Transcript Updates from Science Assessment and Teaching and Learning Science OSPI Webinar November 13, 2014 Ellen Ebert, PhD, Science Director Dawn Cope, Secondary Science Assessment Kara Todd,

Updates from Science Assessment
and Teaching and Learning Science
OSPI Webinar
November 13, 2014
Ellen Ebert, PhD, Science Director
Dawn Cope, Secondary Science Assessment
Kara Todd, Elementary Science Assessment
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OSPI Science
Assessment Updates
WEBINAR
NOVEMBER 13, 2014
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Agenda
Science assessment system and resources
Graduation alternatives
Impact of new standards adoption
Models (if time)
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Presenters
Dawn Cope
Science Assessment Lead
Biology EOC and 8th Grade MSP
[email protected]
Kara Todd
Science Assessment Specialist
5th and 8th grade MSPs
[email protected]
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Science Assessment
System
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Statewide Measurements of
Student Progress Results
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Statewide Biology EOC Results*
* Percentages do
not include
“Previously Passed”
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2015 testing windows
Winter Biology EOC: January 5 - February 6, 2015, during the
last 3 weeks of semester
5th and 8th grade MSP:
◦ Paper/pencil—April 20 – May 19, 2015
◦ Online—April 20 – June 5, 2015
◦ Not part of the SmarterBalanced ELA or Mathematics assessments
Spring Biology EOC: May 11 – June 12, 2015, during the last 3
weeks of the school year
◦ Not part of the SmarterBalanced ELA or Mathematics assessments
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Online testing
Science MSP and Smarter Balanced ELA/Mathematics
assessments will use the same online test engine.
The science MSP is not adaptive.
The science items are still based on the 2009 K-12
Science Learning Standards we’ve been assessing
since 2011.
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Biology EOC Graduation Requirement
Legislative intent regarding high school science
assessment (2013 Engrossed House Bill 1450, section 4):
Classes of 2015 and beyond must pass the state
science exam to graduate
• Biology EOC—Until NGSS are adopted,
implemented, and assessed
• Comprehensive NGSS Test—When NGSS are
adopted, implemented, and assessed
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Who Takes the Biology EOC?
Winter (January/February) 2015
• Any student (class of 2015+) who took the EOC previously and
did not meet standard
• Students completing a biology course mid-year
Spring 2015
• Any student (2015+) who took the EOC previously and did not
meet standard
• Any student (2015+) enrolled in a high school level biology
course
• All 10th graders who have not yet met standard
• Meets the high school science testing requirement of NCLB
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MSP and EOC Resources …
October 2014 version of Test and Items Specifications
Lessons Learned 2014—coming soon
Scorer Training Modules—coming Soon
◦ COE, EOC, MSP
◦ Videos with materials
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Science Assessment Resources
http://www.k12.wa.us/Science/Assessments.aspx
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Science Assessment Resources
http://www.k12.wa.us/Science/Assessments.aspx
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Graduation Alternatives
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Alternatives for ELL and Spec Ed
Biology EOC (& Science MSP) available in 6 translation languages
• Spanish, Russian, Korean, Chinese, Vietnamese, and Somali
IEP can designate Level 2 (Basic) to meet graduation requirement
Developmentally Appropriate Proficiency Exam (DAPE)
• ES DAPE and MS DAPE available fall 2014, spring 2015
Locally Determined Assessment (12th graders only) New this school year
For more information:
http://www.k12.wa.us/assessment/GraduationAlternatives/default.aspx
John Bresko Special Education Program Supervisor
[email protected]
Lesley Siegel Alternate Assessment Coordinator
[email protected]
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Certificate of Academic Achievement (CAA) Options
Begins with students in class of 2015—Must take EOC once
GPA comparison—draft
Advanced Placement (AP) score of 3 or higher:
• Biology, Physics, Chemistry, or Environmental Sciences
International Baccalaureate(IB) score of 4 or higher:
• Biology, Physics, Chemistry
ACT Science score:
• Will be added when adequate data exists
For more information:
http://www.k12.wa.us/assessment/GraduationAlternatives/default.aspx
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CAA Options Available for Biology EOC
Collection of Evidence (COE)
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 (EOC).
http://www.k12.wa.us/assessment/StateTesting/PLD/default.aspx
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Biology COE Resources
ESD 113
• http://www.coe.k12.wa.us/domain/49
• Guidelines, policies, and sufficiency requirements
• The secure EDS System can be accessed by educators who have
students working on a COE.
