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Science Assessment: Teaching and Assessing Science Core Concepts

2. What We Know About Successful Programs. Districts need a Science Plan and Leadership for ScienceTeachers must understand the core concepts and appropriate best practicesTeachers need research-based instructional materials with PDInstructional materials need a focus on core concepts; and diagnostic, formative,

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Science Assessment: Teaching and Assessing Science Core Concepts

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    1. 1 Science Assessment: Teaching and Assessing Science Core Concepts Describe handouts, FAQs, evaluations, clock hours procedureDescribe handouts, FAQs, evaluations, clock hours procedure

    2. 2 What We Know About Successful Programs

    3. TASC2 workshops are offered by OSPI Science Assessment to model how to use the WASL released materials. Seven different TASC2 workshops at OSPI Jan. Conf. Three hour workshops for subject/grade specific small groups of teachers Based upon a modification of the unit development process described in Understanding by Design Phase I: Establish a core concept as the desired outcome of a targeted instructional unit Phase II: Use WASL releases as assessment targets to design diagnostic, formative, and summative custom assessment tools Phase III: Enhance the learning plan from the instructional unit to focus on the core concept and use the custom assessment tools 3 Teaching and Assessing Science Core Concepts: TASC2 Workshops

    4. Phase I: Core Concept Activity “You can’t teach what you don’t know” Focus on a systems core concept from the state science standards (today’s EARLS, GLEs, & WASL EoL) e.g. HS Energy Transfer: Analyze energy transfers and transformations within a physical system, including energy conservation by determining the energy input to an object as work and explaining how a machine transfers work and/or transforms force and distance through a force-distance trade-off (ST02 f & g) 4 Teaching and Assessing Science Core Concepts: TASC2 Workshops

    5. Phase I: Core Concept Activity (continued) Review and discuss the research on the core concept through readings identified in Curriculum Topic Study such as: a. “As far as physicists are concerned, work is done every time a force is used to move something …” Research on Adult Content Knowledge: Science Matters b. “Work, in the specialized sense used in physics, is often considered a useful, even necessary, concept for dealing with ideas of energy …” Research on Instruction Implications: Benchmarks for Science Literacy 5 Teaching and Assessing Science Core Concepts: TASC2 Workshops

    6. Phase I: Core Concept Activity (continued) Use the activity from a released science WASL scenario to answer a series of essential questions designed to probe teachers’ adult and grade level understanding of the core concept. e.g. What are the parts of the Lifting a Load lever system? How can one square block lift three square blocks? What is the relationship between the vertical distance a square block moves down compared … ? “I never thought to measure the distance an object is lifted by a lever and finding the work done on that object” Physics Teacher during a TASC2 Workshop 6 Teaching and Assessing Science Core Concepts: TASC2 Workshops

    7. Phase II: Assessment Activity “You need to measure what students learn in an authentic, valid, and reliable manner” Experience a fleshed-out WASL released scenario focused on the targeted core system concept. e.g. Lifting a Load, a 2007 HS application scenario focused on energy transfer. Problem: Lift a heavy box up 2 meters. Gather Information, Explore Ideas, Plan Summary, Steps to do the Plan, Diagram of Solution, Test Solution, Test Results 7 Teaching and Assessing Science Core Concepts: TASC2 Workshops

    8. Phase II: Assessment Activity (continued) Discuss the scoring guide, with student data, for the ten items of the scenario. a. How many student correctly answer the multiple-choice questions? What distractors attracted many students and why b. How does one use the rubrics guide to validly and reliably score the short answer items? How did students respond? Why? c. How did student respond to the extended response item on scientific design process? Hoe does their response compare to the only other type of 4-pt science WASL item? 8 Teaching and Assessing Science Core Concepts: TASC2 Workshops

    9. Phase II: Assessment Activity (continued) Discuss how use the items to develop custom diagnostic, formative, and summative assessments for the unit such as: a. How can multiple-choice question 1 be used to guide diagnostic and formative assessments to gather evidence of learning about the potential and kinetic energy of objects in a lever system? b. How can multiple-choice questions 2 and 3 be used to guide diagnostic and formative assessments to gather evidence of learning about how to determine the work done on an object? 9 Teaching and Assessing Science Core Concepts: TASC2 Workshops

    10. Phase II: Assessment Activity (continued) Discuss how use the items to develop custom diagnostic, formative, and summative assessments for the unit such as: (continued) a. How can short answer (SA) items be modified for classroom diagnostic, formative, or summative assessments? For example: Write a conclusion SA items can be modified to use as a stand-alone, MC with explanation, or a bubbled choice with a written response b. How can extended response (ER) items be modified for classroom diagnostic, formative, or summative assessments? 10 Teaching and Assessing Science Core Concepts: TASC2 Workshops

    11. Phase III: Enhance Learning Plans of targeted instructional materials by answering these questions. W: Help student know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interested)? H: Hook all students and Hold their interest? E: Equip students, help them Experience the key ideas and Explore the issues? R: Provide opportunities to Rethink and Revise their understandings and work? E: Allow students to Evaluate their work and its implications? T: Be Tailored (personalized) to the different needs, interests, and abilities of learners? O: Be Organized to maximize initial and sustained engagement as well as effective learning? 11 Teaching and Assessing Science Core Concepts: TASC2 Workshops

    12. Phase III: Enhance Learning Plans (continued) Use OSPI Assessment writing templates: New Science Instructional Material Enhancement (SIME) templates to write custom classroom summative assessments Templates for modifying standard WASL items for classroom diagnostic, formative, and easy-to-score summative assessment tools 12 Teaching and Assessing Science Core Concepts: TASC2 Workshops

