A look at scoring msa science
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A Look at Scoring MSA Science. Ann Hermann [email protected] Paul Katula [email protected] MAG Conference 2007 November 14, 15, 16 2007. Meeting Objectives. To discuss the Scoring process for MSA To review the MSA science rubric

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A look at scoring msa science

A Look at Scoring MSA Science

Ann Hermann

[email protected]

Paul Katula

[email protected]

MAG Conference 2007

November 14, 15, 16 2007


Meeting objectives

Meeting Objectives

  • To discuss the Scoring process for MSA

  • To review the MSA science rubric

  • To develop an understanding of MSA science items

  • To review sample MSA science items with student responses

  • To discuss impact on instruction

  • Questions and answers


Msa science scoring process

MSA Science Scoring Process

  • Students take the MSA science test.

  • Field test items go through rangefinding.

  • Scoring materials are developed using rangefinding responses.

  • Scoring directors prepare a Scoring Guide, 2 Training Sets, 3 Qualifying Sets, and Validity Sets.

  • Scoring occurs at the vendor’s site in Jacksonville, FL.


A look at scoring msa science

  • Each response is read by two scorers.

  • If they disagree by more than 1 score point a third read is done (0-2; 1-3)

  • Scoring directors and team leaders read behind all scorers.

  • MSDE scoring staff are onsite throughout scoring project.

  • Validity papers are sent through to readers as a check to be sure that all scorers are on target.


Msa science rubric

MSA Science Rubric

  • Defines each score point

    • minimal; general; full and complete

  • Provides a framework for what is expected

    • evidence; synthesis; terminology

  • Allows for a range of responses within each score point


Msa science rubric1

MSA Science Rubric


Score level 0

Score Level 0

  • There is evidence that the student has no understanding of the question or problem.

    • The response is completely incorrect or irrelevant or there is no response.


Score level 1

Score Level 1

There is evidence in this response that the student has minimal understanding of the question or problem.

The supporting scientific evidence is minimal.

The response provides little or no synthesis of information, such as data, cause-effect relationships, or other collected evidence.

The accurate use of scientific terminology may not be present in the response.

An application, if attempted, is minimal.*

*On the Maryland School Assessment, the application of a concept to a practical problem or real-world situation will be scored when it is required in the response and requested in the item stem.


Score level 2

Score Level 2

  • There is evidence in this response that the student has a general understanding of the question or problem.

    • The supporting scientific evidence is generally complete with some integration of scientific concepts, principles, and/or skills.

    • The response reflects some synthesis of information, such as data, cause-effect relationships, or other collected evidence.

    • The accurate use of scientific terminology is present in the response.


A look at scoring msa science

  • An application of the concept to a practical problem or real-world situation reveals a general understanding of the scientific principles. *

  • On the Maryland School Assessment, the application of a concept to a practical problem or real-world situation will be scored when it is required in the response and requested in the item stem.


Score level 3

Score Level 3

  • There is evidence in this response that the student has a full and complete understanding of the question or problem.

    • The supporting scientific evidence is complete and demonstrates a full integration of scientific concepts, principles, and/or skills.

    • The response reflects a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence.

    • The accurate use of scientific terminology strengthens the response.


A look at scoring msa science

  • An effective application of the concept to a practical problem or real-world situation reveals a complete understanding of the scientific principles.*

    *On the Maryland School Assessment, the application of a concept to a practical problem or real-world situation will be scored when it is required in the response and requested in the item stem.


Any questions about the msa science rubric

Any questions about the MSA science rubric?


Msa science items

MSA Science Items

  • Grade 5 items are based on the VSC for grades 4 and 5

  • Grade 8 items are based on the VSC for grades 6, 7, or 8

  • BCR items will always have some type of stimulus or technical passage

  • Students must address the over-arching question.

  • Bullets help students address the over-arching question

  • Answer spaces are sometimes divided to help students organize their response.


A look at scoring msa science

Sample test items with student responses and scores


What is this question asking

What is this question asking?

  • 4.D.1.b – describe what happens to the properties of materials when several materials are combined to make a mixture

  • Student needs to understand the properties of materials and what happens to these properties when they are mixed

  • Properties of materials

    • Shape, color, size, texture, taste, odor

  • Change in properties

    • Water – changed color, taste

    • Drink mix – changed texture, dissolved

    • Sugar – changed texture, dissolved


Score 0

Score = 0

  • Before the properties are mix they have different types of sodium and different chyrod (if it had any chyrod in it). It just had different backgrounds.

