Transcript Feb. 5th Science presentation(1)

Designing Offline and Online Learning
Experiences for NGA Success
Andrea Smith, NPESC Regional Director
•What will the tests look like?
•What will students be asked to do?
•How can I modify my assessments to
prepare my students?
•How can I modify learning experiences to
prepare my students?
•What updated information is now available?
 Test
Blueprints
 Sample
items
 Quality
Rubrics
State-Developed
PARCC-Developed
Ohio’s
Next
Generation
Assessments
Assessments
Assessments
Science
English language arts
- Grades 5, 8
- Grades 3 – 8
- End of Course – Bio
- End of Year exams
(3)
Mathematics
- Grades 3 – 8
- Alg I, Geom, Alg II
Operational school year 2014-15
and Phys Science (2)
Social Studies
- Grades 4, 6
- End of Course – Am
His. & Am Govt (2)
Operational school year 2014-15
2012-2013
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3-8 -OAA
Grade 10OGT
2013-2014
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Aligned to
old standards
• New
Alternative
Assessment
for Severe
Cognitively
Disabled
Students
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3-8 -OAA
aligned to
existing and
new standards
Grade 10- OGT
aligned to
existing and
new standards
District
developed EOC
exams Am Hist
and Am Govt
(SB 165)
NGA Field
Testing
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2014-2015
Grades/Subjects
3-8- NGA--ELA and
Math
3-8 NGA– Soc Stud.
And Science
HS- NGA-- ELA 9,10,11
and Alg1,Geo and Alg2
HS- NGA--Bio, Phys
Science,Am Hist and
Am Govt
Grade 10 - OGT
aligned to new
standards
PSAT 10th grade CCR –
postponed until Fall
2015
Design and Format
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Web-based
Two part
summative(PBA
and EOC/EOY)
Diagnostic and
Mid YearPARCC
Off Year PBAState Developed
in Soc Studies
and Science
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Performance-Based Assessment (PBA) will assess
knowledge of material from first three quarters of the
year. Following the PARCC model, the PBA will present a
combination of discret items and tasks linked to stimuli
that engage significant content aligned to the model
curriculum. The sequence of items associated with the
stimulus draws the student into deeper analysis and
interpretation than might ordinarily be possible in a
single item.
End-of-Year Assessment (EOY) administered after
approx. 90% of the school year. All items will be
scored by the computer.
(PBA)
(EOY)
Performance-Based
Assessment (PBA)
• Extended tasks
• Applications of
concepts and skills
End-of-Year
Assessment
• Innovative,
computer-based
items
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The Performance-Based Assessment (PBA) will
assess the student’s knowledge of material from
approximately the first three quarters of the
course, as specified in this document.
The assessment will consist of approximately 812 items worth 20 points overall.
It will require students to engage with course
content at a significant cognitive depth and a
meaningful level of analysis.
Following the PARCC model, the PBA will present
a combination of discrete items and tasks, or
sets of items linked to stimuli that engage
significant content aligned to the model
curriculum.
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The End-of-Year Examination will cover the
entire content of the course.
It will be administered as close as possible to
the end of the course (after approximately
90% of the course has been completed).
All EOY assessment items will be scored by
computer, making possible a very quick
return of scores.
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Multiple Choice- 4 answer options
Short Answer
Graphic Response
Simulation
Test Items- Hand Scored
• Short (SCR) and Extended Constructed
Response (ECR)- A question or set of
questions that require a detailed written
response. Responses are scored using a
rubric.
Test Items- Computer Scored
A Multiple-choice item consists of the
following:
1. a brief statement that orients the
student to the context of the question
(optional).
2.
3.
4.
a stimulus (document, data table, graphic,
etc.) on which the question is based
(optional).
a question.
four answer options.
A Short-answer item consists of the
following:
1.
2.
3.
4.
a brief statement that orients the student to
the context of the question (optional).
a stimulus (document, data table, graphic,
etc.) to which the question refers (optional).
a question or prompt.
a response area. The student types a
response to answer the question.
