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 Science Curriculum Standards

Proficient Level

Secondary

Workshop4: 12/4/2011

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Agenda4:00 - 4:05 Pm Welcome

4:05 - 4: 30 Pm DOK Activity Recap

4:30 - 5:00 Pm Standards alignement to DOK

5:00 - 6:00 Pm Test Items

6:00 - 6:15 Pm Prayer Break

6:15 - 7:15 Pm Item writing activity related to DOK

7:15- 7: 30 Pm Survey and Feed back

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DOK Activity Recap

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Standard Alignment to DOK

Why would you want to align your curriculum?

What should you align it with?

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What is Curriculum Alignment?

Curriculum alignment means assuring that the material taught in the school matches the standards and assessments set by the state or district for specific grade levels.

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Misalignment - SEDL

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Ideal Alignment - SEDL

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Alignment Is the Qatar national curriculum aligned to

the Grade-Level Expectations (GLEs)?◦ Does the curriculum have measurable goals and

objectives?◦ Do the measurable goals and objectives aligned

to the GLEs at the appropriate grade level?

◦ In your Grade level Please discuss and present your thoughts

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A Process for Alignment Review your grade level standards and

benchmarks. Review the grade level before you and the

grade level after you. Identify where in your curriculum the

standard/benchmark is assessed and how it is assessed.

Identify where in your curriculum the standard/benchmark is taught and how it is taught.

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Standard Alignment Activity

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Test Items

Types of test items:1. True-false items2. Matching types3. Completion or fill in the blanks4. Multiple-choice type items5. Constructed response (Short –

Extended)6. Essay

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Average Response TimeItem Type Average Response Time

True-false 30 secondsMatching and

Ordering30 seconds per

responseCompletion 60 seconds

Multiple-choice 60 – 90 secondsShort Answer 120 seconds

Essay 10 – 30 minutes13

General Item Writing Rules(These rules are available on the website for this course)

Provide clear and understandable directions to students about how to respond.

Be sure the items themselves are clear (unambiguous) to students.

Do not provide unintentional cues regarding the correct response.

Use grammar and vocabulary consistent with the source of instruction.

Write the item so that it measures the specified learning target.

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Work in groups according to the subjects( Two groups from each subject) .

Choose one card( choose one type of question).

Each group read about the type of question, choose good examples for this type of question.

Each group present their type of question.

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Test Items activity:

Multiple-Choice Items

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Anatomy of Multiple-Choice Items

MC items consist of ….◦ A stem,

Either a direct question, or An incomplete statement to be completed.

◦ A correct answer, and◦ Two or more distracters or foils.

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Multiple-Choice Items:Advantages

◦a wide sampling of content or learning outcomes.

◦a reduced guessing factor when compared to true-false items.

◦different response alternatives which can provide diagnostic feedback. versatility in measuring all levels of cognitive ability.

◦highly reliable test scores.

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◦are difficult and time consuming to construct.

◦lead an instructor to favor simple recall of facts.

◦ somewhat susceptible to guessing.◦ place a high degree of dependence on the students reading ability and instructor's writing ability.

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Multiple-choice itemsand Limitations

How to Write Stems

◦Present a single, definitive problem

◦Use a question format ◦Appropriate level of difficulty ◦Active voice

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The Stem1. When possible, state the stem as a direct question rather than as an incomplete statement.

•Alloys are ordinarily produced by

•How are alloys ordinarily produced?

Guidelines to Write Options

Comparable in content, length, & logic

Non-repeating Logically or numerically ordered Avoid “All of the above” and “None of the above”

Plausible distracters

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Make the alternatives mutually exclusive.•Options avoid repetitive words•Adjectives or adverbs are highlighted when they reverse or alter the meaning of a stem

Words like not and except should be emphasized.

These can be used, but only when it is important to do so.

The use of “all of the above” or “none of the above” used only when necessary

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Multiple-Choice Items

Multiple-Choice Items Examples of uses of not and except

1. Which of the following qualities least affects the reliability of a test?

2. All of the following represents types of validity EXCEPT…

3. The quality that is not an advantage of multiple-choice items is…

4. ALL BUT WHICH ONE of the following is...

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Developing Constructed-Response Items

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Developing Constructed-Response Items Major advantage of constructed-response

items:◦ They elicit responses that more closely

resemble real-life behavior.

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Short-Answer Items:Item-writing rules

1. Use direct questions rather than incomplete statements.

2. Write items so that the correct response is concise (a few words or a short phrase).

3. Write items so that they can be scored efficiently.

4. Be sure there is a highly limited set of correct responses.

5. Think of the correct response, then write the item.

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Extended Constructed Response Items

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What are Extended Constructed Response Items?

Open-ended Questions Require several sentences or brief paragraph Require higher level thinking (than simple recall)

and the application of students’ knowledge◦ Making Comparisons◦ Identifying Patterns◦ Evaluating Points of View◦ Making Generalizations◦ Synthesizing Information

Allow for the examination of Student Thinking Scored using a Rubric that provides varying

degrees of Credit

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Why Use Constructed Response Items?

