science curriculum standards proficient level week 5 : 25/10/2011 science curriculum standards...

Science Curriculum Standards

Proficient Level

week 5 : QUESTIONS TYPES

25/10/2011

AGENDA

10:00 - 10:10 Starter activity

10:10 – 12:15 Questions types

12:15 - 12:30 Prayer Break

12:30 - 1:15 Question Types and DOK

1:15- 1: 30 Survey and Feed back

STARTER ACTIVITY:

Figure 1 is divided into 3 equal and identical shapes. Figure 2 is divided into four equal

and identical shapes. Can you divide figure 3 into five equal and identical shapes?

THE ANSWER IS

ACTIVITY:

Sit in groups according to your subject.

Choose a standard write different type of questions on this standard.

Types of questions

selected

True or false

Multiple choice

Match between

constructed

Short answer questions

Extended constructed

answer questions

Essay questions

AVERAGE ANSWER TIME

Question Type Average answer Time

True-false 30 seconds

Matching and Ordering

30 seconds per answer

Fill the blanks 60 seconds

Multiple-choice 60 – 90 seconds

Short Answer 120 seconds (2 mins)

Essay 10 – 30 minutes

7

QUESTIONS TYPES ACTIVITY: (15 MINS) Work in groups according to subject. Choose one type of questions. Each group read about the type of question, Summarize what you have. Each group present their type of question. Each group should choose:

A leader.Presenter.Time keeper.Writer.Observer/s

8

DEVELOPING MULTIPLE CHOICE QUESTIONS

9

Multiple Choices Questions

Types: •Question/Right answer •Incomplete statement •Best answer

Good for: •Application, synthesis, analysis, and evaluation levels

Multiple Choices Questions

HOW TO WRITE STEMS 1. PRESENT A SINGLE, DEFINITE

STATEMENT TO BE ANSWERED BY ONE OF THE SEVERAL GIVEN CHOICES

2. WHEN POSSIBLE, STATE THE STEM AS A DIRECT QUESTION RATHER THAN AS AN INCOMPLETE STATEMENT AND PLACE MOST OF THE WORDS IN THE QUESTION

12

STEM•Alloys are ordinarily produced by…..

•How are alloys ordinarily produced?

GUIDELINES TO WRITE OPTIONS Comparable in content, length, & logicNon-repeating Mix up the order of the correct answersAvoid “All of the above” and “None of the

above” Plausible distractersWords like not and except should be

emphasized. (these can be used, but only when it is important to do so).

13

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

catalysts EXCEPT…

3. The quality that is not an advantage

of multiple-choice questions is…

14

IF NEGATIVES MUST BE USED, CAPITALIZE, UNDER LINED OR OTHERWISE HIGHLIGHT.

Weak question: Which of the following is not an example of bacterial dieses? a. athletes foot b. pneumonia c. scarlet fever. d. cystic fibrosis

Improved question: Which of the following is an example of bacterial

daises? a. dysentery b. AIDS. c. pneumonia d. athletes foot

A student heated 20 grams of liquid hydrogen peroxide, the mass of oxygen that was produces is……….

DEVELOPING CONSTRUCTED-ANSWER

QUESTION

19

SHORT-ANSWER QUESTION: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.

20

EXAMPLES OF SHORT ANSWER QUESTIONS

What are the 5 functions that the skeletal system provides in the body?

Name and Describe the 2 types of joints and give examples.

What are voluntary and involuntary muscles? give examples?

Name 4 good habits to keep your skin healthy:

EXTENDED CONSTRUCTED ANSWER QUESTIONS

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

22

WHEN TO USE CONSTRUCTED ANSWER QUESTION:

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.

23

HOW TO DEVELOP CONSTRUCTED RESPONSE ITEMS: THE SPECIFICS

Set the ContextSpecify the knowledge to be brought to bear

Specify the ReasoningUse 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 RubricClear articulation of the appropriate evaluation

criteria by which to judge the quality of student responses.

24

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:

25

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:

26

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.


27

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.


28

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”


29

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.


30

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.


31

EXAMPLES: HIGH SCHOOL SCIENCE

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

AND

B4 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.”

32

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.

33

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.”

34

SAMPLE STUDENT RESPONSE: ESSENTIAL (2/3)

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

35

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.”

36

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.”

37

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

38

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.”


39

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.”


40

SCENARIO-BASED QUEST IONS

A 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?

ESSAY QUESTIONS

Good for: Application, synthesis and evaluation levels

Types: Extended answer: synthesis

and evaluation levels; a lot of freedom in answers

•Provide reasonable time limits for thinking and writing. •Give definitive task to student-compare, analyze, evaluate, etc. •Use checklist point system to score with a model answer: write outline, determine how many points to assign to each part •Score one question at a time-all at the same time.

ACTIVITY

With your group choose a unit from your grade level and write 2 questions from each type of questions

EXAMPLES OF DIFFERENT TYPES OF QUESTION

http://nces.ed.gov/nationsreportcard/itmrlsx/search.aspx?subject=science



48

HOME WORK

Bring a chapter test and identify on it test questions (Multiple choice –

constructed answer questions )

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

SECONDARY PROFICIENT IN WIKISPACES

http://proficient1112s1.wikispaces.com/

http://proficient1112s1.wikispaces.com/

science curriculum standards proficient level week 5 : 25/10/2011 science curriculum standards...

Documents