A Graphic-response item consists of the
following:
1. a brief statement that orients the student to
the context of the question (optional).
2.
3.
4.
a stimulus (document, data table, graphic, etc.) to
which the question refers (optional).
a question or prompt.
a graphic-response interface on which the student
manipulates objects using a computer mouse to
create a response to the question. The response
interface may be a map, a chart or graph, a picture
or a diagram on which the student must position
objects correctly.
Sample GRAPHIC RESPONSE ITEM :
Grade 5 Science – Delaware test
Test Items- Computer Scored
A Simulation
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an interactive animated graphic interface that
simulates an investigative experiment or physical
situation.
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Information is displayed in the form of dynamic
maps or illustrations, statistical tables, or charts
and graphs.
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Data inputs can be adjusted by the student to
reflect changes in the experimental or situational
inputs, and the graphics adjust themselves to
account for the new information.
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Simulations are accompanied by more than one
of the other item types.
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The simulation functions as an interactive
stimulus.
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Stickleback Evolution
http://www.hhmi.org/biointeractive/stickleba
ck-evolution-virtual-lab
Bridge Challenge
http://www.pbs.org/wgbh/buildingbig/bridg
e/challenge/index.html
Disease Detectives
http://www.pbs.org/wgbh/nova/body/diseas
e-detective.html
A Short Constructed Response item (SCR)
consists of the following:
1. a brief statement that orients the student to
the context of the questions (optional).
2.
3.
one or more stimuli (documents, graphics, data
displays, etc.) to which the questions refer
(optional).
a question or set of questions that require a
detailed written response or responses. The
responses are scored according to a rubric or set of
rubrics that address multiple dimensions in the
student work.
An Extended Constructed Response item (ECR) contains
the same components as the SCR but requires a more
elaborated response
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Go to ODE’s homepage
(www.education.ohio.gov)
Search “State Developed Assessments”
Beginning paragraphs:
 Strand, Topic, Content Statement
 Expectations for Learning- What are students
expected to be able to DO?
Content Limits- What students need/do not
need to know for this standard
Stimulus Attributes and Response Attributes
 HOW will this standard be tested?
 What do they expect students to get wrong?
Short Answer question possibilities
Use your grade level blueprint to find the answers
to the following questions:
 Total points on the PBA?
 How many points is the EOC assessment worth?
 How many short answer questions will students
answer on the PBA?
 How many Multiple Choice questions on the PBA?
 How will questions be divided between the
different content strands?
 What content will not be assessed on the PBA?
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What are 3 new things you have
learned from the blueprints?
What are 2 questions you now have?
What is 1 thing you will use right
away?
Performance-Based
End-of-Year
Assessment (March) Assessment (May)
1 session for Science
1 session/day per student
2 Testing Sessions/day
school
20 day testing window.
1 sessions for Science
1 session/day per student
2 Testing Sessions/day
school
20 day testing window.
PBA min/session
EOY min/session
Grades 3 - 8
Up to 75
Up to 60
9,10,11
Up to 90
Up to 90
Dealing with the "yeahbuts" and "wecants"
• AAGH!!! We won't have enough
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computers
We don't know the cut scores
We haven't seen a practice test
Kids can't keyboard in 3rd grade
These questions look hard
Did we mention not enough
technology?
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Engaging assessments
Technology enhanced items allow for multiple
answers, modeling of thinking, use of
simulations, embedded video or sound
Test questions will provide scaffolding for
students
Built in accommodations
Immediate results on the End of Year tests
Larger testing window
• Keyboarding
• Cutting and Pasting
• Highlighting
• Using on-screen calculator (gr 6-11 only)
• Dragging and Dropping items
• Manipulating a graph
• Running a simulation to generate data
• Changing font size and background color
• Clicking on multiple correct answers
• Utilizing spreadsheets, documents
Field Test
Yearly test timeline
Innovative item types
Sessions and amount of time
Accommodations
Vendor for Ohio’s Science and
Social Studies NGA is A.I.R.
