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Welcome to the Science Leadership Support Network !. Enjoy some refreshments and networking. We will begin at 9:01. The SLSN is supported by the Kentucky Department of Education and PIMSER. SLSN Facilitators. Karen Kidwell, KDE Science Consultant Diane Johnson, Lewis Co. Schools

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welcome to the science leadership support network

Welcome to the Science Leadership Support Network!

Enjoy some refreshments and networking.

We will begin at 9:01.

The SLSN is supported by the Kentucky Department of Education and PIMSER.

slsn facilitators
SLSN Facilitators
  • Karen Kidwell, KDE Science Consultant
  • Diane Johnson, Lewis Co. Schools
  • Becky Smith, Regional Teacher Partner
  • Kim Zeidler, PIMSER, Univ. of Kentucky
goals of slsn
Goals of SLSN

Participants will:

  • Articulate the “big ideas” in science, together with teacher and student understandings (content, process, relevance) that underlie them.
  • Develop a broader understanding of assessment and how to use a variety of assessment strategies in support of student learning.
  • Develop and act on a personal vision of leadership for sustainable improvement in their school or district.
review of group norms
Review of Group Norms
  • Start and end on time
  • Put cell phones on silent
  • Be respectful of all comments
  • Everyone participates
  • Exercise the rule of “two feet”
  • Come prepared for the meeting
housekeeping
Housekeeping
  • EILA credit is available
  • Please use your name tags and place back in the meeting box at end of day
  • Lunch will be at 12:00
  • Candy box and table box
  • First Aid Kit
  • Please complete your monthly reading assignments to be prepared for the next meeting
meet the group
Meet the Group

Please stand up!

roadmap for the day
Roadmap for the Day

KDE Update

Where we’ve been

and

Where we are going

Effective

Science

Instruction

Assessment

OF and FOR

Learning

Examining & Completing

Products

Clear Learning

Targets

preview of 2007 2008
Leadership

Mechanisms for Implementation

Teacher Leader

Assessment Literacy

Test Blueprint

PA & PC

EXPLORE, PLAN, ACT

Student Motivation

Grading & Reporting

Material Adoption

Research Base

Use of Funds

Plan for Implementation

Content/Instruction

Effective Science Instruction

21st Century Skills

Differentiation

Preview of 2007-2008
pre survey data
Pre-Survey Data
  • Please complete the pre-survey.
  • Remember to place the last 4 digits of your PHONE NUMBER at the top.
  • Place in the middle of your table when complete.
reflect back
Reflect Back
  • In table groups, each person choose one thing from the 2006-07 year that you feel was valuable and/or with which you did something.
  • Discuss reasons for your choice.
  • Be prepared to share out 1 thing that your table feels the whole group should know about.
today s learning targets
Today’s Learning Targets
  • I can revise and develop multiple choice and open response questions that target standards based on sound item development principles.
  • I can identify characteristics of effective instruction for science from personal experience, examples, and resources/references.
product review
Product Review
  • Deconstructed Standards
  • Multiple Choice Items
  • Open Response Items
deconstructed standards
Deconstructed Standards
  • Please take 15 minutes to look at your grade level. Note any changes that you think necessary.
  • Continue to make changes as you use the document throughout the morning.
  • If you made suggestions, place your copy on the registration table on your way to lunch.
item development
Item Development
  • Student-Centered Classroom Assessment
    • Guidelines for Writing Sound Paper and Pencil Test Items
  • KDE Manual
    • Developing Quality Open Response and Multiple Choice Items for the Classroom
general guides
General Guides
  • Simple wording
  • Ask questions
  • Avoid clues
  • Don’t lift
  • Answer not obvious
  • Highlight
test item formats
Test Item Formats
  • Multiple choice
  • True/false
  • Matching
  • Completion
  • Extended Written Response
multiple choice 1 original item
Which of these occupations works with data rather than things or persons?

People who work in financial institutions

Construction workers

Social workers

Plumbers and pipe fitters

A only

A, B, and C

A and D only

A, B, C, and D

Multiple Choice #1: Original Item
multiple choice 1 guidelines violated
Multiple Choice #1: Guidelines Violated

#2 Keep responses brief and parallel

#7 Avoid complex multiple choice formats

multiple choice 1 revised item
Multiple Choice #1: Revised Item

Which of the following occupations works primarily with data?

  • Accountants
  • Construction workers
  • Social workers
  • Plumbers
multiple choice 2 original item
Multiple Choice #2: Original Item

Which of the following animals is a mammal?

