Science Education in CT

Presentation for Teach for America

Mon, Aug 11, 2008http://www.newhavenscience.org/tfa.ppt

WHY TEACH SCIENCE?

SCIENCE EDUCATION GOALSSupported By The New State Framework

An Invitation for Students and Teachers to Explore Science

and Its Role in Society

Science literacy for ALL; solid foundation & motivation for advanced study for MORE!

Science learning in a context of real world issues and technologies

Science learning that is interesting & relevant to students

Science learning that is an active and thoughtful exploration of questions and problems

CT State Dept of Ed Science: http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320890

CURRICULUM - Framework

Content Standards = CURRICULUM guidelines Expected Performances = CMT guidelines Teach more than is tested 3 major concepts per year + STS application Conceptual connections within the grade Learning progressions across grades (Matrix) Balance knowing Science & Doing Science Standards (K-10):

http://www.sde.ct.gov/sde/lib/sde/word_docs/curriculum/science/framework/sciencecoreframework2005v2.doc

Matrix (K-10): http://www.sde.ct.gov/sde/lib/sde/word_docs/curriculum/science/framework/matrix2005.doc

CONNECTIONS THAT SUPPORT LEARNING

STANDARDS: What Students

ShouldKnowCURRICULUM

INSTRUCTION

ASSESSMENT

District Scope & Sequence District Summative

& Classroom Formative Assessments

State Framework State Summative CMT & CAPT

State: CCT & BEST

District: Professional Growth Plan & PD

How Are Framework Learning Goals Organized?

PreK-2: Development of wonder about the natural world and the

ability to apply basic process skills

Grades 3-5: Development of basic descriptions of natural phenomena

and the ability to perform simple explorations

Grades 6-8: Development of basic explanations for natural

phenomena, and the ability to apply experimental procedures to acquire new knowledge

Grades 9-10: Development of interest in global issues and the ability to

collect, analyze and use data to explore and explain related science concepts

Science StandardsScience Standards

Scientific INQUIRY SKILLS

Inquiry (Experiments)Numeracy (Math connection)

Literacy: includesScience, Technology, Society

Standards partsEssential QuestionsEssential QuestionsEssential QuestionsEssential Questions

Content StandardsContent StandardsContent StandardsContent Standards

Performance Standards Performance Standards (tested)(tested)Performance Standards Performance Standards (tested)(tested)

Embedded TasksEmbedded TasksEmbedded TasksEmbedded Tasks

Grade Level Expectations

Draft in Summer 2007, sequential conceptual developments, include vocab words found on CMTs, teacher language (http://www.newhavenscience.org/6-8MSScienceGLEs.doc)

Draft2 in Summer 2008, shorter, use kid language and expectation.

http://www.sde.ct.gov/sde/lib/sde/word_docs/curriculum/science/pk-8_sciencecurriculumstandards8-08.doc

BOTH can be used!Not available for High School (CAPT) :(

Grade 8

Forces and Motion

8.1 — An object’s inertia causes it to continue to moving the way it is moving unless it is acted upon by a force.

State Framework Grade-Level Expectations CMT Correlation

8.1.a The motion of an object can be described by its position, direction of motion and speed.

8.1.b An unbalanced force acting on an object changes its speed and/or direction of motion.

8.1.c Objects moving in circles must experience force acting toward the center.

- Demonstrate how forces (pushes/pulls) act upon an object to change its position over time in relation to a f ixed point of reference.

Calculate the average speed of an object and distinguish between instantaneous speed and average speed of an object. Create and interpret distance-time graphs for objects moving at constant and nonconstant speeds. Predict the motion of an object given the magnitude and direction of forces acting upon it (net force). Justify in writing why an object will not change its motion when forces acting upon it are balanced. Investigate and demonstrate how unbalanced forces cause acceleration (change in speed and/or direction of an object’s motion). Distinguish between scalar and vector quantit ies as they relate to motion of an object (speed vs. velocity). Assess in writing the relationship between an object’s mass and its inertia when at rest and in motion. Express mathematically how the mass of an object and the force acting on it affect its acceleration. Design and conduct an experiment to determine the relationship between gravitational acceleration and fluid fr iction (air resistance) on a falling object. Illustrate how the circular motion (centripetal motion) of an object is caused by a center seeking force resulting in the object’s constant acceleration.

- C22. Calculate the average speed of a moving object and ill ustrate the motion of objects in graphs of distance over time.

- - C23. Describe

the quali tative relationships among force, mass and changes in motion.