  • After the properties are mix they kind of have the same types of sodium, but at the same time, this mixer makes a different drink (not that anyone would drink it).


Score 01

Score = 0

  • Before the properties were mixed they were just water, sugar and drink mix.

  • After you mix everything you get a new beverage.


Score 1

Score = 1

  • Were dry and powdery. After they were mixed with water, they dissolved partially

  • Are dissolved partially and are no longer powder. They are wet crystals and give the water flavor.


Score 2

Score = 2

  • Water: clear and thin

    Drink mix: powder, colored and solid

    sugar: white and solid

  • Water: difrent color, taste and slightly thicker

    mix: has dissolved into water making water difrent taste

    sugar: switter


Score 3

Score = 3

  • The water is of course liquid before mixing but the powdered drink mix and sugar are both solids the water is clear the sugar is white and the drink mix is most likely colored.

  • When all ingredients are mixed the 2 solids are disolved into the water making it all liquid but the taste is still there. The drink mix gives it a little flavor and the sugar makes it sweet. The water is there to make it a liquid it all turns out to be a colored liquid


What is the question asking

What is the question asking?

  • 3.D.1.b Explain that in all environments organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter.

  • How competition affects this ecosystem

  • The animals that directly compete for food sources

  • Why both plants and animals compete for water


Score 02

Score = 0

  • rodent eat sagebrush and the rodent get eat by rapter is just how get eat by how and what the animal eats


Score 11

Score = 1

  • The reason why plants and animals compete for water is because they need it to survive, and there isn’t enough rainfall. The sagebrush, and Prickly Pear cactus rely on the rodent. The rodent, lizard, and snake compete for the raptor and Badger. Also the lizard competes with the rodent for the snake.


Score 12

Score = 1

The animals that compete for the same food source are that the snake and the badger compete for rodents and lizards.

The raptor eats everything. The plants and animals compete for food because that is how they grow, get their nutrients and reproduce.


Score 21

Score = 2

On Earth, all living things, wether plants or animals, need water to survive. This is especially important in the desert where water is scarce. The raptor can obtain the rsources it wants easier than any other animal in its environment because it is not the prey of any animal. The other animals must also compete with each other to obtain food. Badgers, snakes, and raptors, for example, all eat rodents, but because the raptor is at the top of its food chain, it is most likely to ge that rodent.


Score 31

Score = 3

Animals in this ecosystem compete for resources. First of all, the plants and animals all have to compete for water, without water, organisms cannot survive. Second, animals of different species must compete foor food. The snake, badger, and the raptor all must compete to eat the rodent and the rat. The raptor and the badger must compete to eat the snake. There is also competition between animals of the same species. For example, all of the raptors must compete against each other for the rodents, snakes, and lizards. In every ecosystem, each animal must compete to survive.


Technical passages

Technical Passages

  • Used to stimulate students prior knowledge

  • NOT used as a seek and find activity

  • Information from technical passage may be used to support response

  • Both SR and BCR items may be based on the passage


What is the question asking1

What is the question asking?

  • 1.B.1.b Offer reasons for findings

  • Requires an explanation of WHY the average times are different for the two objects.

  • To accomplish this, the bullets ask for information about the investigation, errors in investigation, how errors affect outcome, and how investigation can be improved.


Score 03

Score = 0

  • The errors in this investigation is wrong. These errors affected the out come because for the round shape they should have added the mass and the height it dropped. The investigation should be improved by adding the mass and the height the shaped dropped and, by dividing how many numbers there is and the numbers you added up to get the answer.


Score 04

Score = 0

  • The object shape was round and rectangle and the mass was 100 and 115 and The Height Dropped was 10,10. average of time to fall 10, 12.5


Score 13

Score = 1

  • The average times to fall were different because one object is round and the other is a rectangular and a object that is round can roll the fastest and a rectangular will just slid.


Score 14

Score = 1

  • The time was different because the shapes hases a different wieght from a round shape to a rectangular shape they both have different wieght


Score 22

Score = 2

  • The errors are one object is round and the other is rectangular and one has more mass so it will have a longer time to fall. It should be changed they should change the shape of one or both to make them equal in shape or equal in size & mass.


