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EDUCATIONAL TRANSFORMATION OFFICE (ETO)
Coaches Academy
PRESENTED BYLois A. Saunders
Science Curriculum Support Specialist
Science
NGSSS & FCAT 2.0
2
ICE BREAKER ACTIVITY Getting Acquainted
“These Are A Few Of My Favorite Things”
Please share your…– Name– School– Subject/Grade you teach or Job Title– Complete this sentence:These are a few of my favorite things.. Science Lab Activity, why?……. Science Lesson,……why.
Common Board Configuration (CBC)
DATE: June 21, 2011
BELL RINGER: Using a circle map, list as many words as you can associated with FCAT 2.0
BENCHMARK: FCAT 2.0.2011
OBJECTIVE:
Today we will examine the role FCAT 5th and 8th Grade Science Specifications play in our work to improve student achievement by using item specifications and Webb’s DOK to critique the level of complexity among questions provided in cooperative groups.
ESSENTIAL QUESTION:
How can understanding the FCAT 2.0 Item Specification Document impact teaching and increase student achievement?
VOCABULARY:
FCAT 2.0, Cognitive Complexity, Item Specifications, Low Complexity, Moderate Complexity, High Complexity, NGSSS
AGENDA: •Access prior knowledge: Student discussion on Circle Map•Fixing Failing Grades VideoI Do:•NGSSS Overview•FCAT 2.0 Overview•Processing Time: Think-Pair-Share•Item Specs•Processing Time: Revisit Circle Map•Bloom vs. Webb•Analyze Cognitive Complexities•Lesson Review and Resources•Revisit Essential Question•Exit Slip: 3-2-1 Post-It•Homework Instruction
EXIT SLIP: On a post-it slip, Connect: 3 ways item specifications can help you impact student achievement .Connect : 2 things you now know about cognitive complexity.Connect: 1 question you still have about FCAT 2.0.
HOME LEARNING:
Review today’s lesson and develop your next steps to share this information with teachers at your school
BELL RINGER
FCAT 2.0
1.Draw the Circle Map shown here.
2.Write “FCAT 2.0” in the inner circle.
3.In the outer circle write all the words associated with “FCAT 2.0” that comes to mind
Why change the current standards?
Identify some reasons why the Science Standards were changed…
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Three Reasons Why The Standards were Changed
• Low student performance
• Persistent low achievement gaps
• Lack of student preparation
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4th grade 8th grade
FL US
Recent NAEP data reveal that while our 4th grade students barely surpassed the national average, our 8th grade students
lagged behind.
Florida’s 8th graders generally performed below the national average on the 2005 NAEP, although our Hispanic students fared better than the national
average for Hispanics.2005 NAEP 8th grade Scale Scores, Fl. vs. U.S.
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All Students Black Hispanic
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In the 2005 “The State of Science Standards Report” done by the Fordham Institute awarded Florida’s Science Standards a “F” grade and Massachusetts received an “A”.
Gross, et al, (2005)
Reasons why Fordham Gave Florida A Grade of “F”
• Florida’s standards were lacking in content• Florida lags behind other states and other
nations • Florida had no criteria to understand and
analyze the impact of scientific discoveries• Chemistry content in K-8 is scanty, and even
less is required in K-12• Physics is disappointing, due to a prevalence
of errors in fact and presentation
The report states Coherence, Focus, and Rigor all need immediate attention in Science. You are the Coach in your school:
QUESTION: Based on what you know about Coherence, Focus, and Rigor
Describe what you should expect to see different when you look at
1. Coherence
2. Focus
3. Rigor
In your science classes
Science Standards In The USA Needs Coherence, Focus, and Rigor
Coherence – Is the sequence of how the topics are taught. (Schmidt, et al., 2005 p. 528)
Focus - The standards must emphasize central concepts, laws, principles, theories, and inquiry strategies (Slattery, 2007)
Rigor - The standards must progress in terms of depth (cognitive complexity) as students move from one grade level to the next? (Schmidt, et al., 2005)
Science Standards In The USA Needs Coherence, Focus, and Rigor
RecommendationsIdentify a big idea and describe the most important characteristics.
Identify essential core content for each area –Example: Earth and Space Science, and connect it to one or two of the most closely related big ideas.
Know where key concepts can be best taught
Address common misconceptions and monitor student’s understanding.
Focus on learning progressions, cycling back through core ideas in different contexts.
(Jean Slattery Achieve Inc., The American Diploma Project. 2007)
Construct grade level specific benchmarks for K-8 that will
support the Bodies of Knowledge.
