Transcript 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
• Karen Kidwell, KDE Science
Consultant
• Diane Johnson, Lewis Co.
Schools
• Becky Smith, Regional
Teacher Partner
• Kim Zeidler, PIMSER, Univ.
of Kentucky
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
• 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
• 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
Please stand up!
Roadmap for the Day
KDE Update
Where we’ve been
and
Where we are going
Examining &
Completing
Products
Clear Learning
Targets
Effective
Assessment
OF and FOR
Science
Learning
Instruction
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
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.
Review of 2006-2007
Reading Guides
Feedback
Graphic Organizers
Concept
Cartoons/Probes
Curriculum Topic
Study
Questioning
Strategies
Strong/Weak
Models
OF vs FOR
Assessment
Clear Learning
Targets
Deconstructing
Standards
Student Friendly
Terms
Professional
Reading
Talking Partners
K-12 Properties of
Matter Lab Centers
MC/ORQ Item
Development
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
• 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.
Examining & Completing
Products
Product Review
• Deconstructed
Standards
• Multiple Choice Items
• Open Response Items
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
• 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
•
•
•
•
•
•
Simple wording
Ask questions
Avoid clues
Don’t lift
Answer not obvious
Highlight
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?
A. People who work in financial
institutions
B. Construction workers
C. Social workers
D. Plumbers and pipe fitters
a.
b.
c.
d.
A only
A, B, and C
A and D only
A, B, C, and D
Multiple Choice #1:
Guidelines Violated
#2 Keep responses brief and parallel
#7 Avoid complex multiple choice
formats
Multiple Choice #1: Revised Item
Which of the following occupations
works primarily with data?
A.
B.
C.
D.
Accountants
Construction workers
Social workers
Plumbers
Multiple Choice #2: Original Item
Which of the following animals is a
mammal?
A.
B.
C.
D.
E.
Whale
Robin
Lion
Rattlesnake
All of the above
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
• Which of the following animals is
a mammal?
A.
B.
C.
D.
Rattlesnake
Robin
Shark
Whale
Multiple Choice #3: Original Item
• In the years between 1816-1824
A.
B.
C.
D.
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
• #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
• What was the trend in tariff rates during
the period 1816-1824?
A.
B.
C.
D.
Increased only
Decreased only
Increased then decreased
Remained the same
EWR TEST ITEM: Original Item
• Write about farmers who live along the
Congo River.
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
• 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
• 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
• 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
Feedback and Goal Setting
Pre-assessment
Formative
(Finding Out)
(Keeping Track &
Checking Up)
•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
Never graded
Rarely graded
Summative
(Making Sure)
•Unit test
•Performance Task
•Product/Exhibit
•Demonstration
•Portfolio Review
Graded
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
• 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
•
•
•
•
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
• 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.”
Effective Science Instruction
• “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
• “Effective teachers produce great results.”
– Robert Marzano
Three Elements of Effective Pedagogy
Instructional
Strategies
Management
Techniques
Effective Pedagogy
Curriculum
Design
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 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 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 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
• 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
• 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
• Complete science
instructional model
• Consider personal
communication for
assessment
• Read Ch. 8 in CASL
• Complete the reading
guide