“The notion that learning comes about by accretion of little bits is outmoded learning theory. Current models of learning … contend that learners gain understanding when they construct their own knowledge and develop … interconnections among facts and concepts …”

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WHEN to use Constructed Response:Consider the VERB of the Content Expectation:

Generate new questions that can be investigated in the laboratory or field.

Use empirical evidence to explain and critique the reasoning used to draw a scientific conclusion or explanation.

Draw isomers for simple hydrocarbons.

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HOW to Develop Constructed Response Items: The Specifics

Set the Context◦ Specify the knowledge to be brought to bear

Specify the Reasoning◦ Use specific verbs e.g. analyze, cite, describe…

Point the Way◦ Inform students of the criteria that will be applied

to evaluate their responses Develop the Scoring Rubric

◦ Clear articulation of the appropriate evaluation criteria by which to judge the quality of student responses.

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Examples: High School Science

B1 Identify scientific tradeoffs in design decisions and choose among alternative solutions.

ANDB4 Recognize that genetic engineering techniques

provide great potential and responsibilities.

“Some people believe that recombinant DNA technology has serious disadvantages. Describe one disadvantage that might result from the use of recombinant DNA technology. Then describe a plan or a policy for dealing with the disadvantage that could be followed by research scientists, doctors, public officials, or other people who are involved with recombinant DNA technology and its uses.”

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Exercise-specific Scoring RubricComplete (3):  Student response describes a reasonable disadvantage

of recombinant DNA technology and provides a clear description of a plan for dealing with the disadvantage. Credited disadvantages (1 pt) include:◦ Regulation of new strains ◦ Production of dangerous organisms ◦ Genetic Similarity - loss of diversity ◦ Regulation of applications/patents

Credited acceptable plans (2 pts) include:◦ Informed consent ◦ Regulation ◦ Thorough testing ◦ Oversight committee

Essential (2):  Student response describes a reasonable disadvantage and attempts a brief description of a plan for dealing with this disadvantage (e.g., test or observe, research further). OR Student response provides only a description of a plan. 

Partial (1):  Student response describes a reasonable disadvantage of genetic technology but does not develop a plan for dealing with the disadvantage. 

Unsatisfactory/Incorrect (0):  Student response states that there are no disadvantages, or states a disadvantage that is inaccurate or unreasonable.

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Sample Student Response: Complete (3/3)

“Student response states that making new kinds of viruses and mutations are a disadvantage, and outlines a plan that involves experimentation with human cells outside the body.”

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Sample Student Response: Essential (2/3)

“Student response discusses the production of dangerous viruses, and attempts a brief description of a plan.”

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Sample Student Response: Partial (1/3)

“Student response explains that the intermixing of genes could result in the production of nontreatable diseases. No plan is given.”

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Sample Student Response: Unsatisfactory

(0/3)

“Student response does not give a clear disadvantage, and states merely that these people should stop messing around with recombinant DNA technology.”

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SI(P )Analyze information from data tables and graphs to answer scientific questions.

“One characteristic that can be used to identify pure metals is density. If you determine the density of a pure metal, you can determine what the metal is, as shown in the table below.

 

Suppose that you determine that a metal ring has a density of 15.3 grams/cm3. Assume that the ring is a mixture of some combination of the metals listed in the table. What can you determine about its composition from its calculated density? Explain your answer.”

Activity #1: Write a Scoring Rubric

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B Explain that cellular differentiation results from gene expression and/or environmental influence (e.g., metamorphosis, nutrition).  

Sample Item: “Biologists know that nearly all cells in a person's body contain the same genes. For example, kidney cells contain the same genes as the cells that normally make hemoglobin. Given these facts, explain why kidney cells do not make hemoglobin even though they contain the hemoglobin gene.”

Activity #1: Write a Scoring Rubric

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L Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive) work together to perform selected activities. 

Sample Item: “When you exercise strenuously, your body produces excess heat. Describe at least two things your body does to help prevent your temperature from rising excessively, and explain why the body's response is effective.”

Activity #1: Write a Scoring Rubric

SCENARIO-BASED QUEST IONSA scenario-based question provides a series of statements that outlines a scheme or sequence of events in summary form, followed by a question concerning what should be discovered or deduced from the scenario.

PROBLEM SOLVING G IVEN A SCENARIO Scenario-based items can utilize these forms of

question construction formats after presenting the situation under investigation.

• What is the nature of the problem?• What is needed to solve the problem?• What will occur from......?• What is a solution?• If this happens, what should be done?• What is the most effective or efficient solution?• Why is … the most effective solution?

DEMONSTRATING CRITICAL THINKING IN PREDICTING• What would happen if ….?• Given …. what is the primary cause?• On the basis of …, what is the primary

cause?