    13. Legislative Update Federal NCLB: Science may be part of AYP State Legislation 1. HB 1128: Appropriations Bill ($39.6 million for science) a. Additional District PD days: 2 for all 4th & 5th grade teachers, 3 for all grade 6-12 science teachers, and 5 for a secondary building science lead ($1,500 support); PD days for science assessment literacy and to implement new standards. Talk to your district. b. Quadruple LASER funding www.wastatelaser.org c. ESD Science Specialists 2008-09 13

    14. Legislative Update 2. HB 1906: Strengthen Math & Science Standards because too few students are proficient a. State Board of Education (SBE) to recommend revisions to science standards via Science Advisory Panel. www.sbe.wa.gov Consultant: David Heil & Associates with a team including Rodger Bybee (was BSCS) & Harold Pratt (was U of Pittsburgh) 19 member State Panel selected from applicants to represent state’s diverse interests and experience while giving formal feedback Interim report March 2008 Public feedback in April 2008 Final recommendation to OSPI by June 2008 14 NAEP, TIMSS, PISA and four other states. NAEP, TIMSS, PISA and four other states.

    15. Legislative Update 2. HB 1906: Strengthen Math & Science Standards (continued) b. OSPI (consultant via RFP) to revise science standards by December 2008. Note: Mathematics revised standards are to be delivered to OSPI in Jan 2008. The mathematics standards are being revised by the Dana Center of University of Texas through a plan the center developed. c. OSPI (consultant via RFP) to recommend three science instructional materials by June 2009. Note: This has not yet happened in mathematics. 15

    16. Legislative Update 2. HB 1906: Strengthen Math & Science Standards (continued) d. 25 secondary science coaches 2008-09 Note: OSPI to accept district proposals & provide training. e. Science proficiency for graduation in 2013 Note: These students are this year’s 7th graders. f. Study end-of-course tests for science & math Note: The governor requested SBE to commission the study. Report in Jan 2008. 16

    17. OSPI Science & Assessment Update 1. New Assessment Contract Spring 2008 through 2013 Science WASL modified for revised standards in 2010. Possible new enhancements to the entire assessment system: end-of-course tests in high school mathematics & science translated into 6 languages for ELL students accommodations for visual impairments, ADHD, & reading disabilities diagnostic assessments classroom-based assessments modified WASL items for WAAS 17

    18. OSPI Science & Assessment Update 18

    19. 19 State Science Proficiencies

    20. 20 Crisis in Science Education 2007 Grade 10 Student Performance The 354 9th graders who passed the science WASL last year are not included in this data. Also, there were 100 students (0.1%) who met standard at level 2 according to their IEP. Thus the total of level 3 plus level 4 (36.1) is less than the actual total (36.4) on slide 8The 354 9th graders who passed the science WASL last year are not included in this data. Also, there were 100 students (0.1%) who met standard at level 2 according to their IEP. Thus the total of level 3 plus level 4 (36.1) is less than the actual total (36.4) on slide 8

    21. 21 Crisis in Science Education 2007 Grade 10 Student Performance The 354 9th graders who passed the science WASL last year are not included in this data. Also, there were 100 students (0.1%) who met standard at level 2 according to their IEP. Thus the total of level 3 plus level 4 (36.1) is less than the actual total (36.4) on slide 8 The 354 9th graders who passed the science WASL last year are not included in this data. Also, there were 100 students (0.1%) who met standard at level 2 according to their IEP. Thus the total of level 3 plus level 4 (36.1) is less than the actual total (36.4) on slide 8

    22. Crisis in Science Education 22

    23. Crisis in Science Education 23

    24. 24 Crisis in Science Education 2007 Grade 8 Student Performance There were 212 students (0.3%) who met standard at level 2 according to their IEP. Thus the total of level 3 plus level 4 (44.4) is less than the actual total (44.6) on slide 8 There were 212 students (0.3%) who met standard at level 2 according to their IEP. Thus the total of level 3 plus level 4 (44.4) is less than the actual total (44.6) on slide 8

    25. Crisis in Science Education 25

    26. 26 Crisis in Science Education 2007 Grade 5 Student Performance There were 487 students (0.7%) who met standard at level 2 according to their IEP. Thus the total of level 3 plus level 4 (35.9) is less than the actual total (36.5) on slide 8There were 487 students (0.7%) who met standard at level 2 according to their IEP. Thus the total of level 3 plus level 4 (35.9) is less than the actual total (36.5) on slide 8

    27. Crisis in Science Education 27

    28. 28 WA Science Standards

    29. 29

    30. 30

    31. 31

    32. Science WASL

    33. Science WASL Items & Points

    34. 34 OSPI Science Assessment Enhancements and Professional Development

    35. 35 OSPI Science Assessment Enhancements and Professional Development

    36. 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 http://www.k12.wa.us/assessment/WASL/Science/ClassroomAssessments.aspx Science Instructional Material Enhancement (SIME) Scenario Writing Templates for each grade and type of scenario with a focus on core concept items 36 OSPI Science Assessment Enhancements and Professional Development

    37. 37

    38. 38 OSPI Science Assessment Team

    39. 39 Science Assessment: Teaching and Assessing Science Core Concepts Describe handouts, FAQs, evaluations, clock hours procedureDescribe handouts, FAQs, evaluations, clock hours procedure

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