Verify that the standards are clearly written.
Check the progression of concepts and skills across grades
Check for the omission of benchmarks in the new standards.
Check the content expectations for each grade level
Ensure topics are clustered to facilitate connections and promotes powerful, teaching units.
(Jean Slattery Achieve Inc., The American Diploma Project. 2007)
Recommendations From the National Science Education Standards
The State of Florida Commitment to Excellence
In 2006, the Florida legislature stated its commitment to higher and more challenging standards for Florida’s children by passing HB 7087. Florida law now reads:
§1001.03(1) ...The state board shall establish a schedule to facilitate the periodic review of the standards to ensure adequate rigor, relevance, logical student progression, and integration of reading, writing, and mathematics across all subject areas.
SUNSHINE STATE STANDARDSDemand for Critical Thinkers
The benchmarks in the Sunshine State Standards (SSS)
identify knowledge and skills students are expected to acquire
at each grade level, with the underlying expectation that
students also demonstrate critical thinking.
Goal 3, Standard 4, of Florida’s System of School
Improvement and Accountability makes this expectation clear:
Florida students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.
New Standards Outcome Goals
• Increase depth, understanding, process skills, proficiency
• Lead to mastery of concepts and skills
covering understanding
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Science Standards No longer a mile wide and an inch deep!
• Old K-8 Standards had an average of 67.4 Grade Level Expectations per grade level
• The new K-8 Standards (NGSSS) have an average of only 29 benchmarks per grade level
• Standards within each high school Course Description now provide the teacher with specific standards to teach
Compare the Old Standards with the New Standards
OLD STANDARDS NEW STANDARDS
New Sunshine State Standards vs. 1996 Sunshine State Standards?
Old Standards (Strands)
The Nature of MatterEnergyForce and MotionProcesses That Shape the EarthEarth and SpaceProcesses of LifeHow Living Things Interact With Their EnvironmentNature of Science
New Standards
(Bodies of Knowledge)
E - Earth and Space ScienceL - Life ScienceP - Physical ScienceN - Nature of Science
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How Do I Read The New FCAT 2.0 Coding Scheme?
SC. 5. N. 1. 1 Subject Grade
Level Body of
Knowledge Big Idea/
Supporting Idea/
Standard
Benchmark
MA; SC; LA
NEW! Now grade level/course specific
All standards are of equal importance
Benchmark Coding Scheme
SC. 5. N. 1. 1
Subject Grade Level Body of Knowledge
Big Idea Benchmark
Body of Knowledge Key:N ~ Nature of Science
E ~ Earth and Space ScienceP ~ Physical Science
L ~ Life Science
The numbering for the big ideas is consistent throughout the document. Not all big ideas are addressed at each grade level, so the numbering scheme is not consecutive for each grade level.
23
FCAT 2.0 New Course Description
• Includes benchmarks specifically identified for each course and benchmarks from cross content areas (These benchmarks are usually listed at the beginning of each course description.)
• States the cognitive complexity expectation for each benchmark
• Defines vocabulary in each benchmark
• Provides additional expected vocabulary that should be included by course
The Importance of YourSCIENCE FCAT
ITEM SPECIFICATIONS• What are some of the things your
Science Item Specifications covers?
1.
2.
3.
4.
5.
6.
The Importance of THE SCIENCE FCAT
ITEM SPECIFICATIONS
What are some of the things your Science Item Specifications covers?
1. Defines the content and format of the test items
2. Alignment of items with the standards
3. Provides information about the scope and function of the FCAT
4. It provides general and grade-specific guidelines
5. Describes how the science benchmarks are assessed on the FCAT 2.0
6. Provides sample test items
7. Provides a range of difficulty and cognitive complexity
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Where can I find FCAT Item Specifications for FCAT II Science?
• Test Item Specifications may be found at www.fldoe.org
• Item Specifications is available for Grades 5, 8, and the Biology EOC (3 separate documents)
FCAT 2.0 ITEM SPECIFICATIONS
Was developed and approved by Committees of experienced Florida Educators
•The Specifications is a resource document that defines the content and format of the test and test items
•Each grade-level Specifications document indicates the alignment of items with the Standards.
•It provides information about the scope and function of the FCAT.
•It provide general and grade-specific guidelines for the development of all test items used in the FCAT Science test .
FCAT 2.0 Item Specifications• Describe how the science benchmarks are assessed on
the FCAT 2.0. • Each grade level includes benchmarks from the four
Bodies of Knowledge (Nature of Science, Life Science, Earth Science, and Physical Science).