Score 32

Score = 3

  • The Average time to fall was different because the object had different shape. The error was that the objects were not the same shape. Rectangular objects fall at slower speeds because the flat bottom takes on more air. Next time, make both of the objects the same shape.


Score 33

Score = 3

  • The errors in this investigation are that there is 2 independent variable. One is the shape and the other is the mass. These errors affected the outcome because the mass doesn’t affect the time to fall, as said by the Free Fall article. The shape must affect it because they are different. One independent variable should be taken out to obtain valid data.


What is this question asking1

What is this question asking?

  • 5.A.1.c Compare accelerated and constant motions using time, distance, and velocity.

  • Requires a description of the two types of motion represented in the graph

  • Name the types of motion represented

    • constant; accelerated

  • Describe the difference between the two types of motion.


Score 05

Score = 0

  • Object A Graph - The type of motion is a straight line it shows the distance in meters and the time it took in seconds.

  • Object B Graph – The type of motion is also a straight line. It shows the velocity in meters per second and the time which is in seconds. The difference between the two types of motions are that Motion A is measuring distance and Motion B is measuring velocity.


Score 15

Score = 1

  • Object A Graph – the motion in graph A is moving faster as the time goes on which means that it covers more distance.

  • Object B Graph – The motion of the object in graph B shows me that the velocity of the object increases as time moves on.


Score 23

Score = 2

  • Object A Graph – The distance increases at a constant rate for object A so object A moves at a constant speed or velocity.

  • Object B Graph – The velocity of object B increases steadily as time goes by. So object B get faster at the same rate. This is different from object A because object moves at the same speed while object B keeps on speeding up at the same rate.


Score 34

Score = 3

  • The graph of Object A shows that the object is in constant motion, because as time increases, distance increases just as much. Object A is maintaining the same speed, not increasing nor decreasing in velocity.

  • The graph of Object B shows that the object is in accelerated motion, for as time increases, velocity increases. Object B is not maintaining the same speed, for the velocity is increasing. This means that the distance is becoming biger and bigger than the time. If the dependant variable for graph B was changed to distance the graph would appear to look like half of a U.


What is this question asking2

What is this question asking?

  • 2.A.4.d – Cite features that can be used as evidence to distinguish among the three types of rocks and relate these features to the processes that form each rock type.

  • Requires an explanation of how metamorphic rocks fit into the rock cycle.

  • Features of each type of rock

  • Name the processes that result in each type of rock


Score 06

Score = 0

  • The metamorphic rock is part of the rock cycle because, without it, the cycle would not complete and would never had existed. Each rock has their own features, and the cycle needs each one to work together to form a whole cycle. The cycle can go in any order, because the cycle makes the process of forming all kinds of rocks.


Score 16

Score = 1

  • Metamorphic rocks are a part of the rock cycle because they form when heat and pressure happens to a rock.


Score 24

Score = 2

  • Igneous, sedimentary, and Metamorphic are all types of rocks. Igneous form from cooking of liquid magma. Sedimentary form from remains of living things, and Metamorphic form from heat and pressure.


Score 35

Score = 3

  • Igneous rocks are rocks that form from the cooling of liquid magma forming the solid which is a rock. Sedimentaryrocks are rocks that form by the cmentation and compacting of different layers of rock in the crust of the earth because the force of the long time periods presses the layers together over a very long time to create a new rock. Metamorphic rocks are rocks that form from the heat and pressure of the magma and other rocks deep in the mantle of the earth; the heat combines the magma and rock along with the pressure to make this sort of rock. Metamorphic rocks can change into igneous rocks by melting again and being erupted as lava to cool into the igneous rock. Metamorphic rocks can also become sedimentary rocks if the rock is pushed up through the crust and forces together with other layers of rock to create the sedimentary rock.


Answering bcr items

Answering BCR Items

  • Read the entire question

  • Address the over-arching question

    • Bullets will help students respond to over-arching question

  • Use data, if provided

    • Include some type of conclusion from the data

    • Do not just repeat data from chart/table

  • Use evidence from stimulus or technical passage as support


What else should we know about responding to bcr items

What else should we know about responding to BCR items

  • Students’ do NOT need to repeat the question/prompt

  • There are no formulas for answering questions

  • The VSC is the LEAST that should be taught, the MOST that can be tested (look for the highlighted indicators and assessment limits)

  • At scoring, EVERYTHING is read, even those papers that appear unreadable.


