Updates from Science Assessment and Teaching and Learning Science OSPI Webinar November 13, 2014 Ellen Ebert, PhD, Science Director Dawn Cope, Secondary

Updates from Science Assessmentand Teaching and Learning Science

OSPI WebinarNovember 13, 2014

Ellen Ebert, PhD, Science DirectorDawn Cope, Secondary Science Assessment

Kara Todd, Elementary Science Assessment11/13/2014 OSPI_Assessment_T&L_Update 1

OSPI_ASSESSMENT_T&L_UPDATE 2

OSPI Science Assessment UpdatesWEBINAR

NOVEMBER 13, 2014

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AgendaScience assessment system and resourcesGraduation alternativesImpact of new standards adoptionModels (if time)

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Presenters Dawn Cope Science Assessment Lead Biology EOC and 8th Grade MSP [email protected]

Kara Todd Science Assessment Specialist 5th and 8th grade MSPs [email protected]

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mailto:[email protected]



Science Assessment System

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Statewide Measurements of Student Progress Results

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Statewide Biology EOC Results*

* Percentages do not include

“Previously Passed”

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2015 testing windows Winter Biology EOC: January 5 - February 6, 2015, during the last 3 weeks of semester 5th and 8th grade MSP:

◦ Paper/pencil—April 20 – May 19, 2015◦ Online—April 20 – June 5, 2015◦ Not part of the SmarterBalanced ELA or Mathematics assessments

Spring Biology EOC: May 11 – June 12, 2015, during the last 3 weeks of the school year◦ Not part of the SmarterBalanced ELA or Mathematics assessments

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Online testing Science MSP and Smarter Balanced ELA/Mathematics assessments will use the same online test engine. The science MSP is not adaptive. The science items are still based on the 2009 K-12 Science Learning Standards we’ve been assessing since 2011.

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Biology EOC Graduation RequirementLegislative intent regarding high school science assessment (2013 Engrossed House Bill 1450, section 4):

Classes of 2015 and beyond must pass the state science exam to graduate• Biology EOC—Until NGSS are adopted,

implemented, and assessed • Comprehensive NGSS Test—When NGSS are

adopted, implemented, and assessed

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Who Takes the Biology EOC?Winter (January/February) 2015• Any student (class of 2015+) who took the EOC previously and

did not meet standard• Students completing a biology course mid-year

Spring 2015• Any student (2015+) who took the EOC previously and did not

meet standard• Any student (2015+) enrolled in a high school level biology

course• All 10th graders who have not yet met standard

• Meets the high school science testing requirement of NCLB

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MSP and EOC Resources … October 2014 version of Test and Items Specifications Lessons Learned 2014—coming soon Scorer Training Modules—coming Soon

◦ COE, EOC, MSP◦ Videos with materials

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Science Assessment Resources

http://www.k12.wa.us/Science/Assessments.aspx

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Science Assessment Resources

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Graduation Alternatives

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Alternatives for ELL and Spec Ed

Biology EOC (& Science MSP) available in 6 translation languages• Spanish, Russian, Korean, Chinese, Vietnamese, and Somali

IEP can designate Level 2 (Basic) to meet graduation requirement

Developmentally Appropriate Proficiency Exam (DAPE)• ES DAPE and MS DAPE available fall 2014, spring 2015

Locally Determined Assessment (12th graders only) New this school year

For more information:http://www.k12.wa.us/assessment/GraduationAlternatives/default.aspx

John Bresko Special Education Program Supervisor [email protected]

Lesley Siegel Alternate Assessment Coordinator [email protected]

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http://www.k12.wa.us/assessment/GraduationAlternatives/default.aspx





Certificate of Academic Achievement (CAA) Options

Begins with students in class of 2015—Must take EOC once

GPA comparison—draft

Advanced Placement (AP) score of 3 or higher:• Biology, Physics, Chemistry, or Environmental Sciences

International Baccalaureate(IB) score of 4 or higher:• Biology, Physics, Chemistry

ACT Science score:• Will be added when adequate data exists

For more information: http://www.k12.wa.us/assessment/GraduationAlternatives/default.aspx

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CAA Options Available for Biology EOCCollection of Evidence (COE)RCW 28A.655.061

The objective alternative assessments for each content area shall be comparable in rigor to the skills and knowledge that the student must demonstrate on the statewide student assessment for each content area.

The COE uses the same performance level descriptors as the statewide student assessment (EOC).

http://www.k12.wa.us/assessment/StateTesting/PLD/default.aspx

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http://www.k12.wa.us/assessment/StateTesting/PLD/default.aspx


Biology COE ResourcesESD 113 • http://www.coe.k12.wa.us/domain/49 •Guidelines, policies, and sufficiency requirements• The secure EDS System can be accessed by educators who have

students working on a COE. • Generate staff and student groups and accounts, access and complete

tasks, submit collections• Recorded webinars, sample COE tasks, Lessons Learned• Task Matrix • Brief description of the 16 tasks available

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http://www.coe.k12.wa.us/domain/49