- - C24. Describe

the forces acting on an object moving in a circular path.

Example GLE

Science Curriculum Overview: Vision

Science Curriculum Overview: Vision

Science is for All Science is for All StudentsStudents Science LiteracyScience Literacy Active LearningActive Learning Teachers FacilitatorsTeachers Facilitators

Science Curriculum Overview

Science Curriculum Overview

Instruction PhilosophyInstruction Philosophy

Learning CYCLE (5 E’s)Learning CYCLE (5 E’s)

Key Research Based Key Research Based StrategiesStrategies

Assessment PhilosophyAssessment Philosophy

Grades 6-8 Core Scientific Inquiry, Literacy and Numeracy

How is scientific knowledge created and communicated?

C INQ.1 Identify questions that can be answered through scientific investigation.C INQ.2 Read, interpret and examine the credibility of scientific claims in different sources of information.C INQ.3 Design and conduct appropriate types of scientific investigations to answer different questions.C INQ.4 Identify independent and dependent variables, and those variables that are kept constant, when designing an experiment.C INQ.5 Use appropriate tools and techniques to make observations and gather data.C INQ.6 Use mathematical operations to analyze and interpret data. C INQ.7 Identify and present relationships between variables in appropriate graphs.C INQ.8 Draw conclusions and identify sources of error.C INQ.9 Provide explanations to investigated problems or questions. C INQ.10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

Learning Cycle

Engagement: stimulate students’ interest, curiosity and preconceptions;

Exploration: first-hand experiences with concepts without direct instruction;

Explanation: students’ explanations followed by introduction of formal terms and clarifications;

Elaboration: applying knowledge to solve a problem. Students frequently develop and complete their own well-designed investigations;

Evaluation: students and teachers reflect on change in conceptual understanding and identify ideas still “under development”.

See: 5E Model: http://www.newhavenscience.org/5e.doc

INQUIRY SKILLS

apply science process skillsread and write science-related textssearch scientific databasesuse mathematics to make sense out of datapose and evaluate arguments based on

evidenceapply logical conclusions from such

arguments

EXPERIMENTS

What makes a good experiment?

What are the parts to a good experiment?

What is “the” scientific method?

SCIENTIFIC METHOD:

finding out something to investigate (the "problem"), coming up with a theory or hypothesis based on

observations: how one property (chemical, physical, environmental, biological) affects another.

designing a good experiment to test the idea, and making a prediction.

conducting the experiment. organizing and analyzing the results. drawing a conclusion and stating the validity.

HYPOTHESIS:CAUSE and EFFECTOne property affects another

property (factor, stimuli, characteristic,

measurement, observation, etc..), both can be observed/measured.

HYPOTHESIS:CAUSE and EFFECT Independent and Dependent

Variable Variable

"Control" "Responding"

"Manipulated" Measured Result

Input Output

What makes a good experiment?

CAUSE AFFECTS EFFECTAll other properties remain the same, they are

"controlled". A "VALID" experiment is one that

assures that the result output (dependent variable) is due to the input (independent variable), not to any other factor.

It also has a starting point to compare to, the "control"

LIGHT AFFECTS GROWTH

Prediction: more light, more growth Independent: amount of light Dependent: amount of growth Control Group: Room setup with NO

light Experimental Group: Others

Constants: everything else (food, air, etc.. All CONTROLLED)

In Algebra terms:

Independent Variable is the cause, the X Dependent Variable is the effect, the Y.

These can be stated as a qualitative or quantitative value. The relationship could be expressed as a bar graph, scatter plot, or "line" graph.

Y is a FUNCTION of X.

CLOSED TO OPEN

Test how three different lengths of string affect the period of a pendulum using these materials and this procedure.

Design an experiment to test how the length of a string affects the period of a pendulum using these materials.

Design an experiment to test how either length, mass, or angle of a string affects the period of a pendulum using these materials or others you ask for.

Design an experiment to test how length, mass, and angle of a string affect the period and the slowing down of a pendulum using any materials.

Design an experiment to see what things change how a pendulum swings.

OPEN ENDED QUESTIONS

Questions based on someone ELSE’S Lab

Requires student to apply and explain a science concept.

Has more than one aspect to a correct answer, or more than one correct answer.

Requires higher order thinking, and relevant prior knowledge to answer completely.

KEY ESSENTIAL QUESTIONS

HOW ________ AFFECTS __________ -How would we help students be able to construct their hypothesis

as cause/effect. -What are the key parts to this experiment? -After doing the experiment: What scaffolding do students need? (Prior experiments,

experience) What skills do they need? Which inquiry/numeracy/literacy standards for our grade

does this address? What extensions can we make? -What are the key elements of a good lab report? Rubric for scoring

lab?

