Module VIII

1. Module VIII Scoring Dimensions of the APA Rubric Complexity 1 2014-2015 NJ APA Teacher Training - Module VIII. This PowerPoint in its entirety is for the exclusive use of New Jersey educators. All other uses of this document are forbidden without written permission from the NJDOE.

2. APA Scoring Rubric There are three scoring dimensions in the APA Scoring Rubric: Complexity Performance Independence 2014-2015 NJ APA Teacher Training - Module VIII

3. Scoring Dimensions 2014-2015 NJ APA Teacher Training - Module VIII

4. Scoring Rubric and APA Forms The APA Scoring Rubric found on the previous slide is also found in the 2014-2015 APA Procedures Manual. Don’t forget to review the Procedures Manual, which includes the APA Scoring Rubric, scoring clarifications, and other topics. 2014-2015 NJ APA Teacher Training - Module VIII

5. Using the APA Scoring RubricComplexity Dimension Complexity evaluates the CPI Link assessed and how closely the complexity and difficulty (Matched, Near, Far) links to the New Jersey Core Curriculum Content Standards (NJ CCCS) and grade-level cumulative progress indicators (CPI) for science. 2014-2015 NJ APA Teacher Training - Module VIII

6. Complexity Dimension 2014-2015 NJ APA Teacher Training - Module VIII

7. Complexity Score of 2, 3, or 4 A score of 2, 3, or 4 is obtained if the CPI Link is assessed correctly and a different activity is used for the initial and final piece of evidence. • A score of 2 is obtained when a Far Link is assessed correctly. • A score of 3 is obtained when a Near Link is assessed correctly. • A score of 4 is obtained when a Matched Link is assessed correctly. 2014-2015 NJ APA Teacher Training - Module VIII

8. What Makes an Activity Different? • Two activities are required when submitting evidence for an entry. • Both of these activities must assess the same CPI Link. • The two activities must be different activities in order to avoid a major flaw. • An activity is considered to be different than another when the context of the instruction of the CPI Link is different. • An activity is also considered to be different from another when the application of the skill in the CPI Link is different. 2014-2015 NJ APA Teacher Training - Module VIII

9. What Makes an Activity Different? While the skills assessed and the supports needed to perform the skills remain the same, an activity is considered different: • With a different context in which the framework or events within which the student is demonstrating the skill changes and/or • With a different application in which the types of questions used, or the way in which the student demonstrates the skill changes 2014-2015 NJ APA Teacher Training - Module VIII

10. What Makes an Activity Different? Examples of two activities with different contexts: • The student is working on using internal and external characteristics to compare and contrast two animals from different classes of the animal kingdom • by comparing and contrasting a bear and an alligator • by comparing and contrasting a salmon and an eagle. • The student is working on comparing the mass of substances before and after chemical reactions • by completing an experiment involving baking soda and vinegar • by completing an experiment involving heavy whipping cream and vinegar • The student is working on completing a Punnett square and identifying the results • by comparing eye color in parents • by comparing the height of pea plants 2014-2015 NJ APA Teacher Training - Module VIII

11. What Makes an Activity Different? Examples of two activities with different applications: • The student is working on classifying types of planets • by using a graphic organizer • by matching • The student is working on determining the mass of various substances • by using a balance to determine the mass of five substances then logging the mass of each item in a computer spreadsheet • by using a balance to determine the mass of five substances then writing the mass of each item in his/her science journal • The student is working on labeling the steps of the water cycle • the student is given worksheet with a diagram of the water cycle and pastes the name of each step onto the diagram using word strips • the student is given a diagram of the water cycle on the SMARTboard and drags each step’s name onto the diagram 2014-2015 NJ APA Teacher Training - Module VIII

12. Example of 2 Different Activities (Different Context) INITIAL ACTIVITY 5.10.12B2 Near Link: Classify positive and negative ways humans affect the environment* Activity Description: After discussing positive and negative ways humans affect the environment, the student reviewed the pictures and then classified each one as negative or positive by labeling. 2014-2015 NJ APA Teacher Training - Module VIII