• Generate staff and student groups and accounts, access and complete
tasks, submit collections
• Recorded webinars, sample COE tasks, Lessons Learned
• Task Matrix
• Brief description of the 16 tasks available
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Biology COE Resources
Biology COE Moodle
• http://moodle2.ospi.k12.wa.us/enrol/index.php?id=57
• Forum
• Task development information
• Links to recorded webinars
• Salmonberry Habitat Sample COE task (adapted from Bio EOC
scenario-Updates 2013)
• The Moths and the Trees Sample COE task (adapted from Bio EOC
scenario-Updates 2014)-Posted October 2014
Scott Killough: [email protected]
COE Science Assessment Specialist
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COE Task Development—Winter 2013 to Fall 2014
Develop
Test Blueprint
Based on EOC Test Map
First Submission
June 2014
Range Finding
Teacher statewidecommittee
(July 2014)
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Task Writing Workshop
Teachers statewide wrote
tasks via Moodle
Tasks reviewed for content
Teachers via Moodle and
committee (May 2013)
Range Finding of informal
pilot
Teacher statewidecommittee (August 2013)
Tasks
Piloted
Teachers statewide via
Moodle
Operational Scoring
Professional, trained
scorers
(August 2014)
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Standards Setting
Teacher statewidecommittee
(August 2014)
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Upcoming COE Submission Events
Date
Event
January 28th, 2015
Winter COE Submission: Class of 2015
February 9th - 27th, 2015
Scoring
March 25th, 2015
Scores released on WAMS
April 29th, 2015
Spring COE Subsequent Submission: Class of 2015
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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Upcoming COE Development Events
Task Writing
• November 17-21
• ESD 113
Content Review (apply in January)
• March 9 – 13
• ESD 113 Tumwater
Pilot New Tasks
• April and May
• Need several teachers
Pilot Rangefinding (apply in April)
• June 23 – 27
• ESD 113 Tumwater
"SALT" and "PEPPER” email list
http://www.k12.wa.us/Science/ProfDevelopment.aspx
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Impact of new
standards adoption
WHAT ABOUT THE NGSS?
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What happens to the MSP and EOC?
NCLB and state law require a state science exam once
each in elementary, middle, and high school.
The state exams (based on 2009 standards) will
continue until an exam based on the NGSS is developed.
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Washington State 2013
Next Generation Science Standards
K-12 Science Standards
Adopted:
June 2009
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First assessed:
2011 (MSP)
2012 (EOC)
Adopted:
October 2013
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Possible first
assessment:
2017 or 2018 (?)
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MSP and EOC Assessment Development Cycle
Scenario & Item
Writing
Committee
Develop
Test and Item
Specifications
Content Review &
Bias/Sensitivity
Committees
Scenario & Item
Pilot Testing
Pilot
Range Finding
Committee
Operational
Scoring
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Reviewed for
content by
OSPI/contractor
Pilot Scoring
Operational Range
Finding
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Data Review
Committee
Items available for
Operational Testing
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What are the steps to building a new
assessment?
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Develop item specifications from the standards
Determine the test map
Develop test items (including a pilot test)
Develop Achievement Level Descriptors (ALDs)
from the standards (aka PLDs)
• Administer an operational test
• Set achievement level cut scores (aka Standard Setting)
For the 2009 standards, this process took 25 months
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Still to be determined:
Will the science tests be developed by Washington or
with a consortium of states?
When and how will pilot and/or field testing occur?
What year will be the first year of operational testing?
If the high school test is comprehensive, will it be
administered at grade 10 or grade 11?
Will the elementary test cover just grade 5 standards
or a broader grade band of standards?
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Upcoming meetings for the new assessment:
Timeframe
Event
Number of days
Winter 2015
Test blue print review
1
Winter 2015
Item specifications review
2
Spring 2015
Item writing
5 each
Summer 2015
Content review
5 each
Exact dates and locations TBD.
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SALT and PEPPER Teams
PEPPER
[email protected]
• PreSALTers Enthusiastically Promoting Powerful Educational
Resources
• Science educators throughout Washington interested in receiving
Science Assessment updates.
• Receive invitations to participate in development events.
SALT
• Science Assessment Leadership Team
• Have participated in (or have applied to) development events such as
Scenario Writing, Content Review, Range Finding, and Data Review.
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SALT Information:
http://www.k12.wa.us/Science/ProfDevelopment.aspx
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Updates from Teaching and Learning
Transitions Plans
Life Science Moodle Updates
Policy Updates
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Adoption Update!
