Transcript SCIENCE & Mathematics COE

BIOLOGY COLLECTION
OF EVIDENCE
WSTA 2014 CONFERENCE
SCOTT KILLOUGH, OSPI
OVERVIEW OF TODAY’S PRESENTATION
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Calendar 2014-2015
COE Philosophy
Guidelines & Policies
General information
Preparing your students for success
Explanation of scoring
Subsequent submissions
The Moodle
Future committees
Contact information
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Date
January 28th, 2015
Event
Winter COE Submission:
Class of 2015 or earlier
February 9th - 27th, 2015 Scoring
March 25th, 2015
Scores released on WAMS
April 29th, 2015
Spring COE Subsequent Submission:
Class of 2015 or earlier
May 11th – 15th, 2015
Scoring
May 29th, 2015
Scores released on WAMS
June 10th, 2015
Summer COE Submission:
All eligible students
July 6th – 17th, 2015
Scoring
August 14th, 2015
Scores released on WAMS
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COE PHILOSOPHY
• RCW 28A.655.061
• The objective alternative assessments for each
content area shall be comparable in rigor to the
skills and knowledge that the student must
demonstrate on the statewide student assessment
for each content area.
• The COE uses the same performance level
descriptors as the statewide student assessment.
• http://www.k12.wa.us/assessment/StateTesting/PLD
/default.aspx
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GUIDELINES AND POLICIES
• Check out the Biology COE Webpages at
http://www.coe.k12.wa.us/domain/49
• Policies are listed under the guideline’s tab at
http://www.coe.k12.wa.us/Page/124 and
guidelines are found on the content pages.
• It is the district and each site’s responsibility to
review all policies and guidelines.
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GUIDELINES AND POLICIES:
PRINTING TASKS
• Biology tasks may be printed one per student for
the sole purpose of drafting a response to a
question. The printed material allows the student to
read the inclusion bank task while simultaneously
entering their work in the response box. All final
answers on the biology COE tasks must be
submitted through the online system.
• Printed materials used for on-demand tasks must be
destroyed at the end of the testing session.
• Printed materials used for extended time responses must be
held by the teacher at the end of each testing session.
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GUIDELINES AND POLICIES:
ELL STUDENTS
• Biology students may have the assessment
materials presented to them in their native
language. Appropriate native language
presentations of the assessment materials include:
• Human readers employed by the district.
• District-provided print translation of the materials (print
translations must be accomplished by school or district staff)
• Word-to-word translation devices
• Native language presentations of Biology COE
materials include directions, stimuli, and questions.
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GUIDELINES AND POLICIES:
IEP AND 504
• Universal tools, designated supports and
accommodations are detailed in the state's
accessibilities guidelines. The Collection of Evidence
is designed to support these accessibility features.
COE students may access accommodations as
stated in their IEP or 504 plan.
• Link to Accessibility Guidelines:
http://www.k12.wa.us/SpecialEd/default.aspx
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QUESTIONS ???
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GENERAL INFORMATION:
DEVELOPMENT OF A TASK
Develop
Test Blueprint
Based on EOC
Test Map
Statewide
Webinars
OSPI staff
presents to
teachers
First
Submission
June 2014
7/8/2015
Task Writing
Workshop
Teachers
statewide wrote
tasks via Moodle
Range Finding of
informal pilot
Teacher
statewidecommittee
Range Finding
Teacher
statewidecommittee
10
Tasks reviewed
for content
Teachers via
Moodle and
committee
Tasks Piloted
Teachers
statewide via
Moodle
Operational
Scoring
Professional,
trained scorers
GENERAL INFORMATION:
BIOLOGY COE TEST MAP
Systems
Inquiry
Application
Cell
Processes
Populations
Evolution
Items
2
3
2
3
2
2
Points
8
12
8
12
8
8
Percent
of COE
14
21
14
21
14
14
Percent
of EOC
15
20-25
15
20-23
15-18
14-16
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GENERAL INFORMATION:
ELIGIBILITY
• Eligible to Compile: Students are eligible to work on
a biology COE if they have taken or are currently
enrolled in a high school biology course.
• Eligible to Submit: Students are eligible to submit a
biology COE if he or she:
• has attempted the state test one time
• is a transfer student who has been approved for
Direct Access
• has been authorized to complete a subsequent
COE
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GENERAL INFORMATION:
CHOOSING TASKS
• Include at least six and no more than eight tasks from the
biology inclusion bank, accessed via EDS System.
