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Elementary Science Update Teaching and Learning Science and Science Assessment April 30, 2012 1

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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

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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

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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 4

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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 5

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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

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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

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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

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Test and Item Specifications Document 9

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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). 10

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Number and Types of Items Item TypeGrade 5Grade 8 Multiple Choice20-2524-29 Completion1-6 Short Answer45 Total Items3035 Total Points3440 Pilot Items55 11

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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

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Lessons Learned. 14

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Science Assessment Resources 15

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Short Answer Item Templates 16

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Assessment Updates 17

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Short Answer Formats 18

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Field Study Questions 19

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External Resources for Field Studies 20 http://www.pacificeducationinstitute.org/

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Questions/Comments Assessment Contacts Cinda Parton Director of Assessment Development cinda.parton@k12.wa.us Linda Cabe Smith Science Assessment Specialist Linda.cabesmith@k12.wa.us Kara Monroe Science Assessment Specialist kara.monroe@k12.wa.us Science Assessment science@k12.wa.us 21

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K-5 Systems Handbook http://teachscience4all.wordpress.com /2012/01/08/k-5-systems-standards-a-handbook/ 22

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K-5 Application Handbook http://teachscience4all.wordpress.com/2012/03/27/k -5-application-design-handbook/ 23

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5th Grade Science MSP Prep Kit http://teachscience4all.wordpress.com/2012/01/08/5 th-grade-science-msp-prep-kit-washington-state 24

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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

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MSP Practice Kit: Main Elements Planning & Organizing 1.Calendar 2.Lesson Plans Do, Talk, Improve work Strategy Sessions 3.Tracking Tools 26

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MSP Practice Kit: Main Elements Planning & Organizing 1.Calendar 2.Lesson Plans Do, Talk, Improve work Strategy Sessions 3.Tracking Tools 27

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MSP Practice Kit: Main Elements Planning & Organizing 1.Calendar 2.Lesson Plans Do, Talk, Improve work Strategy Sessions 3.Tracking Tools 28

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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 29

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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 30

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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 Teacher tools Differentiated extra practice Confidence Line self-confidence & reasons for it 31

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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

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MSP Practice Kit: Student Rubric 1pg, adapted from OSPI rubric pages Used Page Keeleys: C-E-R framework for scientific explanations 33

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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 34

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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

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Questions/Comments Contacts Tom Hathorn Science and Mathematics Specialist Bethel School District thathorn@bethelsd.org Kirk Robbins Science Director Kent School District Kirk.Robbins@kent.k12.wa.us 36

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Next Generation Science Standards (NGSS) Update http://www.nextgenscience.org/ 37

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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

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Science Notebooks 39

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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

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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

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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

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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

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Many Resources http://www.sciencenotebooks.org/ 44 Writing in Science

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Questions/Comments Contact Ellen Ebert Director Teaching and Learning Science Ellen.ebert@k12.wa.us Thank you for joining in today! 45