States That Have Officially Adopted NGSS
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Rhode Island
Kentucky
Kansas
Maryland
Vermont
California
Delaware
Washington
District of Columbia
Nevada
Oregon
Illinois
New Jersey
Virgin Islands
Puerto Rico
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Common Core ELA and Math and Next Gen Science are
Washington State Learning Standards
2011-12
2012-13
2013-14
2014-15
2015-16
2016-17
Phase 1: CCSS and NGSS
Exploration
Phase 2: Build Awareness & Begin
Building Statewide Capacity
Phase 3: Build Statewide Capacity
and Classroom Transitions
Phase 4: Statewide Application
and Assessment
Ongoing: Statewide Coordination
and Collaboration to Support
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Connections Across Programs/Initiatives
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The “What”:
Key Shifts in NGSS
Focus:
The NGSS are focused on deeper understanding and
application of science content reflecting real-world
interconnectedness
Coherence:
Science and engineering build coherently
(horizontally, vertically and developmentally) across
K–12
Integration:
Science and Engineering are integrated across K–12
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Professional Learning…
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Regional Educational Service District (ESD)
LASER (Leadership Assistance in Science Education Reform)
Math-Science Partnerships ($2.5 M for grants)
Higher Education
WSTA – Science Professional Organization
[email protected]
OSPI NGSS Moodle (coming soon)
School and District opportunities
PLC’s – connect across programs
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The “How”: Key Elements of Washington’s NGSS Grade-Specific
Transition Plans
 Grades
K-12 Available (http://www.k12.wa.us/Science/NGSS.aspx)
 Proposed Middle and High School Pathways
 Transition Plan Elements
Introduction/background
Performance Expectations
Connections to Common Core
Comparison to 2009 WA State Science Standards
Suggested transition plan
Grade level learning progressions
Connections to English Language Proficiency Standards
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Life Science Transition Plan
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HS Science and Engineering Practice
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HS Crosscutting Concepts
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Designing for Equity
Encourage students…
“to be authors and producers of knowledge with ownership over it rather
than mere consumers of it..”
Learner agency takes three forms:
1. Supports active knowledge construction by engaging students in the
practices
2. Has learning experiences grow out of the lives of learners—connect
science to real world contexts
3. Leverages funds of knowledge of learners (interests, knowledge,
reasoning, identities)
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Bundling Example: LS1B: Processes within Cells
LS1B. The gradual combustion of carbon-containing compounds within cells, called cellular respiration, provides the
primary energy source of living organisms: the combustion of carbon by burning of fossil fuels provides the primary energy
source for most of modern society.
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen
from sugar molecules may combine with other elements to form amino acids and/or other large carbonbased molecules.
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of
food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting
in a net transfer of energy.
HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of
energy in aerobic and anaerobic conditions.
HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of
carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
HS-PS21-7.Use mathematical representations to support the claim that atoms, and therefore mass, are
conserved during a chemical reaction.
HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere,
atmosphere, geosphere, and biosphere.
HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints
for solutions that account for societal needs and wants.
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Considering Instructional Materials?!!!
INSTRUCTIONAL MATERIALS
Individual lessons and plans
Formally adopted or
not
Teacher-created materials
District-created
materials/resources
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Purchased and/or “open education
resources”
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Resources
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EQuIP Rubric Available
Sample Classroom Assessment Tasks – November, 2014
NGSS Evidence Statements - November, 2014
Accelerated Model Course Pathways - November, 2014
State of Science Education Research - fall 2014
NGSS Data Portal - fall 2014
Alignment Institutes - fall 2014
Publishers' Criteria – fall 2014
NGSS Model Content Frameworks – fall 2014
STEM Works - fall 2014
State Standards Comparison Toolkit
Tools for Ambitious Science Teaching
Michigan State University
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State Board of Education
• Will approve Equivalent CTE courses with Science Courses
(CTE courses with content that aligns not only with CTE
standards but also with Next Generation Science
Standards, that meet science graduation requirements)
• Approved 3 Science Credits beginning with students who
are 9th graders in 2015
• Provided a definition of a “Lab Science”
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Professional Educators Standards Board
(PESB)
• Revised and approved new preservice competencies for
science aligned to A Framework for K12 Science Education
and the NGSS.
• Higher education programs are realigning coursework to
the new competencies.
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House Bill 2621
STEM Lighthouse Schools
2014 Schools Receiving $20K Grants:
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Riverpoint Academy (Mead School District)
Cascade K-8 Community School (Shoreline)
Toppenish Middle School (Toppenish)
STEM School (Lake Washington)
Lakeside High School (Nine Mile Falls)
Columbia Crest Elementary School (Eatonville)
Franklin Pierce High School (Franklin Pierce)
 The designated schools must have proven experience and
be recognized as model STEM programs.