• Be sure each strand (Systems, Inquiry, Application, Cell
Processes (LS1), and Evolution/Genetics (LS3) ) is represented
at least three times, with Ecosystems (LS2) represented at
least four times.
• Administer at least two tasks as “on-demand” tasks. You may
want to start with every task as on-demand, and then switch
to extended-time.
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GENERAL INFORMATION:
ALL TASKS IN A COLLECTION MUST…
• Be the individual work of the student.
• Be completed in a classroom setting under the supervision of
an education professional.
• Be completed without assistance from a teacher or other
education professional.
• Have responses written in English, although students may use
word-to-word bilingual dictionaries or have the assistance of
human translators.
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GENERAL INFORMATION:
“ON-DEMAND” TASKS
• An on-demand task is a task that students submit with no
opportunity to edit or revise after completion.
• Using the online system, teachers may grant access to
individual items within a task or the entire task.
• Each time a student is granted access to the on-demand task
they must complete the item or items during that “session”. In
other words, during the testing period.
• Students cannot make revisions to items completed during
previous sessions.
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GENERAL INFORMATION:
“EXTENDED-TIME” TASKS
• If a task is not “checked” as on-demand the online system
automatically considers it extended-time.
• Extended-time tasks are tasks that students are allowed to
review and revise after completion.
• The questions that make up an extended-time task may be
administered during multiple sessions.
• Teachers open access to extended-time tasks on a recurring
basis for a specific period of time. (e.g. 7:45 a.m. for 60
minutes)
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QUESTIONS ???
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PREPARING STUDENTS FOR SUCCESS
• Teach the K-12 Science Learning standards assessed on the Biology
EOC. Reference the WA State 2009 K-12 Science Learning Standards
http://www.k12.wa.us/Science/pubdocs/WAScienceStandards.pdf and
the Biology Test and Item Specifications
http://www.k12.wa.us/Science/TestItemSpec.aspx.
• The standards are the target, whereas, a school’s curriculum is the
bow and arrow.
• Teach the academic and general vocabulary needed for student
success.
• Provide multiple opportunities for students to demonstrate what
they know and can do. Use several formative assessments to gauge
student understanding and/or readiness.
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PREPARING STUDENTS FOR SUCCESS:
SAMPLE ITEMS
• EOC Items:
• http://www.k12.wa.us/Science/pubdocs/ScienceBioEOCUp
date2012.pdf
• http://www.k12.wa.us/Science/pubdocs/ScienceBioEOCUp
date2013.pdf
• http://www.k12.wa.us/Science/pubdocs/BiologyEOCUpdat
e2014.pdf
• COE Tasks:
• http://www.coe.k12.wa.us/Page/329
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PREPARING STUDENTS FOR SUCCESS:
WRITING PRACTICE TASKS
• Do not make revisions to current inclusion bank
tasks, and use them for practice. For example: Do
not take a current inclusion bank task, change
nouns and pronouns, and keep the same scenario.
• Using the inclusion bank tasks as a guide:
• Create original scenarios.
• Use the short-answer item templates to form questions.
• Refer to http://www.k12.wa.us/Science/ItemTemplates.aspx
• Practice tasks should make no reference to existing
inclusion bank tasks.
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PREPARING STUDENTS FOR SUCCESS:
SUGGESTED BEST PRACTICES
• Assign biology tasks for your COE students. Making sure those
tasks meet the sufficiency rules.
http://www.coe.k12.wa.us/Page/124
• Have all of the tasks start as “on-demand”. The teacher can
easily switch them to extended time when the student wants to
make revisions and improve their answer.
• Teach to the standards in a variety of differing scenarios or
contexts. More specifically, teach one “content standard” at a
time. http://www.coe.k12.wa.us/Page/303
• Teach the academic & general vocabulary associated with that
standard and tasks.
• Use a variety of classroom practices, classroom assessments,
guided and independent practice, and other activities to
assess, and if need be, reteach the standard.
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PREPARING STUDENTS FOR SUCCESS:
BEST PRACTICES, CONT.
• Have students answer mock tasks or sample items.
Students can peer review answers and rank them
according to quality of answers.
• Help students develop conceptual frameworks. Check
for understanding using formative assessments.
• Positive feedback from formative assessments indicates
students are ready to go to the computer lab.
• Through the online system open access to the items that
address the content standard that was taught.
