Integrating Practices into ItemsNext Generation Assessments for Emerging

Standards

CSSS Large Scale Assessment WebinarTuesday, October 7, 2014

Christopher C. Lazzaro, The College BoardTom Regan, The College Board

AgendaAgenda

• What is the AP redesign and why should we look at it?

• What is so different?

• Example Items Old and New

• Does this align with the goals of the NGSS?

Why Redesign AP Science? Why Redesign AP Science?

- Emphasize deep understanding rather than comprehensive coverage -- avoid “mile wide & inch deep” syndrome

- Reflect current understanding of how students learn in a discipline

- Reflect current research directions within the disciplines

- Emphasize the development of inquiry and reasoning skills

A 2002 NRC Report identified ways to improve advanced study of math and science in the U.S. The Report’s recommendations are applicable to all AP course subjects:

What’s the Big Idea…What’s the Big Idea…

Big Ideas are the key concepts and related content that define the revised AP science courses and exams.

Under each of the Big Ideas, three to five Enduring Understandings (EUs) are identified:

- These EUs are the core concepts that students should retain from the learning experience

Science Practices capture the aspects of science reasoning that are necessary for building, justifying and evaluating evidenced-based, testable explanations and predictions.

Science PracticesBig Idea

Enduring Understanding

BIG IDEAS - BIOBIG IDEAS - BIO

Big Idea 2: Cellular Processes: Energy and CommunicationBiological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis.

Big Idea 3: Genetics and Information TransferLiving systems store, retrieve, transmit, and respond to information essential to life processes.

Big Idea 4: InteractionsBiological systems interact, and these systems and their interactions possess complex properties.

Big Idea 1: EvolutionThe process of evolution drives the diversity and unity of life.

Science PracticesScience Practices

Science PracticesScience Practices

1. Use representations and models to communicate scientific phenomena and solve scientific problems.

2. Use mathematics appropriately.

3. Engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.

4. Plan and implement data collection strategies in relation to a particular scientific question.

5. Perform data analysis and evaluation of evidence.

6. Work with scientific explanations and theories.

7. Connect and relate knowledge across various scales, concepts, and representations in and across domains.

Enduring UnderstandingsEnduring Understandings

What do you want students to know in 50 years?

EUs should describe the target understanding for your curriculum. EUs explain specific learning goals that relate to the corresponding Big Ideas

Enduring UnderstandingsEnduring Understandings

1. EvolutionA: Change in the genetic makeup of a population over time is

evolution

B: Organisms are linked by lines of descent from common ancestry.

C: Life continues to evolve within a changing environment.

D: The origin of living systems is explained by natural processes.

Claim

Science Practices

Big Idea

Enduring Understanding

So How Do You Measure A Students Understanding? So How Do You Measure A Students Understanding?

Evidence-Centered Design Evidence-Centered Design

• Claim – State the knowledge you want students to have. Specify what students should know, understand, and be able to do.

• Evidence – The acceptable evidence that a student has the desired knowledge outlined in the claim?

• Task – What the student does to provide this evidence.

So what’s really so different?So what’s really so different?

Lets look at some Old vs. New exams

Lets look at some Old vs. New exams

OLD: Released 2008 Multiple Choice Exam QuestionOLD: Released 2008 Multiple Choice Exam Question

The picture above represents some stages in the early development of an embryo. In which of the stages does gastrulation begin?

• A. 1• B. 2• C. 3• D. 4• E. 5

The Claim: The student can analyze biological processes involved in growth, reproduction and dynamic homeostasis that include temporal regulation and coordination.

EU 2.E: Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis.

So How Do You Measure A Students Understanding? So How Do You Measure A Students Understanding?

The Evidence: Representation includes relevant factors and processes that solve the problem. The problem is about the timing and coordination of organism development. Explanation includes a claim that relates the representation to the problem and evidence from the representation’s factors and processes that support the claim.

SP.1.4 The student can use representations and models to analyze situations or solve

problems qualitatively and quantitatively.

Big Idea 2: Biological systems utilize free energy

and molecular building blocks to grow, to

reproduce and to maintain dynamic homeostasis.

