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Teaching and Assessing Science Core Concepts (TASC 2 ) Workshop Science Core Concepts Enhancing an Instructional Unit with the 2007 Weather Wonders Systems PCA Establish the Desired Results Essential Question Activity Assessment Targets Learning Plans

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Teaching and Assessing ScienceCore Concepts (TASC2) Workshop

  • Science Core Concepts

  • Enhancing an Instructional Unit with the 2007 Weather Wonders Systems PCA

    • Establish the Desired Results

    • Essential Question Activity

    • Assessment Targets

    • Learning Plans

  • Legislative Update, 2007 WASL Results & the Crisis in Science Education

  • What We Know About Successful Program


Ospi science assessment team l.jpg
OSPI Science AssessmentTeam

Andy Boyd

Assessment TOSA (PEM)

[email protected]

Roy Beven Assessment [email protected]

Jonathan Frostad

Assessment TOSA (PEM), [email protected]

Cinda Parton

Assessment Specialist

[email protected]

Molly Becker Miller

Assessment Support

[email protected]

Science Assessment Leadership Team (SALT)

The 160+ members of this team have developed deep understanding of assessment and are available to provided PD. Contact information will be the science assessment webpage soon.

OSPI Science Assessment Webpage www.k12.wa.us/assessment/WASL/Science


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Teaching and Assessing Science Core Concepts (TASC2)

  • Activity Questions:

  • How is this system related to the core concept?

  • What activities in your instructional materials are focused on this this core concept?

  • How do you gather evidences of learning for this core concept in your classroom?

  • What preconceptions and misconceptions might students have?

Capture ideas on chart paper and share


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Teaching and Assessing Science Core Concepts (TASC2)

Focus on a System Core Concept

Core Concept Components and Patterns of Earth Systems ST04 1.2.4

Inquiry

in Science

Related Concept Nature and Properties of Earth Materials

Application

of Science


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Teaching and Assessing Science Core Concepts (TASC2)

Research:

Characteristics of Schools Showing the Greatest … by RMC Corporation 2007

Understanding by Design by Jay McTighe & Grant WigginsASCD 2004 ISBN 1-4166-0035-3

Science Curriculum Topic Studyby Page Keeley NSTA/Corwin Press 2005 ISBN 1-4129-0892-2


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Teaching and Assessing Science Core Concepts (TASC2)

  • Core Concept Handout page 2.

  • Benchmarks for Science Literacy

  • National Science Education Standards

  • Benchmarks for Science Literacy

  • Making Sense of Secondary Science: Research Into Children’s Ideas

Take a minute and read page 2 of the handout. Any similarities/differences from the chart paper?


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Assessment Target

Powerful Classroom Assessment:

Weather Wonders

Elementary Systems Scenario

Please take 15 minutes to read the scenario and write out responses to the 10 items

Please take 5 minutes to score the multiple choice items using the Scoring Guide (yellow)


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Assessment Target

  • Core Concept Handout page 1.

  • Core concept defined in the physical system

  • Questions gather specified evidences of learning

  • Item 6 of Weather Wonders: Factors Affecting Precipitation

Take a minute and read page 1 of the handout.

Brainstorm any other system questions not a part of the scenario on this core concept?


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Learning Plan

Core Concept ST04 Question:

What activities in your classroom could elicit these evidences of learning?

Capture ideas on chart paper and share


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Teaching and Assessing Science Core Concepts (TASC2)

CORE CONCEPT:

Components and Patterns of Earth Systems (ST04)

What lessons in your instructional materials focus on the Core Concept?

Describe the enhancements needed to ensure all students are proficient on the targeted core concepts.