Field Tests (Spring 2014)
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Invitation
Voluntary
Computer-based
Teachers’ view
Results will guide item
development
Practice (Fall 2014)Test
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Provided to all teachers in all
districts
Voluntary
Computer-based only
Students can test out the
technology
Teachers get a feel for the
content tested
Features for
All Students
Accessibility
Features*
Identified in advance
Accommodations*
*
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* Available to all participating students
**For students with disabilities, English
learners, and English learners with
disabilities
Accessibility Features for All Students
Audio Amplification
Blank Paper (provided by test administrator)
Eliminate Answer Choices
Flag Items for Review
General Administration Directions Clarified (by test administrator)
General Administration Directions Read Aloud and Repeated (by test
administrator)
Highlight Tool
Headphones
Magnification/Enlargement Device
NotePad
Pop-Up Glossary
Redirect Student to Test (by test administrator)
Spell Checker
Accessibility Features Identified in Advance
Answer Masking
Background/Font Color (Color Contrast)
General Masking
Line Reader Tool
Text-to-Speech for the Mathematics Assessments
Principals may determine that any student may require one
or more of the following test administration
considerations, regardless of the student’s status as a
student with a disability or who is an English learner:
• Small group testing
• Frequent breaks
• Time of day
• Separate or alternate location
• Specified area or seating
• Adaptive and specialized equipment or furniture
PARCC’s Proposed
Accommodations for Students
with Disabilities
Content
Area
ELA/Literacy
Presentation Accommodations
Text-to-Speech or Video of a Human Interpreter for the
ELA/Literacy Assessments, including items, response
options, and passages*
Braille Edition of ELA/Literacy Assessments
(Hard-copy braille tests and refreshable braille displays for ELA/Literacy)
Mathematics
Closed-Captioning of Multimedia Passages on the
ELA/Literacy Assessments
Descriptive Video
Video of a Human Interpreter for the Mathematics
Assessments for a Student Who is Deaf or Hard of
Hearing
Braille Edition of Mathematics Assessments
(Hard-copy braille tests for Mathematics)
Both Content
Areas
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Additional Assistive Technology
(Guidelines available fall 2013)
Tactile Graphics
Video of a Human Interpreter for Test Directions for a
Content Area
ELA/Literacy
Mathematics
Both Content
Areas
Response Accommodations
Scribing or Speech-to-Text (i.e.,
Dictation/Transcription or Signing) for constructed
responses on the English Language Arts/Literacy
Assessments*
Word prediction on the ELA/Literacy PerformanceBased Assessment*
Calculation Device and Mathematics Tools*
(on Non-calculator Sessions of Mathematics
Assessments)
Additional Assistive Technology
(Guidelines available fall 2013)
Braille note-taker
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Scribing or Speech-to-Text (i.e.,
Dictation/Transcription or Signing) for the Mathematics
assessments, and for selected response items on the
English Language Arts/Literacy assessments * See notes below
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Students taking the Physical Science Field
Test will have three additional tools:
◦ An online scientific calculator
◦ An online Periodic Table
◦ An online Reference Sheet
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See Appendix A, B and C handouts
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Go to: http://oh.portal.airast.org/oh_fieldtest/
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Click “For Students and Families”
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Choose Student Training Site
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Choose your grade level and take one of the short
online training assessments.
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Answer keys are available – elementary, middle
school, or secondary
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http://oh.portal.airast.org/oh_fieldtest/students
/
Complete the online sample items – HIGH
SCHOOL TEST/CALCULATOR/LINE
TRACKER/PERIODIC TABLE
1.
For each science sample item:
1.