NEW: Multiple Choice Exam Question NEW: Multiple Choice Exam Question

Which of the following is the most plausible explanation for these findings? • A cell surface protein on cell 4 signals cell 3 to induce

formation of the worm’s intestine.

The diagram below shows a developing worm embryo at the four-cell stage. Experiments have shown that when cell 3 divides, the anterior daughter cell gives rise to muscle and gonads and the posterior daughter cell gives rise to the intestine. However, if the cells of the embryo are separated from one another early during the four-cell stage, no intestine will form. Other experiments have shown that if cell 3 and cell 4 are recombined after the initial separation, the posterior daughter cell of cell 3 will once again give rise to normal intestine.

• The plasma membrane of cell 4 interacts with the plasma membrane of the posterior portion of cell 3, causing invaginations that become microvilli.

• Cell 3 passes an electrical signal to cell 4, which induces differentiation in cell 4.

• Cell 4 transfers genetic material to cell 3, which directs the development of intestinal cells.

OLD: Released 2010 Free Response Exam QuestionOLD: Released 2010 Free Response Exam Question

Use the information in the table below to respond to the statements and questions that

follow. Your answers should be in terms of principles of molecular structure and

intermolecular forces.

a) Draw the complete Lewis electron-dot

diagram for ethyne in the appropriate

cell in the table above.

b) Which of the four molecules contains

the shortest carbon-to-carbon bond?

Explain.

The Claim: Students can predict properties of substances based on their chemical formulas, and provide explanations of their

properties based on particle views.

EU 2.A: Matter can be described by its physical properties. The physical

properties ofa substance generally

depend on the spacing between the particles

(atoms, molecules, ions) that make up the

substance and the forces of attraction among them.

So How Do You Measure A Students Understanding? So How Do You Measure A Students Understanding?

The Evidence: Claim or prediction is based on a diagram or model that analyzes the physical and chemical characteristics of a molecule.

SP.6.4: The student can make claims and

predictions about natural phenomena based on scientific theories and

models.

Big Idea 2: Chemical and physical properties of

materials can be explained by the structure and the arrangement of atoms,

ions, or molecules and the forces between them.

NEW: Free Response Exam Question NEW: Free Response Exam Question

AP Biology Exam UpdatesAP Biology Exam Updates

Organization of the New AP Biology ExamOrganization of the New AP Biology Exam

Section 1: 63 Multiple Choice + 6 Grid-In questions 90 minutes 50% of exam weight

Section 2: 8 Free Response questions

6 short free response questions 2 long free response question (one is lab based)

10 minutes required reading time + 80 minutes response time 50% of exam weight

AP Biology Scores – 2013

Score % of students 5 5.4%4 21.4%3 36.3%2 29.5%1 7.4%

AP Biology Scores – 2013

Multiple choice – 63% correct in 2012

Multiple choice – 61% correct in 2013

Okay, so who’s going to take the new AP?

Ok, but what about the NGSS?

Performance Indicator - 1.1 Explain daily, monthly, and seasonal changes on Earth.

Major Understanding - 1.1e Most objects in the solar system have a regular and predictable motion. These motions explain such phenomena as a day, a year, phases of the Moon, eclipses, tides, meteor showers, and comets.

Earth Science Standard

Question 1A - Earth Science Example Item

During which Northern Hemisphere season is Earth closest to the Sun?

a. spring b. autumn c. summerd. winter

Next Generation Science Standards

Performance Expectation: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases,

eclipses of the sun and moon, and seasons.

Performance Expectation: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases,

eclipses of the sun and moon, and seasons.

Disciplinary Core Idea: The Universe and Its StarsPatterns of the apparent

motion of the sun, the moon, and stars in the sky can be

observed, described, predicted, and explained

with models.

How Do You Measure A Students Understanding?

Science Practice:Developing and Using

ModelsModeling in 9–12 builds on K–8 experiences and progresses

to using, synthesizing, and developing models to predict

and show relationships among variables between

systems and their components in the natural

and designed world(s).

Crosscutting concept: Patterns

Patterns can be used to identify cause-and-effect

relationships.