(Group work is also encourage)

Capture ideas on chart paper and share


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Teaching and Assessing Science Core Concepts (TASC2)

  • Components

  • Description of the system core concept

  • Graphic organizer of the system core concept

  • Description of the inquiry and application core concepts

  • Enhancements to the learning plan of an instructional material to ensure students become proficient on the targeted core concepts

  • System, inquiry, and application WASL-like scenarios as targets to develop diagnostic, formative, and summative assessment tools



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  • Core Concepts of Earth & Space Systems

  • Components & Patterns of ES

  • Processes & Interactions in ES

  • Interactions in the Solar System & Beyond

  • Core Concepts of Living Systems

  • Life Processes & the Flow of Matter & Energy

  • Interdependence of Life

  • Biological Evolution


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  • Core Concepts

  • Planning & Conducting Safe Investigations

  • Explaining (the results of an investigation)

  • Evaluating Methods of Investigations

  • Core Concepts

  • Designing and Testing Solutions

  • Evaluating Potential Solutions

  • Environmental and Resource Issues


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Measuring Proficiency to Improve Student Learning

  • Guiding Principles

  • Research: Scenario Design, measure Application of Concepts and Processes

  • Science Standards to focus Scenarios

  • Science GLEs as Item Learning Targets

  • Science Evidences of Learning as Item Specifications

  • Washington Science Teachers as Writers (wisdom of practice)


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Science Assessment

Scenario Test Map

Point-balanced in Physical, Earth/Space, & Living Systems

1

Investigating a Physical System

2

Investigating an Earth/Space System

3

Investigating a Living System

4

Designing a Solution

5

Analyzing a System

6

Analyzing a System

Also, there is a Pilot Scenario with 5 items toward the end of a session.



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Apply Understanding of

the Systems of Science

Identify System

Structure

Use Science

Inquiry

Identify System

Changes

A System PCA

Written with a reading level two grades below the grade being tested, items ask students to:

Identify System

Properties


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Plan a New Investigation

of the same System

Explain the Properties,

Structure, & Changes

in the SYSTEM

Apply the Results to

Human Problems

An Inquiry PCA

Written with a reading level two grades below the grade being tested, items ask students to:

Analyze a Student

Investigation of a System

Nature of

Science


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Explain the Properties,

Structure, & Changes

in the SYSTEM

Describe the Phases of a

New Design Process

Describe use of

Inquiry in Science

An Application PCA

Written with a reading level two grades below the grade being tested, items ask students to:

Analyze a Student

Scientific Design Process


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Today’s Science Powerful Classroom Assessments (PCAs)

Problem: Released Scenarios/Items being used as models for classroom assessments instead of the WASL Specifications

Solution: Show how powerful the Science WASL writing templates are at modeling the Science EALRs and helping people learn the Science GLEs

  • Rebuild the Released Scenarios & print like the WASL

  • Scenario Map & Scoring Guide with Data (yellow paper)

  • Ten Student Responses with Scoring Space (green paper)

  • Annotations for Scoring Student Responses (blue paper)

Use: PCA Workshops for Teachers and some teachers adapted these workshops for their students


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OSPI Science Assessment Enhancements

OSPI Science Assessment produces Powerful Classroom Assessment (PCAs) for teacher workshops. PCAs are fine assessment targets from which diagnostic, formative, and summative tools can be developed. When teacher adapt PCAs for their students, student proficiency increases.

Grade 5 PCAs: Scenario, Scoring Guide, 10 annotated Student Responses for each of the 3 open-ended items

Better Boiling: Physical System Inquiry 2007 WASL

Weather Wonders: Earth System 2007 WASL

Let Us Grow: Living System 2006 WASL

The Birds: Living System Application 2006 WASL

Hold That Soil: Earth System Inquiry 2005 WASL

Grass is Always Greener:Living System Inquiry 2004 WASL

*Acid Rain: Living System Inquiry STC


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OSPI Science Assessment Enhancements

Grade 8 PCAs: Scenario, Scoring Guide, 10 annotated Student Responses for each of the 3 open-ended items

Wild About Radishes: Living System Inquiry 2007 WASL

Soccer Soaker: Earth System Application 2007 WASL

Respiratory System: Living System 2007 WASL

What’s Your Angle: Earth System Inquiry 2006 WASL

Clean Water: Physical System Application 2006 WASL

School Garden: Living System Application 2005 WASL Pilot

In the Doghouse: Physical System Inquiry 2005

Bubble Gum vs. Chewing Gum: Living System Inquiry 2003 *Electricity to Light: Physical System Inquiry STC/MS


