Transcript Elementary Science Update Teaching and Learning Science and Science Assessment April 30, 2012

Elementary Science Update
Teaching and Learning Science and
Science Assessment
April 30, 2012
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Welcome
Introductions
Goals for the webinar
Assessment Updates
Review 5th grade assessment data
Preview assessment templates and resources
Next Generation Science Activities in your region
Science Notebooks
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Big Ideas in Science Standards
EALRs 1-3
Crosscutting Concepts and Abilities
EALR 4
Domains of Science
EALR 1 Systems
Physical Science
…is a way of thinking that makes it
possible to analyze and understand
complex phenomena.
EALR 2 Inquiry
…is a process of asking and answering
questions about the natural world that
forms the bedrock of science.
EALR 3 Application
Force and Motion
Matter: Properties and Change
Energy: Transfer, Transformation and
Conservation
Earth and Space Science
Earth and Space
Earth Systems, Structures and Processes
Earth History
Life Science
…is about the interaction between
Structures & Functions of Living Systems
science and technology, and how both can Ecosystems
help solve real-world problems.
Biological Evolution
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Scenarios and Items
Scenarios provide context for a set of items
 Systems, Inquiry, and Application
 Physical, Earth & Space, and Life Science
Items associated with a scenario cover a range
of standards & range of cognitive complexity
Items not connected to a scenario are called “stand
alone” items, and are clearly marked for students
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What is a “scenario”?
 Text describing a scientific situation
 Establishes the context for a set of items
that follows
 One or two pages long
 Includes a diagram and/or a table
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Types of scenarios
Systems
Inquiry
Application
• Describe
• Describe either
• Describe a
systematic
controlled
technological
observations,
experiments or
design process
models, or openfield studies and
student used to
ended explorations
model agesolve a problem.
of a system.
appropriate
• A problem or
• Diagram of a
investigations.
challenge is
system and some
• Data table with the
presented.
text about a
variables and
• Results from
specific system.
results.
testing the
solution.
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Examples of systems
Physical
• Object on a ramp
• Boiling water on a
stove
• Electrical circuit
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Earth & Space
• Earth, Moon, and
Sun
• Water moving
through the land
• Landforms
Life
• A single plant or
animal
• An ecosystem—
garden, field,
schoolyard—with
plants, animals,
and nonliving parts
Example with an animal
Systems
Inquiry
• Labeled diagram
• Controlled
of the animal and
experiment about
some information
the effect of types
about the animal’s
of food on the
role in the
weight of the
ecosystem.
animal.
• Data table with
results of the
experiment.
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Application
• Documentation of
man-made
changes to an
ecosystem to
attract the animal
to the area.
• Table with data
indicating animal
visits to the area.
Test and Item Specifications Document
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Test Specifications grades 5 & 8
The test “map” designates the following
proportions of points:




At least 20% Systems (with connected EALR 4 content)
30% Inquiry
20% Application (which will apply EALR 4 content)
At most 30% EALR 4 domain knowledge that is not
associated with a cross-cutting concept or ability*
*EALR 4 content may be assessed in questions
that only assess EALR 4, or in questions that cut
across both EALR 4 and a cross-cutting concept or
ability (Systems, Inquiry, Application).
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Number and Types of Items
Item Type
Grade 5
Grade 8
Multiple Choice
20-25
24-29
Completion
1-6
1-6
Short Answer
4
5
Total Items
30
35
Total Points
34
40
Pilot Items
5
5
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Grade 5:
Students at each performance level
Below Basic
Basic
20.3
23.2
31.2
23.8
15,761
18,066
24,272
18,539
2011
-40.0
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-20.0
Proficient
0.0
20.0
Percent of Students Who Took Test
(number of students)
Advanced
40.0
60.0
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Lessons Learned….
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Science Assessment Resources
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Short Answer Item Templates
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Assessment Updates
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Short
Answer
Formats
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Field Study Questions
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External Resources for Field Studies
http://www.pacificeducationinstitute.org/
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Questions/Comments
 Assessment Contacts
 Cinda Parton – Director of Assessment Development
[email protected]
 Linda Cabe Smith – Science Assessment Specialist
[email protected]
 Kara Monroe – Science Assessment Specialist
[email protected]
 Science Assessment
[email protected]
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K-5 Systems Handbook
22 http://teachscience4all.wordpress.com
/2012/01/08/k-5-systems-standards-a-handbook/
K-5 Application Handbook
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http://teachscience4all.wordpress.com/2012/03/27/k
-5-application-design-handbook/
5th Grade Science MSP Prep Kit
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http://teachscience4all.wordpress.com/2012/01/08/5
th-grade-science-msp-prep-kit-washington-state
MSP Practice Kit
Thanks to OSPI:
Scenarios, Rubrics, Student Samples
Our desire:
Detailed plans + tools for teachers & students
Presented by:
Tom Hathorn
Science and Mathematics Specialist
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Bethel School District
MSP Practice Kit:
Main Elements  Planning & Organizing
1. Calendar
2. Lesson Plans
 Do, Talk, Improve work
 “Strategy Sessions”
3. Tracking Tools
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MSP Practice Kit:
Main Elements  Planning & Organizing
1.
Calendar
2.
Lesson Plans
3.
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
Do, Talk, Improve
work

