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 11/13/2014 OSPI_Assessment_T&L_Update 1
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Updates from Science Assessment and Teaching and Learning Science OSPI Webinar November 13, 2014 Ellen Ebert, PhD, Science Director Dawn Cope, Secondary.
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Updates from Science Assessmentand Teaching and Learning Science
OSPI WebinarNovember 13, 2014
Ellen Ebert, PhD, Science DirectorDawn Cope, Secondary Science Assessment
Kara Todd, Elementary Science Assessment11/13/2014 OSPI_Assessment_T&L_Update 1
OSPI_ASSESSMENT_T&L_UPDATE 2
OSPI Science Assessment UpdatesWEBINAR
NOVEMBER 13, 2014
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AgendaScience assessment system and resourcesGraduation alternativesImpact of new standards adoptionModels (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]
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 RequirementLegislative 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
CAA Options Available for Biology EOCCollection 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).
Biology COE ResourcesESD 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
Biology COE ResourcesBiology 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] Science Assessment Specialist 11/13/2014
Impact of new standards adoptionWHAT 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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Adopted:June 2009
Adopted:October 2013
Next Generation Science Standards
First assessed:2011 (MSP)2012 (EOC)
Possible firstassessment:
2017 or 2018 (?)
Washington State 2013 K-12 Science Standards
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Operational Scoring
Items available for Operational Testing
Data ReviewCommittee
Pilot Scoring
Pilot Range Finding
Committee
Scenario & Item Pilot Testing
MSP and EOC Assessment Development Cycle
Content Review & Bias/Sensitivity
Committees
Reviewed for content by
OSPI/contractor
Scenario & Item Writing
Committee
Develop Test and Item Specifications
Operational Range Finding
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What are the steps to building a new assessment?•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 months11/13/2014
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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:
Exact dates and locations TBD.
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
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SALT and PEPPER Teams PEPPER• 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.
Rhode Island Kentucky Kansas Maryland Vermont California Delaware Washington District of Columbia Nevada Oregon Illinois New Jersey Virgin Islands Puerto Rico
States That Have Officially Adopted NGSS
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Common Core ELA and Math and Next Gen Science are
Washington State Learning Standards2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
Phase 1: CCSS and NGSSExploration
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–1241 OSPI_Assessment_T&L_Update 11/13/2014
Professional Learning…
• 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• Self-study11/13/2014 OSPI_Assessment_T&L_Update 42
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
Designing for EquityEncourage 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 CellsLS1B. 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 carbon-based 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. OSPI_Assessment_T&L_Update11/13/2014 52
• 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 2621STEM Lighthouse Schools
2014 Schools Receiving $20K Grants:
• 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.OSPI_Assessment_T&L_Update 5711/13/2014
Science and Engineering Practices1. Ask questions (for science) and define
problems (for engineering)2. Develop and use models3. Plan and carry out investigations4. Analyze and interpret data5. Use mathematics and computational thinking6. Construct explanations (for science) and
design solutions (for engineering)7. Engage in argument from evidence8. Obtain, evaluate, and communicate
information
Crosscutting Concepts1. Patterns2. Cause and effect3. Scale, proportion and quality4. Systems and system models5. Energy and matter6. Structure and function7. Stability and change
Core Ideas1. Physical Sciences2. Life Sciences3. Earth and Space Sciences4. Engineering, Technology and Applications
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“Model” ItemsBRIDGING 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.
Models in Science◦ 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
Models in Engineering◦ 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
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]