Sample Embedded Task

To Start… Try: Catch IT Task MEASURE reaction time

catching a ruler!Distance Ruler

Dropped

(in centimeters)

Reaction Time

(in seconds)

1 .05

2 .07

3 .08

4 .09

5 0.10

10 0.14

15 0.18

20 0.20

25 0.23

30 0.25

ELABORATE

Investigation #2: What Affects Reaction Time?

In Investigation #1, you may have noticed that people have

different reaction times. Through your research, you have learned

how the senses and the brain communicate to cause reactions.

What human characteristics or environmental conditions do you

think might affect how fast someone can react? In Investigation

#2, you will identify a reaction time question to explore.

Experiment

Do your experiment following the steps below:

1. DECIDE on a research question. RECORD it in your science

notebook.

2. DESIGN a plan to conduct your investigation.

3. CREATE a data table in your science notebook that will help you keep your measurements organized. You will also want to record any unexpected observations and questions.

4. CONDUCT your experiment. Collect and record data for each trial in your notebook.

5. CALCULATE the average time it took for each subject to catch the

ruler. RECORD the average reaction times for each subject in your data table.

6. DRAW a bar graph that compares the average reaction times of

your subjects for the factor you tested.

7. INTERPRET the data. What conclusions can you draw based on the

graph? Did the factor you investigated have an effect on the reaction times of your subjects?

PRESENT Present Your Findings:

Work with your partners to make a poster that summarizes your investigation. Use the poster to make a presentation to your class to share the results of your investigation. They will want to hear what you found out in Investigation #2. Some of them may have done a similar investigation, and you will want to know if their findings were similar to yours.

Your poster should include:

The question you were investigating;

A brief description of how you did your experiment;

A bar graph showing your findings; and The conclusion that is supported by your data.

Be prepared to tell your class about any data you collected that might not be accurate because of unexpected things that happened during your experiment

Investigate!

What do I see (observe)?What do I think?What do I wonder?What can I investigate?What can I analyze?What can I communicate?

Example Inquiry MC Question

Some students did an experiment to find out which type of paper holds the most water. They followed these steps:

1.Fill a container with 25 milliliters of water.2.Dip pieces of paper towel into the water until all the water is absorbed.3.Count how many pieces of paper towel were used to absorb all the water.4.Repeat with tissues and napkins.

If another group of students wanted to repeat this experiment, which information would be most important for them to know?a.The size of the water containerb.The size of the paper pieces *c.When the experiment was doned.How many students were in the group

Example Inquiry Constructed Response

Imagine that you want to do a pulse rate experiment to enter in the school science fair. You’ve decided to investigate whether listening to different kinds of music affects people’s pulse rate.

Write a step-by-step procedure you could use to collect reliable data related to your question. Include enough detail so that someone else could conduct the same experiment and get similar results.

Example CMT Science Rubric

Score Point 2

The response is correct, complete and appropriate. The student has demonstrated a strong understanding of scientific concepts and inquiry skills. The response may contain minor errors that will not necessarily lower the score.

Score Point 1

The response is partially correct and appropriate although minor inaccuracies or misconceptions may occur. The student has demonstrated limited evidence of an understanding of scientific concepts and inquiry skills.

Score Point 0

The response is an unsatisfactory answer to the question. The student has failed to address the question or does so in a very limited way. The student shows no evidence for understanding scientific concepts and inquiry skills. Serious misconceptions may exist.

WHY INQUIRY???

Research shows this is how middle and high school students learn science concepts and skills the BEST.

What Works? KEY RESEARCH BASED SCIENCE INSTRUCTIONAL STRATEGIES -Create a Climate for Learning: well planned lessons, positive teacher attitude, safe, secure, enriching environment. -Follow a Guided Inquiry Learning Cycle Modelà Open Ended Inquiry: Guided Inquiry into a teacher posed question by students

leads to students investigating their own questions. -Generating and Testing Hypotheses: students given the opportunity to investigate their ideas. -Setting Objectives/Providing Feedback: Objectives are always clear for all class activities, students always know how they are

meeting objectives. -Use Warm Up Activities, Questions, Cues, Advance Organizers: Starter questions generate interest, cue students as to learning

activities, and provide a reference throughout a lesson -Assess Prior Knowledge/Misconceptions: Students have to construct their internal model of science concepts and reconcile it