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OSPI Science Assessment Enhancements

High School PCAs: Scenario, Scoring Guide, 10 annotated Student Responses for each of the 3 open-ended items

Sliding Away: Earth System Inquiry 2007 WASL Lifting a Load: Physical System Application 2007 WASL

Aquarium Systems: Living System Inquiry 2006 WASL

Super Grow: Living System Inquiry 2004 WASL *Mousetrap Cars: Physical System Application NSTA Press

PCA Writing Templates for each grade and type of scenario

Science Instructional Material Enhancement (SIME) Scenario Writing Templates for each grade and type of scenario with a focus core concept items


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100

State Science Proficiencies

Crisis in Science Education

For 5 yrs, 2 of 3 students did NOT understand science.

What will be different

in the next 5 yrs?

100.0

90.0

80.0

70.0

G8 2005 NAEP

G4 2005 NAEP

Proficient Students on the Science WASL (%)

60.0

50.0

40.0

2009 NAEP

44.4

30.0

36.4

36.3

20.0

39.4

28.2

35.8

35.7

31.8

32.2

29.0

33.0

42.9

35.2

35.7

34.9

35.0

10.0

0.0

04

07

05

06

11

12

13

09

03

04

05

03

04

05

06

07

08

07

10

06

High School

Grade 10

Grade

5

Grade

8


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Below Basic

Basic

Proficient

Advanced

24.8

36.9

29.2

5.7

2005

26.1

2.1

2004

40.9

28.6

-60.0

-40.0

-20.0

0.0

20.0

40.0

60.0

Percent of Students Who Took Test

Grade 5 Student Science WASL

Students at Each Performance Level (%)

2007

41.0

29.9

5.9

21.2

30,390

22,177

4,370

15,714

4.5

23.0

40.1

31.2

2006

17,260

30,097

23,391

3,360


Grade 8 student science wasl l.jpg

4.8

34.2

30.9

25.6

2005

2003

4.7

26.4

32.7

31.1

-60.0

-40.0

-20.0

0.0

20.0

40.0

60.0

Percent of Students Who Took Test

Grade 8 Student Science WASL

Students at Each Performance Level (%)

29.4

34.7

23.7

9.4

2007

27,282

7,403

18,592

23,110

Below Basic

Basic

Proficient

Advanced

29.7

33.6

25.7

2006

9.3

26,314

7,263

20,140

23,236

2004

23.6

33.8

35.2

4.2


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Grade 10 Student Science WASL

Below Basic

Basic

Proficient

Advanced

Students at Each Performance Level (%)

2007

2.4

30.5

33.5

21.3

25,192

1,836

22,927

16,017

2.4

35.9

32.5

2006

21.5

23,872

1,747

26,339

15,786

3.5

2005

37.7

17.9

31.7

2004

2.0

38.4

21.2

30.1

2003

39.0

19.3

29.2

2.6

-60.0

-40.0

-20.0

0.0

20.0

40.0

60.0

Percent of Students Who Took Test


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  • Not phy., Earth, space, or living systems items

  • Not content vs. process items

  • Short Answer Items make a Difference: Proficient students earn about 1 pt per item Basic (level 2)students earn only about ½ a pt per

  • 36-41%of the exam points are from SA items

  • Extended Response Items make a Difference: Proficient students earn about 2 pts per item Basic students earned only about 1 pt per item 16-19% of the exam points are from ER items

What items make the difference between basic (level 2) and proficient (level 3)students?

