain the same genes. For example, kidney cells contain the same genes as the cells that normally make hemoglobin. Given these facts, explain why kidney cells do not make hemoglobin even though they contain the hemoglobin gene.”

20. Activity #1: Write a Scoring Rubric L Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive) work together to perform selected activities.  Sample Item: “When you exercise strenuously, your body produces excess heat. Describe at least two things your body does to help prevent your temperature from rising excessively, and explain why the body's response is effective.”

21. SCENARIO-BASED QUEST IONS • A scenario-based question provides a series of statements that outlines a scheme or sequence of events in summary form, followed by a question concerning what should be discovered or deduced from the scenario.

22. PROBLEM SOLVING G IVEN A SCENARIO • Scenario-based items can utilize these forms of question construction formats after presenting the situation under investigation. • What is the nature of the problem? • What is needed to solve the problem? • What will occur from......? • What is a solution? • If this happens, what should be done? • What is the most effective or efficient solution? • Why is … the most effective solution?

23. DEMONSTRATING CRITICAL THINKING IN PREDICTING • What would happen if ….? • Given …. what is the primary cause? • On the basis of …, what is the primary cause?

24. DEMONSTRATING CRITICAL THINKING in EVALUATING SKILLS • What is the most effective (appropriate) method for ….? • What is better (or worse) ….? • What is the most critical step in this procedure? • What is (un)necessary in a procedure?

25. Eight Guidelines for Writing Constructed-Response Items: • Assess understanding beyond rote recall. • There should be more than one way to answer a question. • There should be opportunities for students to earn partial credit.

26. Eight Guidelines for Writing Constructed-Response Items: • Keep the item within a reasonable scope. • Avoid questions that are so broad that a knowledgeable person could write multiple pages on the subject. EXAMPLE: Poor: Explain kinetic energy and gravitational potential energy. Better: A pencil rolls across a tabletop and then falls to the floor. Describe the changes in the kinetic energy and gravitational potential energy of the pencil as it rolls, falls, and lands on the floor.

27. Eight Guidelines for Writing Constructed-Response Items: • Define the task specifically. • Don’t expect students to “read between the lines.” EXAMPLE: Poor: Describe the differences between various types of rocks. Better: Describe three differences between igneous and sedimentary rocks.

28. Eight Guidelines for Writing Constructed-Response Items: • Break a complex task into parts. • Makes an item more accessible to students. • Put tasks in a logical sequence (first part is often at lower cognitive level than later parts). • Avoid redundancy. EXAMPLE: Poor: Juan and Valerie are designing an experiment to test whether a pesticide affects tomato plant growth. Identify four possible variables in this experiment. Choose one of these and explain how it can be controlled and how the results might change if it were not controlled. Better: Juan and Valerie are designing an experiment to test whether a pesticide affects tomato plant growth. • Identify four possible variables in this experiment. • Choose one of these and explain how it can be controlled. • Explain how the results of their experiment might change if this factor were not controlled.

29. Eight Guidelines for Writing Constructed-Response Items: • Use verbs that discourage one-word responses. • Avoid questions that can be answered simply “yes” or “no.” EXAMPLES: “Explain” or “Illustrate” vs. “Name” or “List”

30. Eight Guidelines for Writing Constructed-Response Items: • Use caution when asking subjective questions. • Items should not intrude on student privacy. • Do not ask students how they feel. • Do not ask students to relate things to personal experience. • Any explanation or justification for a student’s response should be based on the stimulus material.

31. Eight Guidelines for Writing Constructed-Response Items: • Write the scoring rubric at the same time as the item. • Include examples of “correct” or “partial” responses. • Critique and confirm that the item elicits the intended response. • Aligned to a specific Content Expectation. • A common error is to ask one question, but base the scoring rubric on an answer that really corresponds to another related question that goes into more depth than what is asked.

32. Home work Bring a chapter test and identify on it test items (Multiple choice – Constructed Responses items) Note: Modify the items if it is needed according to the rules of test items and higher DOK .

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