DEMONSTRATING CRITICAL THINKING in EVALUATING SKILLS• What is the most effective (appropriate)

method for ….?• What is better (or worse) ….?• What is the most critical step in this

procedure?• What is (un)necessary in a procedure?

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1. Assess understanding beyond rote recall.◦ There should be more than one way to

answer a question.◦ There should be opportunities for

students to earn partial credit.

Eight Guidelines for Writing Constructed-Response Items:

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2. Keep the item within a reasonable scope.◦ Avoid questions that are so broad that a

knowledgeable person could write multiple pages on the subject.

EXAMPLE:Poor: Explain kinetic energy and

gravitational potential energy.Better: A pencil rolls across a tabletop and

then falls to the floor. Describe the changes in the kinetic energy and gravitational potential energy of the pencil as it rolls, falls, and lands on the floor.

Eight Guidelines for Writing Constructed-Response Items:

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3. Define the task specifically.◦ Don’t expect students to “read between the

lines.”

EXAMPLE:Poor: Describe the differences between

various types of rocks.Better: Describe three differences between

igneous and sedimentary rocks.

Eight Guidelines for Writing Constructed-Response Items:

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4. Break a complex task into parts.◦ Makes an item more accessible to students.◦ Put tasks in a logical sequence (first part is often

at lower cognitive level than later parts).◦ Avoid redundancy.

EXAMPLE:Poor: Juan and Valerie are designing an experiment to test

whether a pesticide affects tomato plant growth. Identify four possible variables in this experiment. Choose one of these and explain how it can be controlled and how the results might change if it were not controlled.

Better: Juan and Valerie are designing an experiment to test whether a pesticide affects tomato plant growth. A. Identify four possible variables in this experiment. B. Choose one of these and explain how it can be controlled.C. Explain how the results of their experiment might change

if this factor were not controlled.

Eight Guidelines for Writing Constructed-Response Items:

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5. Use verbs that discourage one-word responses.◦ Avoid questions that can be answered simply

“yes” or “no.”

EXAMPLES: “Explain” or “Illustrate” vs. “Name” or

“List”

Eight Guidelines for Writing Constructed-Response Items:

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6. Use caution when asking subjective questions.◦ Items should not intrude on student privacy.◦ Do not ask students how they feel.◦ Do not ask students to relate things to personal

experience.◦ Any explanation or justification for a student’s

response should be based on the stimulus material.

Eight Guidelines for Writing Constructed-Response Items:

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7. Write the scoring rubric at the same time as the item.◦ Include examples of “correct” or “partial”

responses.

8. Critique and confirm that the item elicits the intended response.◦ Aligned to a specific Content Expectation.◦ A common error is to ask one question, but base

the scoring rubric on an answer that really corresponds to another related question that goes into more depth than what is asked.

Eight Guidelines for Writing Constructed-Response Items:

Essay ItemsAdvantages:Unique advantage: Can assess ability

to communicate in writing (synthesize, evaluate, compose).

Other advantages:1. Provide more direct measures of

behaviors specified in performance objectives.

2. Require the student to produce a response.

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Essay Items: LimitationsScoring is less reliable (more subjective).

1. Inconsistent within teachers across multiple scorings of the same responses.

2. Inconsistent within teachers across students.

3. Inconsistent among teachers on the same responses.

Provides less adequate sampling of content domain.

More time-consuming to score.

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Essay Item-Writing Rules1. Convey a clear idea of how extensive a response

is expected: Ten minutes or less (typical for a restricted-response

essays). Specify a range for the number of words or the amount

of time to be spent on the response. Make the distribution of points obvious.

2. Develop a suitable scoring plan (rubric): Would different readers assign the same score? Describe what constitutes a correct and complete

response. The rubric should be obvious to knowledgeable

students. You do not have an essay item unless you have a

rubric!

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Physics:1. Describe briefly Rutherford's experiment

probing the structure of the atom and explain why the result was a surprise.

2. Do you think a photon is more like a wave or more like a particle? Explain why you think so.

Examples of essay questions

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Biology: 1. Homeostatic maintenance of optimal blood

glucose levels has been intensively studied in vertebrate organisms.

(a) Pancreatic hormones regulate blood glucose levels. Identify TWO pancreatic hormones and describe the effect of each hormone on blood glucose levels.

(b) Compare the cell-signaling mechanisms of steroid hormones and protein hormones.

Examples of essay questions

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Chemistry:1. Give one method of preparation of ozone. Write

two oxidizing and two reducing properties of ozone with equations.

2. Write any two methods of preparation of Aniline with equation. How does Aniline react with

a) Nitrous acid andb) Chloroform in the presence of alcoholic KOH.

Examples of essay questions

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Home workBring a chapter test and identify on it

test items (Multiple choice – Constructed Responses items)

Note: Modify the items if it is needed according to the rules of test items and higher DOK .

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Secondary Proficient in Wikisapce

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