• 18 Big Ideas thread throughout all the grade levels and build in rigor and depth as students advance.
• The sample test items included in the Specifications represent, whenever possible, a range of difficulty and cognitive complexity.
• Although most of the test items are of average difficulty and moderate complexity, some of the test items presented will be challenging for some students and are specifically included to prompt item writers to submit test items that will measure the abilities of higher-achieving students.
Next Generation Assessment Transition: 2009-2013
Type of Assessment
Assessment Area
Year Administered to Students
2010-11 2011-12 2012-13 2013-14FCAT FCAT Writing Gr 4, 8, 10 Gr 4, 8, 10 Gr 4, 8, 10 Gr 4, 8, 10
FCAT Science Gr 5, 8, 11
FCAT Reading
FCAT Mathematics Gr 10
FCAT 2.0 FCAT 2.0 Reading Gr 3-10 Gr 3-10 Gr 3-10 Gr 3-10
FCAT 2.0 Mathematics
Gr 3-8 Gr 3-8 Gr 3-8 Gr 3-8
FCAT 2.0 Science Gr 5, 8 Gr 5, 8 Gr 5, 8
End-of-Course Assessments
Algebra 1High School High School High School High School
GeometryHigh School High School High School
Biology 1High School High School High School
US HistoryHigh School High School
CivicsMiddle School
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Will our assessments be different? YES!
• Sept, 2007 New Standards were adopted
• 2007-08 Writing teams met to develop FCAT Test Item Specifications
• 2008-09 Test items were developed and reviewed by multiple committees
• 2009-10 Test items were Field Tested along with old standards testing
• 2010-11 NEW 3rd-11th FCAT and Biology EOC Field test
FCAT 2.0
Grades 5 and 8
• Comprehensive assessment • Grade 5 test will cover benchmarks from grades 3-5 • Grade 8 test will cover benchmarks from grades 6-8
• Multiple-choice items only
• Reference sheets - not needed
• Periodic Table available for grade 8
Processing Moment
Think – Pair – Share (TPS)1. Think about the information
provided so far.
2. Pair up with someone
3. Share with your partner something NEW you’ve learned.
CRITERIA FOR FCAT 2.0 SCIENCE TEST ITEMS
All FCAT 2.0 Science test items are in multiple-choice (MC) format. The general specifications on pages 5 through 16 cover the following criteria for the FCAT 2.0:
• Use of Graphics • Item Style and Format • Scope of Test Items • Guidelines for Item Writers • Cognitive Complexity of FCAT 2.0 Science
Test Items • Universal Design
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NGSSS Across the Grades
The Big Idea and/or
Standard
Elementary Middle High School
Grades Grades Grades
K 1 2 3 4 5 6 7 8 9 10 11 12
1: The Practice of Science
2: Characteristics of Scientific Knowledge
3: The Role of Theories, Laws, Hypotheses, and Models
4: Science and Society
5: Earth in Space in Time
6: Earth Structures
7: Earth Systems and Patterns
8: Properties of Matter
9: Changes in Matter
10: Forms of Energy
11: Energy Transfer and Transformations
12: Motion of Objects
13: Forces and Changes in Motion
14: Organization and Development of Living Organisms
15: Diversity and Evolution of Living Organisms
16: Heredity and Reproduction
17: Interdependence
18: Matter and Energy Transformations
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Crosswalk between FCAT assessed benchmarks from the 1996 Sunshine State Science Standards and the New Science Standards
Grades 6-8 SC.A.1.3.1: AA (Also assesses A.1.3.2 & A.1.3.6) The student identifies various ways in which substances differ (e.g., mass, volume, shape, density, texture, and reaction to temperature and light). MC,GR,SR
BM CODE Current SSS Benchmark Strength of
correlation
SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses
and volumes.
M
SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be
demonstrated or measured; for example, density, thermal or electrical conductivity, solubility,
magnetic properties, melting and boiling points, and know that these properties are independent
of the amount of the sample.
S
SC.A.1.3.2: AA (Assessed as A.1.3.1) The student understands the difference between weight and mass. MC,GR,SR
SC.8.P.8.2 Differentiate between weight and mass recognizing that weight is the amount of gravitational pull
on an object and is distinct from, though proportional to, mass.
S
SC.A.1.3.3: CS The student knows that temperature measures the average energy of motion of the particles that make up the substance. MC
Temperature is not specifically defined until grades 9-12 in the new standards.