A look at scoring msa science

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The phaonmneal pweor of the hmuan mnid, aoccdrnig  to rscheearch at

Cmabrigde Uinervtisy, it deosn't mttaer in what oredr the ltteers in a word are, the olny iprmoatnt tihng is that the first and last ltteer be in the rghit pclae. The rset can be a taotl mses and you can still raed it wouthit a porbelm.  

This is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the word as a wlohe. Amzanig huh? Yaeh and I awlyas tghuhot slpeling wasipmorantt! If you can raed tihs, psas it on!


Additional items

Additional Items

With Student Responses


What is this question asking3

What is this question asking?

  • 3.B.2.c –Select information that supports the need for specialized (different types) cells in multicellular organisms

  • The over-arching question in this item is important. Although this question has 2 specific bullets, students still need to address the over-arching question.

  • Requires an identification of a type of specialized cell NOT found in a plant and why it is not needed.


Score 07

Score = 0

  • a specialized cell is not founde in a plant because a plant is made up of minerials and they don’t have cells.


Score 17

Score = 1

  • A type of cell that is not found in a plant is a nerve cell. A specialized cell not needed in a plant is a skin cell.


Score 18

Score = 1

  • Some of the cells are specialized because they do certain things for us like the nerve cell, does something like, if something hits us there is a nerve cell on your elbow. The muscle cell is where when you get muscle it goes up.


Score 25

Score = 2

  • Multicellular organisms only need certain specialized cells because those cells have a role within that organism. For example, you cannot find a muscle cell in a plant because plants don’t have muscles. Also, this kind of cell is only formed to work if it is part of the muscle.


Score 36

Score = 3

  • One type of cell that is not in a plant is a muscle cell. The only reason a plant dose not have a muscle cell is because a plant dose not have muscles. It is not needed because plants make their own strength by soaking up sun light and oxygen. They have a lot of strenght. But they don’t work like humans we have to work out to get strong, all they have to do is soak up sun. They also produce their own food in their bodies, so they wont have to phasicaly go get their food. If they couldn’t make their own food they would die because the have no muscle to move them to go get their food. That is why plants do not need to have a muscle cell. There are a lot of cells that plants do not need and a lot of cells that skin cell do not need so as all the others. One more cell the plan dose not need is a nerve cell.


What is this question asking4

What is this question asking?

  • 1.C.1.b – Interpret tables and graphs produced by others and describe in words the relationship they show.

  • Requires understanding of the properties of materials

  • Requires an understanding of the information presented in the table to make a comparison.


Score 08

Score = 0

  • The propeties of the oil is that theirs no color and the Temperature can change very quicley from one state of matter to another. Because the Oxygan has no reaction to the oil.


Score 19

Score = 1

THE ELEMENTS OF OIL ARE HYDROGEN, OXYGEN, AND LAST BUT NOT LEAST CARBON

HYDROGEN HAS NO COLOR

OXYGEN HAS NO COLOR

CARBON HAS BLACK GRAY OR CLEAR (DEPENDING ON FORM)


Score 26

Score = 2

Oil is a compound. It is a liquid at room temperature and its color varies from yellow to black. When it reacts with oxygen, it produces energy, water, carbon dioxide and/or carbon monoxide.

Hydrogen and oxygen are gases and have no color. When hydrogen reacts with oxygen, it produces energy and water. Carbon is a solid and its color varies from gray to black. When it reacts with oxygen, it produces carbon dioxide and/or carbon monoxide.

The motion of the molecules in oil is slower than hydrogen because oil is a liquid and is faster than carbon because carbon is a solid.


Score 37

Score = 3

  • Oil is a liquid, it is yellow to black, and it produces energy, water, carbon dioxide, and carbon monoxide When it reacts with oxygen. Hydrogen and Oxygen are gases and have no colors. When hydrogen reacts with Oxygen, energy and water are produced. Carbon is a solid it can be black, grey, or clear, and it produces carbon dioxide and/or carbon monoxide when it reacts with oxygen. The motion of molecules in oil is at a medium speed, in carbon it is not very fast and in hydrogen it is fast. This is because gases’ molecules move faster than solids’ and liquids’.


Score 38

Score = 3


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