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For more NGSS information
• Science Teaching & Learning:
– Ellen Ebert, Ph.D., [email protected]
– Amber McCulloch, [email protected]
• Environmental and Sustainability Education:
– Gilda Wheeler, [email protected]
• Science Support Staff:
– Sultana Shah, [email protected]
• NGSS OSPI Website: http://www.k12.wa.us/Science/NGSS.aspx
• Report from Symposium on Science Assessment:
http://www.k12center.org/rsc/pdf/bybee.pdf
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Questions?
Thank you for your time today!
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Building Bridges
20092013
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WA State 2013 K-12 Science Standards
Science and Engineering Practices
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5.
6.
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8.
Crosscutting Concepts
Ask questions (for science) and define
problems (for engineering)
Develop and use models
Plan and carry out investigations
Analyze and interpret data
Use mathematics and computational thinking
Construct explanations (for science) and
design solutions (for engineering)
Engage in argument from evidence
Obtain, evaluate, and communicate
information
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1.
2.
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4.
5.
6.
7.
Patterns
Cause and effect
Scale, proportion and quality
Systems and system models
Energy and matter
Structure and function
Stability and change
Core Ideas
1.
2.
3.
4.
Physical Sciences
Life Sciences
Earth and Space Sciences
Engineering, Technology and Applications
of Science
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“Model” Items
BRIDGING THE GAP
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4-5 INQF Models
(WA 2009)
Content Standard:
oA scientific model is a simplified representation of an object, event,
system, or process created to understand some aspect of the natural
world. When learning from a model, it is important to realize that the
model is not exactly the same as the thing being modeled.
Item Specifications:
oINQF(1) Tell what can be learned about an object, event, system, or
process by using a given model.
oINQF(2) Describe how a model is similar to or different from the
object, event, system, or process being modeled.
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6-8 INQE Models
(WA 2009)
Content Standard:
oModels are used to represent objects, events, systems, and
processes. Models can be used to test hypotheses and better
understand phenomena, but they have limitations.
Item Specifications:
oINQE(1) Describe how a model can be used to explain the
relationship between two variables.
oINQE(2) Describe how a model or simulation is similar to and/or
different from the actual object, event, system or process being
modeled.
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9-12 SYSC
(WA 2009)
Content Standard:
oIn complex systems, entirely new and unpredictable properties may
emerge. Consequently, modeling a complex system in sufficient detail
to make reliable predictions may not be possible.
Item Specifications:
oSYSC(1) Given a model of a complex system that is lacking sufficient
detail to make reliable predictions about that system, describe
inadequacies of the model.
oSYSC(2) Predict the possible consequences of a change in a given
complex system and/or describe why a simplified model may not be
able to reliably predict those consequences.
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Vague
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Developing and Using Models (WA 2013)
Include
◦
◦
◦
◦
◦
Models in Engineering
Diagrams
Physical replicas
Mathematical representations
Analogies
Computer simulations
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Used to analyze a system
Used to test solutions to a problem
Used to visualize and refine a design
Used to communicate design features
Uses as prototypes to test design performance
Models in Science
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Represent a system or parts of a system
Aid in the development of questions
Generate data used to make predictions
Communicate ideas to others
Evaluated and refined through comparing of
model-based predictions with the real world
◦ Based on evidence and modified as needed
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NGSS—Appendix F, pages 52-53
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MS Performance Expectation (WA 2013)
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MS Performance Expectation (WA 2013)
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Things to remember:
1. We are just exploring possibilities.
2. This example could possibly serve as bridges between the
2009 and 2013 standards.
3. Item specifications have not been developed for the 2013
standards so the item presented is not an “example”
based on item specifications.
4. We encourage you to play with these types of items and
figure out what works best with kids.
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MS-LS2-3 Model Pond ponderings…
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Things to remember:
1. We are just exploring possibilities.
2. This example could possibly serve as bridges between the
2009 and 2013 standards.
3. Item specifications have not been developed for the 2013
standards so the item presented is not an “example”
based on item specifications.
4. We encourage you to play with these types of items and
figure out what works best with kids.
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Think time…
Are you able to think of some student responses?
What could be added to the scenario to make this item
more accessible?
How many score points do you think this could be worth?
Does the rigor fit this grade level?
What would you do at your grade level?
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Thank you!
Dawn Cope
Science Assessment Lead
Biology EOC and 8th Grade MSP
[email protected]
Kara Todd
Science Assessment Specialist
5th and 8th grade MSPs
[email protected]
[email protected]
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