13. Example of 2 Different Activities (Different Context) Final Activity 5.10.12B2 Near Link: Classify positive and negative ways humans affect the environment* Activity Description: After researching ways humans affect the environment, the student classified the pictures as “Positive” or “Negative” by labeling. 2014-2015 NJ APA Teacher Training - Module VIII

14. Example of 2 Different Activities (Different Application) INITIAL ACTIVITY 5.9.8B1 Near Link: Classify planets and other objects in our solar system as terrestrial (rocky) or gaseous* 2014-2015 NJ APA Teacher Training - Module VIII

15. Example of 2 Different Activities (Different Application) Final Activity 5.9.8B1 Near Link: Classify planets and other objects in our solar system as terrestrial (rocky) or gaseous* 2014-2015 NJ APA Teacher Training - Module VIII

16. You Must Think about the Two Activities in Conjunction As you plan for instruction, you should not think about the initial and final activity in isolation. Things to think about: • What type of activities might be easier and harder for the student? Do not use the easier activity as the final activity. • What type of prompting, if any, might the student need on the final activity? Do not use a more intrusive prompt level on the final activity than was used on the initial activity. • How can I keep the student engaged in the various activities? How will the initial activity be different than the final activity and still engage the student? 2014-2015 NJ APA Teacher Training - Module VIII

17. Complexity: Major Flaws • An entry that demonstrates work in a CPI Link but has a major flaw will score a 1 in Complexity. • A major flaw includes 1. Assessing the same activity for both pieces of evidence 2. Assessing only part of the CPI Link • This may be found in the work sample, and both pieces of evidence must be assessing the same part of the link. 2014-2015 NJ APA Teacher Training - Module VIII

18. Complexity Major Flaw Example(Same Activity) 5.5.8B1 Matched Link: Using internal and external characteristics compare and contrast two animals from different classes of the animal kingdom* 2014-2015 NJ APA Teacher Training - Module VIII

19. Complexity Major Flaw Example(Activity assesses only part of a link) 5.8.4B3 Far Link: Identify tools and their purposes for measuring weather* 2014-2015 NJ APA Teacher Training - Module VIII

20. Complexity Major Flaw Example(Activity assesses only part of a link) 5.8.4B3 Far Link: Identify tools and their purposes for measuring weather* 2014-2015 NJ APA Teacher Training - Module VIII

21. Score of Zero for Complexity • When the Universal Scoring Rules are not adhered to, the entry will receive a score of zero for Complexity, Performance, and Independence. • Please review Module VII: Universal Scoring Rules for more information. 2014-2015 NJ APA Teacher Training - Module VIII

22. Review Information to answer these questions is found throughout Module VIII of the training. You may go back to any part of the training or to your 2014–2015 Procedures Manual to find the answers. You should not continue with the training until you can answer all of these questions correctly. 2014-2015 NJ APA Teacher Training - Module VIII

23. Review • What are two ways activities can be different while assessing the same CPI Link skill(s)? • What are the two “Major Flaws” that would cause an entry to receive a score of 1 for Complexity? • For a link that contains two skills, is it acceptable to assess one skill in the first piece of evidence and the other skill in the final piece of evidence? 2014-2015 NJ APA Teacher Training - Module VIII

24. Review – Module VIII Answers • Activities are different when they have different contexts and/or different applications. • The two Major Flaws are: 1) assessing the same activity for both pieces of evidence and 2) assessing only part of the link. • No. The full link must be assessed in both pieces of evidence. If only part of the link is assessed, and that SAME part is assessed in both pieces of evidence, the entry will score a 1 in Complexity as a Major Flaw. If one part of the link is assessed in the first piece of evidence and another part of the link is assessed in the final piece of evidence, the entry will score a 0 since different skills were assessed from one piece of evidence to the other. 2014-2015 NJ APA Teacher Training - Module VIII

25. Scoring Dimensions 2014-2015 NJ APA Teacher Training - Module VIII