• Through the online system review student responses.
• Student responses inform decision to move onto new
content standard, or reteach.
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PREPARING STUDENTS FOR SUCCESS:
APPROPRIATE TEACHER ASSISTANCE
• For all COE tasks, as with the EOC exams, there is no
teacher assistance allowed during a testing session.
• Teachers may review student responses at the
conclusion of a testing session in order to guide the
teacher’s instruction.
• Teachers may need to differentiate the instruction
and form subgroups within the class.
• Within a subgroup, teachers may reteach the
content standards without making direct reference
to the inclusion bank tasks.
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PREPARING STUDENTS FOR SUCCESS:
LESSONS LEARNED
• Some items asking for a description include two
bullets in the prompt to encourage students to first
identify, and then give reasons or details in support.
However, all responses to “describe” items should
identify or point out a factor and then provide a
detail or reason, even if no bullets are included.
• When drawings are submitted as a response or in
support of a response, those drawings must be
labeled in order to be scored.
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PREPARING STUDENTS FOR SUCCESS:
LESSONS LEARNED, CONT.
• Describing the path of a carbon atom during
photosynthesis and/or cellular respiration was
challenging for many students. LS1A and LS1B
• Describing the nitrogen cycle was difficult for many
students. Many responses did not provide a
complete path of nitrogen from air to plant to
animal, or some variation of that sequence. LS2A
• The complete lessons learned document:
http://www.coe.k12.wa.us/Page/328
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QUESTIONS ???
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OD:
Banana Slugs
OD:
Bear Crossing
Carbon Matters
Columbian
White-Tailed
Deer
DIY Plant
Experiment
Sea Lions
Items
Tasks
1
2
3
4
1
2
3
1
2
3
1
2
3
1
2
3
4
1
2
3
Strands
Systems
Inquiry
Application
Cell Processes
LS1
Ecosystems
LS2
Evolution/
Genetics
LS3
3
2
2
1
3
0
1
3
3
3
2
3
2
2
3
4
4
2
4
2
3
0
Sufficiency
This collection
3
3
2
3
3
Scores/Strand
2
3
2
3
2
2
Earned points
5
9
6
9
6
6
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4
3
6
4
4
3
3
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SCORING A COLLECTION:
EXPLANATION OF MATRIX
• Those scores highlighted in yellow are the scores
that are counted toward the overall earned points.
• Many systems questions are cross-cut with LS2
questions. See scores in bold. The scoring system will
take the one score of the two available that
benefits the student the most.
• Six tasks will meet the sufficiency requirements.
• Some strands went well beyond the needed
number of items per strand. See LS1.
• This student earned 41 points.
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SUBSEQUENT SUBMISSIONS:
STANDARD
• Standard Subsequent COE:
• If a student’s original COE score is above 50% of the
proficient cut-score (21 to 40) the student is limited to a
subsequent COE with exactly four new work samples.
• It is recommended that at least one of the four new
samples be completed as an on-demand task.
• Sufficiency requirements for Standard Subsequent
COE submission:
• Examples of every strand must be represented at least once
in the collection.
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SUBSEQUENT SUBMISSIONS:
EXPANDED
• Expanded Subsequent COE:
• An expanded subsequent COE may be submitted if the
student’s full collection has a score that is less than or equal
to 50% of the proficient cut-score (20 or lower).
• An expanded subsequent collection contains 5 or 6 new
work samples with
• Two on-demand tasks required.
• Sufficiency requirements for Expanded Subsequent
COE submission:
• Examples of every strand must be represented at least once
in the collection.
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VISIT THE BIOLOGY COE MOODLE
HTTP://MOODLE2.OSPI.K12.WA.US/COURSE/VIEW.PHP?ID=57
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FUTURE COMMITTEES
• Content Review:
• March 9th to 13th
• ESD 113 Tumwater
• Pilot Tasks
• April and May
• Need several teachers to pilot new tasks
• Pilot Rangefinding:
• June 23rd to 27th
• ESD 113 Tumwater
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QUESTIONS ???
• PowerPoint will be located on the COE website
under the tab “Training”.
• http://www.coe.k12.wa.us/domain/14
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CONTACT INFORMATION
Amanda Mount, OSPI
Operations COE Specialist
360-725-6037
[email protected]
COE Customer Support
Technical Questions
360-464-6708
[email protected]
Scott Killough, OSPI
Science COE Specialist
360-725-6316
[email protected]
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