with previous experience, often leading to hard to overcome misconceptions. -Self-Explanation/Discussion: Students given the opportunity to explain and discuss ideas are better able to connect prior and

new knowledge and experiences. -Opportunities to Communicate/Cooperative Learning: Science is a group endeavor, as is it’s learning. Students learn best by

communicating and learning from each other. -Vary the Way Students Work: Lab groups, learning centers, projects, and other alternatives to traditional lecture allow for

individualized instruction. -Practice Effective Questioning Techniques: Questions are the tool to move towards a student-centered classroom, and different

types of questions help guide instruction and learning. -Vary the Structure of Lessons, Use Research Based Strategies: Lesson structure depends on the concepts and skills being

learned and assessed. Brain based research in learning points to specific effective varying structures. -Identify Similarities and Differences/Graphic Organizers: Science concepts are often organized into structures by humans

attempting to understand nature. Help students understand the classification and organization of knowledge by continually comparing, classifying, as well as describing analogies and relationships.

-Scaffolded Writing Practice: Students can move from oral explanation to written explanation through careful guidance/practice, including both expository and persuasive writing in science.

-Strengthen Comprehension for Content Area Reading Text: provide guided focus question, organizers, response and discussion questions, summarize, evaluative prompts based on reading.

-Non-Linguistic Representations: Models, drawings, and pictures all can help understand science. -Allow Opportunities for Peer Review: Students are frequently asked to evaluate others’ work on standardized testing and must

be given regular opportunities as part of their science experience. -Create and Embed Science, Technology and Society (STS), issues, and other items relevant to students’ lives. These

interdisciplinary learning activities are designed to engage students in the applications of science using their critical thinking skills and content knowledge. They afford students the opportunity to examine ideas and data related to historical, technological, and/or social aspects of science concepts and content.

How Students Learn Science

Principle #1: Engaging Prior Understandings (Pre/Misconceptions)

Principle #2: Conceptual Frameworks in Understanding Factual Knowledge and, What does it Mean to Do Science

Principle #3: The Importance of Self-Monitoring (Meta Cognition)

http://www.nap.edu/openbook.php?record_id=11102&page=27

Science Testing (6-8)Science Testing (6-8)

CMT Science Grade 8 Mar 08CMT Science Grade 8 Mar 08Covers 6-8 topicsCovers 6-8 topicsHalf on Skills, Embedded TasksHalf on Skills, Embedded TasksAssessments part of curriculumAssessments part of curriculumQuarterly Assessments 7-8 CMT Quarterly Assessments 7-8 CMT likelikePractice for Grade 8 in FebPractice for Grade 8 in Feb

CMT Science AT-A-GLANCE

First administration March 2008 Not currently part of AYP; on the horizon? Cumulative knowledge & inquiry skills

• Elementary science assessed at Gr. 5• Middle school science assessed at Gr. 8• No science CMT in Grades 3,4,6 or 7

Science CMT Format posted at http://www.csde.state.ct.us/public/cedar/assessment/cmt/cmt_handbooks.htm

Handbook in Word form:http://www.newhavenscience.org/science_cmt_handbook.doc

Middle School Science Knowledge & Skills Tested

Middle School Science CMT administered at Gr. 8•59% Knowledge, 41% Inquiry:C.1 to C.30 Framework Expected Performances (30 items)

CINQ 1 to CINQ 10 Framework Inquiry Performances (18 items)

3 short written response items assess INQUIRY in context of curriculum-embedded performance tasks•48 questions; 51 points; single 70-minute session

CMT Science Question Types

Multiple choice and short written responses

Types of knowledge assessed: • basic factual knowledge• conceptual understanding• application of knowledge & skills

No hands-on task on the testing dayINQUIRY is partially assessed by questions related to curriculum-embedded task contexts

About Multiple Choice Items

Brief stem, 4 not brief answer choicesAnswers bubbled in bookletScientific literacy terms (see

Framework and GLEs) may be used in context

Vocabulary definitions are not testedReadability – grade appropriate as

determined by teacher advisory committees

Science Testing (9-12)

Science Testing (9-12)

CAPT Science grade 10, and CAPT Science grade 10, and retestsretestsCovers 9-10 five strands,30+ Covers 9-10 five strands,30+ standardsstandardsHalf on Skills, Embedded TasksHalf on Skills, Embedded TasksAssessments part of curriculumAssessments part of curriculumQuarterly Assessments 9-12 CAPT Quarterly Assessments 9-12 CAPT likelikePractice for Grade 10 in FebPractice for Grade 10 in Feb