SC.A.1.3.4: CS The student knows that atoms in solids are close together and do not move around easily; in liquids, atoms tend to move farther apart; in gas, atoms are quite far apart and move around freely. MC
SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain
the motion of particles in solids, liquids, and gases.
S
Science Crosswalk http://www.fldoestem.org/Uploads/1/docs/FLDOE/K-12%20crosswalk_draft3%20(2).pdf
FCAT 2.0
Processing Moment
Turn and Talkwith a shoulder buddy and add
something NEW that you have
learned to your outer circle.
FCAT Science 2.0Here is the new breakdown, based on Webb’s DOK:
Note: A high complexity question in 5th grade may not be a high complexity question in 8th grade. The complexity is ultimately based on the cognitive demand placed on the student. Cognitive complexity also may depend on the level of the distracter.
FCAT 2.0 Science Test Items
The degree of challenge of FCAT 2.0 items is currently categorized in two ways: item difficulty and cognitive complexity.
• Easy: More than 70% of students are more likely to respond correctly.
• Average: Between 40-70% are more likely to respond correctly.
• Challenging: Less than 40% are likely to respond correctly.
Item Difficulty
• The rationale for classifying an item by its DOK level of complexity focuses on the expectations made of the item, not on the ability of the student.
• The categories—low complexity, moderate complexity, and high complexity—form an ordered description of the demands a test item may make on a student
Cognitive Complexity
LEVELS OF COMPLEXITY
Low
Moderate
High
Levels of Complexity
Low ComplexityScience low-complexity test items rely heavily on the recall and recognition of previously learned concepts and principles. Test items typically specify what the student is to do, which often is to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original method or solution.
Moderate ComplexityScience moderate-
complexity test items involve more flexible
thinking than low-complexity test items do. They require
a response that goes beyond the habitual, is not
specified, and ordinarily involves more than a single
step or thought process. The student is expected to decide what to do—using
informal methods of reasoning and problem-
solving strategies—and to bring together skill and knowledge from various
domains
High Complexity
Science high-complexity test items make heavy demands on student
thinking. Students must engage in abstract
reasoning, planning, analysis, judgment, and
creative thought. The test items require that the student think in an
abstract and sophisticated way, often involving multiple steps.
How is Webb’s Depth of Knowledge Different from
Bloom’s Taxonomy?
44
BLOOMS vs. WEBBMake a Chart comparing BLOOMS vs WEBBs
BLOOM’S WEBB’S
1. 1.
2. 3.
4.
5.
2. 3.
4.
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BLOOMS vs. WEBBMake a Chart comparing BLOOMS vs WEBBs
BLOOM’S WEBB’S
1. Knowledge: Recall 1. Knowledge: Recall of Facts, Information, Procedure
2. Comprehension: Ability to process3. Application
4. Analysis
5. Synthesis & Evaluation
2. Basic Application of Skills Concept3. Strategic Thinking
4. Extended Thinking
Bloom VS. Webb
Bloom VS. Webb
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Complexity v. DifficultyThe FCAT items degree of challenge are currentlycategorized in two ways:1. Cognitive Complexity
• Determined by what the item requires the student to recall, understand, analyze, and do.
• Assume student is familiar with basic concepts of the task and focuses on the task.
• Depends on the task not the student.
2. Item Difficulty• Depends on the percentage of students likely to answer
correctly.– Easy – More than 70%– Average – 40% to 70%– Challenging – Less than 40%
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STUDENT LEVELSQuestion:When we talk about a student’s cognitive
complexity levels, what are we really saying?
Answer:
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Levels of Cognitive Complexity• Levels 1, 2, 3, and 4 refer to cognitive processes
involved in completing a task or an assessment item
• Cognitive Complexity Levels 1, 2, 3, and 4 were originally developed to rate assessment items
• They are also used to rate FCAT standards
• Florida used Webb’s DOK/Cognitive Complexity Levels to align the cognitive demands of SSS to FCAT test items
• Cognitive Complexity/DOK ratings create a “ceiling” to assess each benchmark
51
Levels of Cognitive ComplexityTHE 3 LEVELS Of COGNITIVE COMPLEXITY
• Low Complexity – Recall and recognition
• Moderate Complexity – Flexible thinking and choice
• High Complexity – Abstract reasoning and planning
52
Low Complexity• Skills required to respond to low complexity items include
– solving a one-step problem;– computing a sum, difference, product, or quotient;– evaluating a variable expression, given specific values for the
variables;– recognizing or constructing an equivalent representation;– recalling or recognizing a fact, term, or property;– retrieving information from a graph, table, or figure;– identifying appropriate units or tools for common
measurements;– performing a single-unit conversion;– reproducing a diagram or standard representation;– completing a routine procedure, such as measure temperature;
and– calculating using a common formula.