“Strategy Sessions”
Tracking Tools
MSP Practice Kit:
Main Elements  Planning & Organizing
1.
Calendar
2.
Lesson Plans
3.
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
Do, Talk, Improve
work

“Strategy Sessions”
Tracking Tools
MSP Practice Kit:
Main Elements  Scenario Materials
 Selected scenarios
“Main” set (4)
“Extra Practice” set (5)
 Student rubrics
 Selected student work
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MSP Practice Kit:
Main Elements  Scenario Materials
 Selected scenarios
“Main” set (4)
“Extra Practice”
set (5)
 Student rubrics
 Selected student
work
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MSP Practice Kit:
Formative Assessment & Metacognition
Encourage a “growth” mindset (effort + improvement)
1.
In Lesson Plans:
 Student sense-making talk
 Feedback/improvement with rubric help
2.
In Strategy Sessions, think about...
 Parts of a scenario
 My strengths  What I want-to-improve
3.
In Tracking + Extra Practice

31
Teacher tools  Differentiated extra practice
“Confidence Line”  self-confidence & reasons for it
MSP Practice Kit:
Typical Lesson Plan
Plans for working with one assessment scenario:
Day
Focus
1
Simulate testing conditions  talk about conditions, not
answers
2
MC  Public notes of students’ reasons for answers
How do we know? How can we test our ideas?
Praise effort & contribution, but not ability or correct
answers.
3
Make sense of SA rubric  student talk to clarify reasons
for answers
Student Pairs score samples of student work.
Public discussion of rubric-based reasons for scores
What’s missing in this one? What’s not clear to
you?
Students improve their SA responses (regardless of initial
quality)
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4
Repeat Day 3 with next Short Answer item
MSP Practice Kit:
Student Rubric
1pg, adapted from
OSPI rubric pages
Used Page Keeley’s:
C-E-R framework for
scientific
explanations
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MSP Practice Kit:
“Packetized” for
Students
 (white) Four scenarios in main set
 1 scenario packet for each student
 (yellow) Seven SA student rubrics
 (blue) 3-4 student samples for
seven SA items
 1 rubric & student samples for every 2
students
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MSP Practice Kit:
Packaged for Teachers
 MSP Practice Kit binder (plans, tools + masters)
 Student packets (class sets)
 Kit rotation in 5th grade (2011-12):
 2 Science Kits
 MSP Practice Kit (Feb., late in 2nd rotation)
Earlier next year?
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Questions/Comments
 Contacts
 Tom Hathorn – Science and Mathematics Specialist
Bethel School District
[email protected]
 Kirk Robbins – Science Director
Kent School District
[email protected]
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Next Generation Science
Standards (NGSS) Update
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http://www.nextgenscience.org/
Opportunities in your region
 Contact your ESD science coordinator or your district
science coordinator
 Download a copy of the K12 Framework for Science
Education
http://nsdlnetwork.org/sites/default/files/sci-standardsframework.jpg
 Watch OSPI Teaching and Learning website for survey
link
 Complete survey before the end of May
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Science Notebooks
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Science Inquiry Standards Literacy
Grades 4-5 Inquiry Standard
Related Performance Expectations
 Scientific explanations emphasize
evidence, have logically consistent
arguments, and use known scientific
principles, models, and theories.
 Generate a conclusion from a scientific
investigation and show how the
conclusion is supported by evidence and
other scientific principles.
 Scientists communicate the results
of their investigations verbally and
in writing. They review and ask
questions about the results of other
scientists’ work.
 Display the findings of an investigation
using tables, graphs, or other visual
means to represent the data accurately
and meaningfully.
 Communicate to peers the purpose,
procedure, results, and conclusions of
an investigation.
 Respond non-defensively to comments
and questions about their investigation.
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 Discuss differences in findings and
conclusions reported by other students.
Why discuss literacy?
Researchers have found that students
learn science better when they write
about their thinking and that the act of
writing may force integration of new
ideas and relationships with prior
knowledge. (Thier and Daviss, 2002)
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Mark Watrin emphasized this
idea with us during our
February webinar: Elements
of Effective Science
Instruction. This process of
writing and reflectively
thinking is key to sensemaking.
Science and language are interdependent.
Their processes are mirrored in each other.
 Students at all levels should be able to:









Note details
Compare and contrast
Predict
Sequence events
Link cause and effect
Distinguish fact from opinion
Link words with precise meanings
Make inferences
Draw conclusions
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From Thier and Daviss, 2002
Strategies to improve literacy in science.
Use prompts to uncover ideas.
 Predicting: What does the topic title reveal?
 Reflective questioning before reading: What does this topic mean to me?
 Reflective questioning after reading: What questions do I still have about
this topic?
 Evaluating: What it is the main idea of this reading?
 Paraphrasing: Turn and talk with a classmate about the reading.
 Summarizing: How many key ideas can I identify?
 Identifying words and meanings: Do I understand the meaning of the
reading?
 Reflecting on the overall reading: If I reread this topic, what areas would I
focus on?
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Many Resources
http://www.sciencenotebooks.org/
Writing in Science
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Questions/Comments
 Contact
Ellen Ebert – Director Teaching and Learning Science
[email protected]
Thank you for joining in today!
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