CAPT(for ALL) Based on 5 major content strands: Plastics

(Chemical Structures), Global Interdependence (Cycles), Energy Transformations, Cell Chemistry/Bio Tech, Genetics&Evolution

10 tasks ( 5 lab, 5 sts)40 MC content, 20 mc skills, 5 writing open

ended skills (15 pts each strand, 75 pts total)CAPT Handbook (one Word document) at http://www.newhavenscience.org/science_capt_finalhandbook2006.doc 2007 CAPT released items: http://www.csde.state.ct.us/public/cedar/assessment/capt/resources/released_items/capt3/2007_Science_Released_Item_Packet.pdf

What’s an Embedded Task?2-3 part lab investigation, also involves inquiry, “fair test” and writing

Grade 3: Soggy Paper, Grade 4 Go With the Flow (Circuits), Grade 5 Catch It!

Grade 6 Dig InGrade 7 Feel the BeatGrade 8 Shipping and SlidingGrade 9: Plastics, Acid Rain, Solar Cooker Labs PLUS STS: Plastics, Brownfield Sites, Energy Graphs

Grade 10:Apple Juice Enzyme,Yeast Populations Labs PLUS STS Bioengineered Food, Populations

Teaching for Science Success

HOTS in questioning, experimentingHands on, especially physical

science, measuring, doing (not textbook based)

TIME spent investigatingVocab word building along with

investigations, not as stand aloneWRITING of explanations

Lesson Plans, Clear ObjectivesLesson Plans, Clear Objectives

Standards: Inquiry, ConceptsStandards: Inquiry, Concepts

High level QuestioningHigh level QuestioningLab/Hands On Activities at least Lab/Hands On Activities at least Weekly Weekly

instruction

Learning Cycle (Engage before Learning Cycle (Engage before Explain)Explain)

Assess skills !Assess skills !

Nurture curiosityNurture curiosity

instruction

CONTACT CONTACT New Haven: Richard.Therrien@new-haven.k12.ct.us

203-946-7933, 203-946-8664 (fax) www.newhavenscience.org

Bridgeport: Aresta Tompson: athompson@bridgeportedu.net http://www.bridgeportedu.com/SCIENCE/index.html

Hartford: Sandra Inga INGAS001@hartfordschools.org http://www.hartfordschools.org

Stamford: Mona Hanna mhanna@ci.stamford.ct.us http://stamfordpublicschools.org/content/64/88/147/default.aspx

ASSESSMENT AND SOURCES

CMT and CAPT Science Handbooks (CT) http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320890

CAPT Released Items: http://www.csde.state.ct.us/public/cedar/assessment/capt/released_items.htm#8

CMT PRACTICE TESTS: STUDENT GRADE 8 http://www.newhavenscience.org/8NHPSFeb07PracticeCMT.doc, TEACHER GRADE 8 http://www.newhavenscience.org/8NHPSFeb07PracticeCMTTEACHER.doc

CAPT PRACTICE: http://www.newhavenscience.org/capt/index.htm DISTRICT ASSESSMENTS: New Haven: UN: Science, PW: Key http://www,newhavenscience.org/test/

NAEP QUESTION TOOL: http://nces.ed.gov/nationsreportcard/itmrls/startsearch.asp TIMMS RELEASED ITEMS: http://nces.ed.gov/timss/educators.asp

State Tests Online: http://www.edinformatics.com/testing/testing.htm (MAST, NYS, Texas, Colorado recommended)

AMSCO and other Test Prep Books (Prentice Hall includes CMT Science Explorer)

Guide to Writing Formative Assessment

Multiple Choice for Science

http://www.newhavenscience.org/misconcept.doc

http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/mc4critthink.html

http://jonathan.mueller.faculty.noctrl.edu/toolbox/tests/gooditems.htm

http://hotpot.uvic.ca/howto/mcquestion.htm

Example Questions (open ended)

Read about a group’s lab… then:Is their conclusion valid? Why or why

not?How could they have improved? Design a

better experimentRead and interpret their graph, make a

graphIdentify their independent, dependent

variables, explain why.