  • Whale
  • Robin
  • Lion
  • Rattlesnake
  • All of the above
multiple choice 2 guidelines violated
Multiple Choice #2: Guidelines Violated
  • #4 Limit use of “all or none of the above”
  • #5 Only one correct answer
  • # 6 OK to vary number of response options (E is a place holder that is unnecessary)
multiple choice 2 revised item
Multiple Choice #2: Revised Item
  • Which of the following animals is a mammal?
      • Rattlesnake
      • Robin
      • Shark
      • Whale
multiple choice 3 original item
Multiple Choice #3: Original Item
  • In the years between 1816-1824
      • Tariff rates had increased
      • Tariff rates had decreased
      • Tariff rates had not changed
      • Tariff rates had gone up then down
multiple choice 3 guidelines violated
MULTIPLE CHOICE #3: Guidelines Violated
  • #1 The steps should present a clearly stated central problem
  • #3 Repetition of phrases or terms should be avoided
    • Also: Is this really important?
multiple choice 3 revised item
MULTIPLE CHOICE #3: Revised Item
  • What was the trend in tariff rates during the period 1816-1824?
      • Increased only
      • Decreased only
      • Increased then decreased
      • Remained the same
ewr test item original item
EWR TEST ITEM: Original Item
  • Write about farmers who live along the Congo River.
ewr test item guidelines violated
EWR TEST ITEM: Guidelines Violated
  • #1 General, all encompassing questions should be avoided
  • #3 The question should be constructed simply and clearly to ensure directing the student to the desired response
  • #4 The point values should be indicated
  • #5 Outline acceptable response (not possible here)
ewr test item revised item
EWR TEST ITEM: Revised Item
  • Describe the typical housing, clothing, and diet of farmers who live along the Congo River. (This part of the test worth 10 points.)
item review
Item Review
  • In grade level bands, examine the items developed over the summer and identify gaps from the deconstruction document.
  • Divide the identified gaps among the group and write items, either MC or ORQ, along with an answer for the ORQ.
  • Trade with another group and provide feedback using the checklist as a guide.
  • Modify item if needed and submit. (checklist stapled on top)
  • GOAL: No gaps
kinds of assessment
Kinds of Assessment
  • Diagnostic/Pre-assessment: takes place prior to instruction; used to identify student’s needs with respect to learning targets
  • Formative/On-going assessment: provides direction for improvement and/or adjustment to instruction for a student/group of students/whole class
  • Summative/Final assessment: provides information to be used in making a judgment about a student’s achievement at the end of a sequence of instruction
assessment continuum
Assessment Continuum

Feedback and Goal Setting

Pre-assessment

Formative

Summative

(Finding Out)

(Keeping Track &

Checking Up)

(Making Sure)

  • Pre-test
  • Graphing for Greatness
  • Inventory
  • KWL
  • Checklist
  • Observation
  • Self-Evaluation
  • Questioning
  • Concept Map
  • Conference
  • Peer Evaluation
  • Observation
  • Questioning
  • Exit Card
  • Portfolio check
  • Quiz
  • Journal Entry
  • Self Evaluation
  • Concept Cartoons
  • Probes
  • Unit test
  • Performance Task
  • Product/Exhibit
  • Demonstration
  • Portfolio Review

Graded

Never graded

Rarely graded

pre assessments
Pre-assessments
  • Sample the key content in the unit
  • Mirror the post assessment
  • Contain a low baseline
  • Align with the district or state proficiency levels for end of unit
  • Are closely tied to the content learning targets
  • Can be efficiently scored
  • Support decision making
  • Inform students of the purpose
formative assessments
Formative Assessments
  • Are closely tied to the learning targets currently being addressed
  • Can be spontaneous or planned
  • May be formal or informal
  • Can cause critical teacher insights into student learning and/or misconceptions
  • Require careful observation and reflection
  • Support decision making regarding instruction
  • Assist in determining differentiation needs
summative assessments
Summative Assessments
  • Are like a rear view mirror of the pre-assessment
  • Contain a high ceiling
  • Assess content, skills, and strategies
  • Focus on application of knowledge to novel situations
  • Couple with trait rubrics
  • Include opportunities for personal reflections
  • Can be used to calculate gain score
4 2 1
4-2-1
  • Individually, record 4 key things from this morning.
  • In pairs, share your ideas and agree on the two most important ideas from your lists.
  • Pairs join another pair, share your two ideas, and reach a consensus on which idea is the most important.
  • Prepare to share your group’s “big idea.”
slide39
“An effective teacher enhances student learning more than any other aspect of schooling that can be controlled.”
    • James Strong, Qualities of Effective Teachers
  • “Teaching and instructional strategies have nearly as much influence on student learning as student aptitude.”
    • Robert Marzano, Classroom Assessment and Grading that Works
  • “Student achievement will not improve unless and until teaching improves. Higher standards, more testing, smaller schools, etc., do not, by themselves, improve teaching.”
    • Tony Wagner
three elements of effective pedagogy
Three Elements of Effective Pedagogy

Instructional

Strategies

Management

Techniques

Curriculum

Design

Effective Pedagogy

characterizing effective instruction in science
Characterizing Effective Instruction in Science
  • View segments from classroom video to consider effective and ineffective instructional techniques
  • 2 minute brainstorm – add to your list of characteristics of effective instruction
  • Give one, get one:
    • Stand up; “connect” with 4 other people and get 4 characteristics not on your list; 3 minutes
  • Return to your table group
    • Compile a chart for effective science instruction for your table group
characterizing effective instruction in science1
Characterizing Effective Instruction in Science
  • Examine the summaries from various books and reports (divide up among your table group)
  • Identify any other characteristics of effective instruction not included on your group’s synthesis chart
  • Add and/or revise your list of characteristics
characterizing effective instruction in science2
Characterizing Effective Instruction in Science
  • Identify 5-10 categories that could be used to organize your list of characteristics
  • Revise charts by organizing characteristics under your categories
  • Prepare to share with whole group
characterizing effective instruction in science3
Characterizing Effective Instruction in Science
  • Complete the following analogy:
    • Effective instruction is like a(n) _____, because …
      • Select symphony, tool box, atlas, or group choice for blank
  • Prepare to share with whole group
take home messages
Take Home Messages
  • Without clear learning targets, it is almost impossible to develop quality MC and ORQ’s that accurately measure student understanding.
  • To develop accurate assessment items, a sound knowledge of testing design is needed; the designer must address the purpose and the targets.
  • An important step in achieving proficiency in science for all students is developing a written model for effective science instruction.
wrap up and reflection
Wrap-up and Reflection
  • Revised deconstruction for properties of matter K-12.
  • Revised and develop MC and ORQ’s for properties of matter.
  • Began construction of a written model for effective science instruction.
  • Reflection: complete the Memory Box. Star the most important idea from today.
next meeting
Next Meeting
  • Complete science instructional model
  • Consider personal communication for assessment
  • Read Ch. 8 in CASL
  • Complete the reading guide