Analyzing Science WASL Results


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What We Know About Successful Programs

  • Districts needs a Science Plan and Leadership for Science

  • Teachers must understand the core concepts and appropriate best practice

  • Teachers need research-based instructional materials

  • Instructional materials need a focus on core concepts and enhanced diagnostic, formative, and summative assessments


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Enhancing Instruction to Improve Student Learning

  • Focus on the Science EALRs: Systems, Inquiry, and Application

  • Evaluate Student Understanding - Describe energy transfers - Write a conclusion to an investigation - Plan for an investigation- Design a solution to a human problem

  • Use Supported, Enhanced Instructional Materials


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Legislative Update

Federal NCLB: Science to become part of AYP

State Laws & Actions

1. HB 1128(appropriations bill)

a. 2, 3, 5 additional PD days for science assessment literacy & to implement new standards (talk to your district leadership)

b. Quadruple LASER funding www.wastatelaser.org

c. ESD science specialist 2008-09


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Legislative Update

2. HB 1906: Strengthen Math & Science Standards

a. State Board of Education (SBE) to recommend revision to science standards via Science Advisory Panel (consultant via RFP) 6/08 www.sbe.wa.gov

b. OSPI to revise science standards by 12/08 (consultant via RFP)

c. OSPI to recommend 3 science instructional materials by 6/09 (consultant via RFP)

d. 25 secondary science coaches 2008-09 (OSPI to accept district proposals)


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Legislative Update

2. HB 1906: Strengthen Math & Science Standards (continued)

e. Science proficiency for graduation in 2013 (this year’s 7th graders)

f. Study End-of-Course tests for science and math (Governor request through OSPI via consultant from RFP, on-going)

3. OSPI new Assessment Contract Spring 2008

a. Same science WASL

b. Many new enhancements & alternatives including end-of-course tests (if funded)


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Crisis in Science Education2007 Grade 10 Student Performance

Level 1:

Below Basic

Level 2:

Basic

Level 3:

Proficient

Level 4:

Advanced

30.5%

22,927 students

21.3%

16,017 students

2.4%

1,836 students

33.5%

25,192 students

Percent of Students

Who Took Test

400 Scale Score

34 of 62 pts

55%

375 Scale Score

25 of 62 pts

40%

458 Scale Score

51 of 62 pts

83%

  • Data Notes from OSPI Website, School Report Card, WASL, Scale, 10th

  • This data is for the 10th graders who took, or should have taken, the High School Science WASL (75,162 students), not the 9th, 11th, or 12th graders who took the test.

  • Included in the Level 1 calculations are 9,092 students (12.1%) who received no score: unexcused absence/refusal 3,708 students (4.9%), other (no booklet, CSRS but no booklet, incomplete, invalidated, and out of grade level) 5,386 students (7.2%)

  • 10th graders not included in this data include - WAAS portfolio: 633 students, Excused Absence: 5,011 students, Exempt: 1,884 students

  • Excluding ‘no score’ students, 41.1% of the 10th graders met standard


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Crisis in Science Education2007 Grade 10 Student Performance

Level 1:

Below Basic

Level 2:

Basic

Level 3:

Proficient

Level 4:

Advanced

30.5%

22,927 students

21.3%

16,017 students

2.4%

1,836 students

33.5%

25,192 students

Percent of Students

Who Took Test

400 Scale Score

34 of 62 pts

55%

375 Scale Score

25 of 62 pts

40%

458 Scale Score

51 of 62 pts

83%

  • The Good News

  • There were only 9 score points in Level 2 (Basic) this year.

  • There is no difference in performance between Basic and Proficient students on MC questions, on Physical vs. Earth vs. Living system items, or on content vs. process items.

  • Basic students earn an average of ½ a point on 2-pt items, whereas, Proficient student earn an average of 1 point. (11 2-pt items, 22 pts)

  • Basic students earn an average of 1 point on 4-pt items, whereas, Proficient student earn an average of 2 points. (3 4-pt items, 12 pts)



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Crisis in Science Education

Target for the 2011 HS Science WASL


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Crisis in Science Education2007 Grade 8 Student Performance

Level 1:

Below Basic

Level 2:

Basic

Level 3:

Proficient

Level 4:

Advanced

23.7%

18,592 students

9.4%

7,403 students

34.7%

27,282 students

29.4%

23,110 students

Percent of Students

Who Took Test

375 Scale Score

23 of 62 pts

37%

432 Scale Score

47 of 62 pts

76%

400 Scale Score

34 of 62 pts

55%

  • The Good News

  • There were only 13 score points in Level 2 (Basic) this year.