DOK Level 1
53
Moderate Complexity• Skills required to respond to moderate complexity items involve
– more flexible thinking. – involves more than a single step or thought process. – deciding what to do—using informal methods of reasoning and
problem-solving – requires a response that goes beyond the habitual, is not specified,
and ordinarily The student is expected to decide what to do—– bringing together skill and knowledge from various domains– develop logical arguments– explain terms and concepts
DOK Level 2
54
High Complexity• Skills required to respond correctly to high complexity items include
– performing a procedure having multiple steps and multiple decision points;
– solving a non-routine problem (as determined by grade-level appropriateness);
– solving a problem in more than one way;– describing how different representations can be used for different
purposes;– generalizing an algebraic or geometric pattern;– explaining and justifying a solution to a problem;– describing, comparing, and contrasting solution methods;– providing a mathematical justification;– analyzing similarities and differences between procedures and
concepts;– formulating an original problem, given a situation;– formulating a mathematical model for a complex situation;– analyzing or producing a deductive argument;– identifying research questions and design experiments– developing a scientific model for a complex situation; and– forming conclusions and generalizations from experimental data.
DOK Level 3
55
Benchmark Number: SC.8.E.5.4
Benchmark Description:
Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions.
Subject Area: Science
Grade Level: 8
BODY OF KNOWLEDGE:
Earth and Space Science
Big Idea: Earth in Space and Time - The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, and Earth. Humankind’s need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.
Date Adopted or Revised:
02/08
Date of Last Rating: 05/08
Cognitive Complexity/Depth of Knowledge Rating:
High - What does this mean?
Let’s Investigate
Low? Medium? High?
What is the student expected to know?
Recall/recognize which force causes objects to move down an inclined plane.
LOW
Low? Medium? High?
What is the student expected to know?
Identify/Explain forces Acting upon objects (friction and gravity); Compare/contrast materials according to properties, and make
connections.
MEDIUM
Low? Medium? High?
What is the student expected to know?
Recognize and explain: all components of a scientific investigation, that explanations must be linked to evidence, and link them to knowledge of Forces and Changes in Motion.
HIGH
Pondering Moment
• If 10-20% of the questions on the FCAT are of Low level complexity… How much time should we devote to DOK level 1 Thinking?
• If 80% of the questions on the FCAT require Moderate to High levels of complexity… What are YOU doing to promote these complex levels of higher order thinking?
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Should Science Support READING?
BIOLOGY I COURSE DESCRIPTION:LA.910.2.2.3 The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping,
paraphrasing, summarizing, comparing, contrasting, or outlining); LA.910.4.2.2 The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information;
Language Arts standards are infused in all
courses.
How Can I Ensure Success In FCAT 2.0
?List some
ways
How Can I Ensure Success In FCAT 2.0
•Know your Course Standards
•Understand Webb’s Cognitive Complexity
•Study Item Specifications for appropriate rigor
•Teach explicitly and systematically
•Use the Gradual Release Model (I-WE-YOU)
•Plan relevant lessons with Essential Questions
•Write Measurable Objectives
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Why will it be important to align existing resources
(textbooks, etc.) to the new standards?
• Discussion
65
How can I REALLY understand the “Depth” of the
Benchmarks?• The Resources – that will help teachers gain a
better understanding of the benchmarks are available at
www.floridastandards.org www.cpalms.org
• Professional development, PLCs, Lesson Study and team planning will support teachers as they transition to the NGSSS
• What role should my textbook play? A resource
66
Where can I find Help and/or Assistance
• K-12 course descriptions on the DOE Website
http://floridastandards.org/Courses/CourseDescriptionSearch.aspx
• “Remarks” are included with each benchmark.
• These examples may be helpful in providing useful information about the level of rigor expected
Resources
Standards:
http://www.floridastandards.org/Standards/FLStandardSearch.aspx
Item Specifications:
http://www.floridastandards.org/Resource/FCAT_Item_Specifications.aspx
Course Descriptions:
http://www.floridastandards.org/Courses/CourseDescriptionSearch.aspx
FCAT 2.0:
http://fcat.fldoe.org/fcat2/
EXIT SLIPHow can
understanding the FCAT 2.0 Item Specification
Document impact teaching and increase
student achievement?
Essential Question
