Elementary Science Update Teaching and Learning Science and
Science Assessment April 30, 2012 1
Slide 2
Welcome Introductions Goals for the webinar Assessment Updates
Review 5 th grade assessment data Preview assessment templates and
resources Next Generation Science Activities in your region Science
Notebooks 2
Slide 3
Big Ideas in Science Standards EALRs 1-3 Crosscutting Concepts
and Abilities EALR 4 Domains of Science EALR 1 SystemsPhysical
Science is a way of thinking that makes it possible to analyze and
understand complex phenomena. Force and Motion Matter: Properties
and Change Energy: Transfer, Transformation and Conservation EALR 2
InquiryEarth and Space Science is a process of asking and answering
questions about the natural world that forms the bedrock of
science. Earth and Space Earth Systems, Structures and Processes
Earth History EALR 3 ApplicationLife Science is about the
interaction between science and technology, and how both can help
solve real-world problems. Structures & Functions of Living
Systems Ecosystems Biological Evolution 3
Slide 4
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 4
Slide 5
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 5
Slide 6
Types of scenarios SystemsInquiryApplication Describe
systematic observations, models, or open- ended explorations of a
system. Diagram of a system and some text about a specific system.
Describe either controlled experiments or field studies and model
age- appropriate investigations. Data table with the variables and
results. Describe a technological design process student used to
solve a problem. A problem or challenge is presented. Results from
testing the solution. 6
Slide 7
Examples of systems PhysicalEarth & SpaceLife Object on a
ramp Boiling water on a stove Electrical circuit Earth, Moon, and
Sun Water moving through the land Landforms A single plant or
animal An ecosystem garden, field, schoolyardwith plants, animals,
and nonliving parts 7
Slide 8
Example with an animal SystemsInquiryApplication Labeled
diagram of the animal and some information about the animals role
in the ecosystem. Controlled experiment about the effect of types
of food on the weight of the animal. Data table with results of the
experiment. Documentation of man-made changes to an ecosystem to
attract the animal to the area. Table with data indicating animal
visits to the area. 8
Slide 9
Test and Item Specifications Document 9
Slide 10
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). 10
Slide 11
Number and Types of Items Item TypeGrade 5Grade 8 Multiple
Choice20-2524-29 Completion1-6 Short Answer45 Total Items3035 Total
Points3440 Pilot Items55 11
Slide 12
Grade 5: Students at each performance level 0.060.0 40.0 20.0
-20.0 -40.0 Below Basic Basic Proficient Advanced 15,761
18,06624,27218,539 31.2 23.8 23.2 20.3 2011 Percent of Students Who
Took Test (number of students) 12
Slide 13
13
Slide 14
Lessons Learned. 14
Slide 15
Science Assessment Resources 15
Slide 16
Short Answer Item Templates 16
Slide 17
Assessment Updates 17
Slide 18
Short Answer Formats 18
Slide 19
Field Study Questions 19
Slide 20
External Resources for Field Studies 20
http://www.pacificeducationinstitute.org/
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 Bethel School District 25
Slide 26
MSP Practice Kit: Main Elements Planning & Organizing
1.Calendar 2.Lesson Plans Do, Talk, Improve work Strategy Sessions
3.Tracking Tools 26
Slide 27
MSP Practice Kit: Main Elements Planning & Organizing
1.Calendar 2.Lesson Plans Do, Talk, Improve work Strategy Sessions
3.Tracking Tools 27
Slide 28
MSP Practice Kit: Main Elements Planning & Organizing
1.Calendar 2.Lesson Plans Do, Talk, Improve work Strategy Sessions
3.Tracking Tools 28
Slide 29
MSP Practice Kit: Main Elements Scenario Materials Selected
scenarios Main set (4) Extra Practice set (5) Student rubrics
Selected student work 29
Slide 30
MSP Practice Kit: Main Elements Scenario Materials Selected
scenarios Main set (4) Extra Practice set (5) Student rubrics
Selected student work 30
Slide 31
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
Teacher tools Differentiated extra practice Confidence Line
self-confidence & reasons for it 31
Slide 32
MSP Practice Kit: Typical Lesson Plan 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 Whats
missing in this one? Whats not clear to you? Students improve their
SA responses (regardless of initial quality) 4 Repeat Day 3 with
next Short Answer item Plans for working with one assessment
scenario: 32
Slide 33
MSP Practice Kit: Student Rubric 1pg, adapted from OSPI rubric
pages Used Page Keeleys: C-E-R framework for scientific
explanations 33
Slide 34
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 34
Slide 35
MSP Practice Kit: Packaged for Teachers MSP Practice Kit binder
(plans, tools + masters) Student packets (class sets) Kit rotation
in 5 th grade (2011-12): 2 Science Kits MSP Practice Kit (Feb.,
late in 2 nd rotation ) Earlier next year? 35
Slide 36
Questions/Comments Contacts Tom Hathorn Science and Mathematics
Specialist Bethel School District [email protected] Kirk
Robbins Science Director Kent School District
[email protected] 36
Slide 37
Next Generation Science Standards (NGSS) Update
http://www.nextgenscience.org/ 37
Slide 38
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-standards-
framework.jpg Watch OSPI Teaching and Learning website for survey
link Complete survey before the end of May 38
Slide 39
Science Notebooks 39
Slide 40
Science Inquiry Standards Literacy Grades 4-5 Inquiry Standard
Scientific explanations emphasize evidence, have logically
consistent arguments, and use known scientific principles, models,
and theories. Scientists communicate the results of their
investigations verbally and in writing. They review and ask
questions about the results of other scientists work. Related
Performance Expectations Generate a conclusion from a scientific
investigation and show how the conclusion is supported by evidence
and other scientific principles. 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. Discuss differences in findings and
conclusions reported by other students. 40
Slide 41
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) 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 sense- making. 41
Slide 42
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 From Thier and
Daviss, 2002 42
Slide 43
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? 43
Slide 44
Many Resources http://www.sciencenotebooks.org/ 44 Writing in
Science
Slide 45
Questions/Comments Contact Ellen Ebert Director Teaching and
Learning Science [email protected] Thank you for joining in
today! 45