Example Questions (open ended)

Read some data/results from a graph or web site… then:

Interpret the graphJudge the validity of the sourceUse the results to form an

opinion/make a science/society decision

SAMPLE QUESTIONS*

* Downloaded from NAEP Questions Tool website:

www.nces.ed.gov/nationsreportcard/ITMRLS

Sample Multiple Choice Item (elementary)

(Content – concept – Expected Performance B.3)

A green tree frog lives in a forest. How does the frog's green color help it to survive?  A)  By helping the frog find other frogsB)  By keeping the frog coolC)  By making the frog hard to see when sitting

on leavesD)  By allowing the frog to make its own food

Sample Multiple Choice Item (elementary)

(Inquiry – basic factual knowledge – Expected Performance BINQ.4)

• If you wanted to be able to look at the stars, the planets, and the moon more closely, what should you use?

o Telescopeo Periscopeo Microscopeo Magnifying glass

Sample Multiple Choice Item (middle school)

(Content – application – Expected Performance C.23)

To keep a heavy box sliding across a carpeted floor at constant speed, a continuous force must be applied to the box. This force mainly overcomes which of the following forces? 

A)  Air resistance pressing against the boxB)  The weight of the boxC)  The frictional force exerted by the floor on the boxD)  The gravitational force exerted by the Earth on the

box

Sample Multiple Choice Item (middle school)(Inquiry – Application – Expected Performance CINQ 3)

What would be the best way for Pat to find out which plant food, “Quickgrow” or “Supergrow”, helps a certain type of houseplant grow the most? 

A)  Put some Quickgrow on a plant in the living room, put some Supergrow on a plant of the same type in the bedroom, and see which one grows the most.

B)  Find out how much each kind of plant food costs, because the more expensive kind is probably better for growing plants.

C)  Put some Quickgrow on a few plants, put the same amount of Supergrow on a few other plants of the same type, put all the plants in the same place, and see which group of plants grows the most.

D)  Look at the advertisements for Quickgrow, look at the advertisements for Supergrow, and see which one says it helps plants grow the most.

About Constructed-Response Items

Responses scored as:• 2 = complete• 1 = partial• 0 = inaccurate or off topic

Scored by testing contractor’s trained readersItem-specific scoring rubricsNo penalty for incorrect spelling or mechanicsRange of acceptable answers Responses should directly answer the

question

Sample Written Response Item (elementary)

(Content – concept – Expected Performance B.15)

Explain how you could use wires, a battery and a bulb to see if an object conducts electricity.

______________________________________________________________________________________________________________________________________________________   

Sample Student Response

Put the object in between the two clips so they’re touching, and if the bulb lights it is a conductor.

Scoring Guide2 - Complete

Student response indicates that each item should be placed in the gap in the circuit/tester and attached to both clips. The bulb lights up if the item does conduct electricity. If the bulb does not light up, the item does not conduct electricity.

1 - PartialStudent response indicates that the item should be attached to each clip or says the light bulb lights up if the item conducts electricity.

0 - Unsatisfactory/IncorrectStudent response places item on circuit in a place other than between the clips, or description is too general, or student gives unrelated answer.

 

Sample Written Response Item (MS)*

(Inquiry)

Suppose that for a science project you wanted to find exactly how much the length of a shadow changes during the day. Describe both the materials and the procedures you would use to make these observations.

*Adapted from NAEP Released Items

Student Responses- Complete*

Scorer Comments:Student response provides an equipment list and all parts of an appropriate procedure. The stated time intervals imply both morning and afternoon observations.

*Adapted from NAEP Released Items

Student Responses- Complete*

Scorer Comments:Student response provides an equipment list and all parts of an appropriate procedure. The stated times specified imply that observations are made throughout the course of the day.

*Adapted from NAEP Released Items

Student Responses- Partial*

Scorer Comments:Student response provides only the measurement portion of the procedure correctly. Response is not credited for number of observations because the procedure lists only two observations.

*Adapted from NAEP Released Items

Student Responses- Partial*

Scorer Comments:Student response provides a general procedure without specifying what object casts the shadow or that the shadow needs to be measured. The response recognizes that the observations need to be made throughout the day.

*Adapted from NAEP Released Items

Student Responses- Incorrect*

Scorer Comments:Student response shows lack of understanding that the length of an object's shadow needs to be measured and, instead, attempts to gauge how much the Sun moves.

*Adapted from NAEP Released Items

Student Responses- Incorrect*

Scorer Comments:Student response shows lack of understanding that the length of an object's shadow needs to be measured, and provides an incoherent procedure.

*Adapted from NAEP Released Items

Sample Written Response Item (middle school)

(Inquiry – task related – C.INQ 4)

Describe a general plan for a procedure that could be used to find out if there is a relationship between people’s heights and their pulse rates. Be sure to tell which variables should be kept the same.

_________________________________________________________________________________________________________________