The Evidence: Analyze a data set and identify patterns of the amount of sunlight at a given location on earth (not the equator). Patterns identified in the data are used to explain the relationship between the tilt of the axis of earth and the celestial plane of earth’s orbit.

1. Review the data in the table.

2. Record the pattern you observe for each of the following in your answer book. Include as much detail in your description as possible. • Time of sunrise• Time of sunset• Length of daylight• The highest angle of the sun in the

sky 3. Record any relationship you see

among the patterns you described for Step 2.

 

Question 1B - NGSS Example Item

4. Plot the daylight length vs month and the sun’s highest angle vs month and connect the dots on your plot with a smooth curve.

5. Determine if the location that the data was collected is in the northern or southern hemisphere. Use the relationship that you identified in the question #3 and the plot that you created in question #4 to justify your answer.

Question 5 - NGSS Example Item con’t

Performance Indicator - 2.1 Use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of Earth’s plates.

Major Understanding – 2.1t and 2.1u 2.1t Natural agents of erosion, generally driven by gravity, remove, transport, and deposit weathered rock particles. Each agent of erosion produces distinctive changes in the material that it transports and creates characteristic surface features and landscapes. In certain erosional situations, loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.

2.1u The natural agents of erosion include:• Streams (running water): Gradient, discharge, and channel shape influence a

stream’s velocity and the erosion and deposition of sediments. Sediments transported by streams tend to become rounded as a result of abrasion. Stream features include V-shaped valleys, deltas, flood plains, and meanders. A watershed is the area drained by a stream and its tributaries.

Aligned ES Standards

Aligned ES Standards con’t

Standard 6 Interconnectedness: common themes

Key Idea 2: Models

Models are simplified representations of objects, structures, or systems used in

analysis, explanation, interpretation, or design.

For example:

• draw a simple contour map of a model landform

• design a 3-D landscape model from a contour map

• construct and interpret a profile based on an isoline map

• use flowcharts to identify rocks and minerals

Question 2A – Earth Science Example Item (June 2010)

36. The landscape feature at location A is best described as

(1) a sandbar(2) an escarpment(3) a delta

(4) a floodplain

37. Which particle of quartz shows evidence of being transported the farthest distance by the stream?

What is this Item measuring?

Claim/Performance Expectation: What is this item testing?

The Evidence: What is the evidence that a student would show that they know/understand this claim?

Performance Expectation: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial

and temporal scales to form continental and ocean-floor features.

Disciplinary Core Idea: Earth Materials and

SystemsEarth’s systems, being

dynamic and interacting, cause feedback effects that

can increase or decrease the original changes.

The Evidence: Creation of a model will identify surface processes that shape continental features. Surface processes could include weathering, volcanism, tectonic uplift, or mass wasting.

Science Practice:Developing and Using ModelsModeling in 9–12 builds on K–8 experiences and progresses

to using, synthesizing, and developing models to predict

and show relationships among variables between systems and

their components in the natural and designed world(s).

Crosscutting concept: Stability and ChangeChange and rates of

change can be quantified and modeled over very

short or very long periods of time. Some system

changes are irreversible.

Question 2B - NGSS Example Item

1.  At which location(s) would you find more deposition?

2. At which location(s) would you find more erosion?

3. At which location would you find the fastest moving water?

Use the locations represented by the letters S, T, U, V, W, X, Y, & Z on the diagram to answer questions 1-3 (letters can be used more than once and it is possible that a question can include more than one letter):

4. If a stream is moving at a rate of 2.5 m/sec, how far will a suspended particle move in 230 seconds?

5. Compared to the stream in the previous question, how much farther would a suspended particle be after 230 seconds if the stream moved at a rate of 15 m/sec?

Question 7 - NGSS Example Item con’t

6. If this increase in the rate of the stream were to happen, how might the diagram change? Use the space provided to redraw the diagram.

Diagram 2: Increased rate of stream

For more information please contact:

Christopher C. LazzaroDirector of Science Education

Research & DevelopmentThe College Board

45 Columbus AvenueNew York, NY 10023-6992

p:212.520.8628f: 212.649.8427

clazzaro@collegeboard.org

Thank you!!