  • There is no difference in performance between Basic and Proficient students on MC questions, on Physical vs. Earth vs. Living system items, or on content vs. process items.

  • Basic students earn an average of ½ a point on 2-pt items, whereas, Proficient student earn an average of 1 point. (11 2-pt items, 22 pts)

  • Basic students earn an average of 1 point on 4-pt items, whereas, Proficient student earn an average of 2 points. (3 4-pt items, 12 pts)



Crisis in science education 2007 grade 5 student performance l.jpg
Crisis in Science Education2007 Grade 5 Student Performance

Level 2:

Basic

Level 1:

Below Basic

Level 3:

Proficient

Level 4:

Advanced

5.9%

4,370 students

41.0%

30,390 students

21.2%

15,714 students

Percent of Students

Who Took Test

29.9%

22,177 students

375 Scale Score

18 of 49 pts

37%

400 Scale Score

30 of 49 pts

61%

427 Scale Score

41 of 49 pts

84%

  • The Good News

  • There were only 16 score points in Level 2 (Basic) this year.

  • There is no difference in performance between Basic and Proficient students on MC questions, on Physical vs. Earth vs. Living system items, or on content vs. process items.

  • Basic students earn an average of ½ a point on 2-pt items, whereas, Proficient student earn an average of 1 point. (10 2-pt items)

  • Basic students earn an average of 1 point on 4-pt items, whereas, Proficient student earn an average of 2 points. (2 4-pt items)



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What We Know About Successful Programs

  • Districts needs a Science Plan and Leadership for Science

  • Teachers must understand the core concepts and appropriate best practice

  • Teachers need research-based instructional materials with PD

  • Instructional materials need a focus on core concepts and enhanced diagnostic, formative, and summative assessments


Ospi science assessment enhancements44 l.jpg
OSPI Science Assessment Enhancements

OSPI Science Assessment produces Powerful Classroom Assessment (PCAs) for teacher workshops. PCAs are fine assessment targets from which diagnostic, formative, and summative tools can be developed. When teacher adapt PCAs for their students, student proficiency increases.

Grade 5 PCAs: Scenario, Scoring Guide, 10 annotated Student Responses for each of the 3 open-ended items

Better Boiling: Physical System Inquiry 2007 WASL

Weather Wonders: Earth System 2007 WASL

Let Us Grow: Living System 2006 WASL

The Birds: Living System Application 2006 WASL

Hold That Soil: Earth System Inquiry 2005 WASL

Grass is Always Greener:Living System Inquiry 2004 WASL

*Acid Rain: Living System Inquiry STC


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OSPI Science Assessment Enhancements

Grade 8 PCAs: Scenario, Scoring Guide, 10 annotated Student Responses for each of the 3 open-ended items

Wild About Radishes: Living System Inquiry 2007 WASL

Soccer Soaker: Earth System Application 2007 WASL

Respiratory System: Living System 2007 WASL

What’s Your Angle: Earth System Inquiry 2006 WASL

Clean Water: Physical System Application 2006 WASL

School Garden: Living System Application 2005 WASL Pilot

In the Doghouse: Physical System Inquiry 2005

Bubble Gum vs. Chewing Gum: Living System Inquiry 2003 *Electricity to Light: Physical System Inquiry STC/MS


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OSPI Science Assessment Enhancements

High School PCAs: Scenario, Scoring Guide, 10 annotated Student Responses for each of the 3 open-ended items

Sliding Away: Earth System Inquiry 2007 WASL Lifting a Load: Physical System Application 2007 WASL

Aquarium Systems: Living System Inquiry 2006 WASL

Super Grow: Living System Inquiry 2004 WASL *Mousetrap Cars: Physical System Application NSTA Press

PCA Writing Templates for each grade and type of scenario

Science Instructional Material Enhancement (SIME) Scenario Writing Templates for each grade and type of scenario with a focus core concept items


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