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Classify the item: MC, SA, GR, SCR, ECR
Discuss the question’s level of cognitive demand
Determine the grade level standards to which this
question aligns
http://oh.portal.airast.org/oh_fieldtest/
Cognitive demands
◦ Describe the cognitive expectations
associated with a learning task, the thinking
that goes along with the doing
◦ Are an integral part of teaching and
learning science
◦ Are differentiated from one another by the
way knowledge is used rather than by the
degree of rigor associated with a particular
demand; they are not hierarchical
◦ Are interdependent and in effective science
instruction, seldom appear in isolation
Requires students to
• Solve science-based engineering or technological
problems
• Within given scientific constraints
• Propose and critique solutions
• Analyze and interpret engineering and
technological problems
• Anticipate effects of engineering or
technological design
• Consider consequences and alternatives
• Integrate and synthesize scientific information
Requires students to use scientific inquiry to
• Ask questions
• Plan and conduct investigations
• Gather and organize data
• Think critically and logically about relationships
between evidence and explanations
• Construct and analyze alternative explanations
• Communicate scientific arguments
Requires students to
• Use subject-specific knowledge to interpret
and explain events, phenomena, and concepts
using grade-appropriate scientific terminology
and technical and mathematical knowledge
• Communicate with clarity, focus, and
organization using investigative scenarios,
real-world data, and valid scientific
information
Requires students to
• Provide accurate statements about valid
scientific facts, concepts, and relationships
• Provide rote responses
• Perform routine mathematical tasks
Visit ORC's Examining Cognitive
Demands e-pub to learn more by
listening to podcasts and reviewing
examples.
Simulation
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http://demo.tds.airast.org/Ohio/
Graphic
Response
Simulation
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“Bottling Honey” from NAEP (National
Assessment of Educational Progress)
•
http://nationsreportcard.gov/science_2009/ict_t
asks.asp
http://www.pearsonaccess.com/cs/Satellite?c=
Page&childpagename=Colorado/coPALPLayou
t_v2&cid=1205794393662&pagename=coPA
LPWrapper
•http://www.doe.virginia.gov/testing/s
ol/practice_items/index.shtml
Graphic
Grade 8 science – Delaware testResponse
Scoring Rubric
To earn full credit (3 points), a student places
the plants and/or the trees in the Producer column (1 point)
AND
the mice and/or the owls in the Consumer column (1 point)
AND
the bacteria in the Decomposer column (1 point).
NOTE: Full credit (3 points) requires all three organisms to be placed in appropriate columns.
To earn partial credit, a student answers one or two parts correctly.
10th Grade biology – Delaware
test
Graphic
Response
Scoring Rubric
To earn full credit (3 points), a student places
the “ribosome” label in the purple box (1 point)
AND
the “DNA” label in the red box (1 point)
AND
the “transcription” label in the green box (1 point).
Full credit (3 points) requires all three terms to be placed in the correct three boxes.
To earn partial credit, a student answers one or two parts correctly.
Graphic
Response
Graphic
Response
Graphic
Response
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Which item types are going to be the easiest
to incorporate into your classroom?
Which item types will be the most
challenging? Why?
How can you use the item types with your
colleagues?
How can you use the item types with your
students?
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Provide evidence for selected responses
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Design and analyze the data from a multi-step
investigation
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Write interpretations of data based on evidence
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Apply what is learned through simulated
investigation of authentic scenarios
How can I modify my
assessments to prepare my
students?
Considerations for Instructional
Shifting
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What classroom experiences will be necessary
for students to be successful on a variety of
online assessments?
What types of off-line learning will you be
planning for your students?
What types of on-line learning will you be
searching for in order to better prepare your
students?
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http://www.bbc.co.uk/bitesize/ks2/science/
http://www.bbc.co.uk/schools/scienceclips/index_fl
ash.shtml
http://phet.colorado.edu/en/simulations/category/c
hemistry
http://concord.org/activities
http://nces.ed.gov/nceskids/createagraph/
http://www.uen.org/3-6interactives/science.shtml
Quality Review Rubric for Science
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Share the following:
◦ Any online resources that support
NGA-type assessment you are
currently using that you didn’t hear
about today.
◦ At least one of the websites you saw
today you want to investigate further
What will I
share with
my
colleagues
about…..
• How the tests will look?
• What the students will be asked to do?
• How we can modify our assessments to
prepare our students?

Dr. Jodi Haney, BGSU
Andrea Smith, Regional Director
[email protected]
419-627-3947
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