Biology COE ResourcesBiology COE Moodle• http://moodle2.ospi.k12.wa.us/enrol/index.php?id=57 • Forum • Task development information • Links to recorded webinars• Salmonberry Habitat Sample COE task (adapted from Bio EOC

scenario-Updates 2013) • The Moths and the Trees Sample COE task (adapted from Bio EOC

scenario-Updates 2014)-Posted October 2014

Scott Killough: [email protected] Science Assessment Specialist 11/13/2014

http://moodle2.ospi.k12.wa.us/enrol/index.php?id=57



Operational ScoringProfessional, trained

scorers(August 2014)

COE Task Development—Winter 2013 to Fall 2014

TasksPiloted

Teachers statewide via Moodle

Task Writing WorkshopTeachers statewide wrote

tasks via Moodle

Develop Test Blueprint

Based on EOC Test Map

Range FindingTeacher statewide-

committee (July 2014)

First Submission June 2014

Tasks reviewed for contentTeachers via Moodle and committee (May 2013)

Range Finding of informal pilot

Teacher statewide-committee (August 2013)

Standards SettingTeacher statewide-

committee (August 2014)

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OSPI_ASSESSMENT_T&L_UPDATE

Date Event

January 28th, 2015 Winter COE Submission: Class of 2015

February 9th - 27th, 2015 ScoringMarch 25th, 2015 Scores released on WAMS

April 29th, 2015 Spring COE Subsequent Submission: Class of 2015

May 11th – 15th, 2015 ScoringMay 29th, 2015 Scores released on WAMS

June 10th, 2015 Summer COE Submission: All eligible students

July 6th – 17th, 2015 ScoringAugust 14th, 2015 Scores released on WAMS

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Upcoming COE Submission Events


Upcoming COE Development Events

Task Writing •November 17-21• ESD 113

Content Review (apply in January)• March 9 – 13• ESD 113 Tumwater

Pilot New Tasks• April and May• Need several teachers

Pilot Rangefinding (apply in April)• June 23 – 27• ESD 113 Tumwater

"SALT" and "PEPPER” email listhttp://www.k12.wa.us/Science/ProfDevelopment.aspx

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http://www.k12.wa.us/Science/ProfDevelopment.aspx


Impact of new standards adoptionWHAT ABOUT THE NGSS?

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What happens to the MSP and EOC? NCLB and state law require a state science exam once each in elementary, middle, and high school. The state exams (based on 2009 standards) will continue until an exam based on the NGSS is developed.

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Adopted:June 2009

Adopted:October 2013

Next Generation Science Standards

First assessed:2011 (MSP)2012 (EOC)

Possible firstassessment:

2017 or 2018 (?)

Washington State 2013 K-12 Science Standards

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Operational Scoring

Items available for Operational Testing

Data ReviewCommittee

Pilot Scoring

Pilot Range Finding

Committee

Scenario & Item Pilot Testing

MSP and EOC Assessment Development Cycle

Content Review & Bias/Sensitivity

Committees

Reviewed for content by

OSPI/contractor

Scenario & Item Writing

Committee

Develop Test and Item Specifications

Operational Range Finding

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What are the steps to building a new assessment?•Develop item specifications from the standards•Determine the test map•Develop test items (including a pilot test)•Develop Achievement Level Descriptors (ALDs) from the standards (aka PLDs)•Administer an operational test•Set achievement level cut scores (aka Standard Setting)For the 2009 standards, this process took 25 months11/13/2014


Still to be determined: Will the science tests be developed by Washington or with a consortium of states? When and how will pilot and/or field testing occur? What year will be the first year of operational testing? If the high school test is comprehensive, will it be administered at grade 10 or grade 11? Will the elementary test cover just grade 5 standards or a broader grade band of standards?

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Upcoming meetings for the new assessment:

Exact dates and locations TBD.

Timeframe Event Number of days

Winter 2015 Test blue print review 1

Winter 2015 Item specifications review 2

Spring 2015 Item writing 5 each

Summer 2015 Content review 5 each

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SALT and PEPPER Teams PEPPER• PreSALTers Enthusiastically Promoting Powerful Educational

Resources • Science educators throughout Washington interested in receiving

Science Assessment updates. • Receive invitations to participate in development events.

SALT• Science Assessment Leadership Team •Have participated in (or have applied to) development events such as

Scenario Writing, Content Review, Range Finding, and Data Review.

[email protected]

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SALT Information:http://www.k12.wa.us/Science/ProfDevelopment.aspx

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http://www.k12.wa.us/Science/ProfDevelopment.aspx

Updates from Teaching and Learning

Transitions PlansLife Science Moodle UpdatesPolicy Updates

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34 OSPI_Assessment_T&L_Update 11/13/2014

Adoption Update!

35

Rhode Island Kentucky Kansas Maryland Vermont California Delaware Washington District of Columbia Nevada Oregon Illinois New Jersey Virgin Islands Puerto Rico

States That Have Officially Adopted NGSS

OSPI_Assessment_T&L_Update 11/13/2014

Common Core ELA and Math and Next Gen Science are

Washington State Learning Standards2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Phase 1: CCSS and NGSSExploration

Phase 2: Build Awareness & Begin Building Statewide Capacity

Phase 3: Build Statewide Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support

36OSPI_Assessment_T&L_Update11/13/2014

Connections Across Programs/Initiatives


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The “What”: Key Shifts in NGSS

Focus: The NGSS are focused on deeper understanding and application of science content reflecting real-world interconnectedness

Coherence: Science and engineering build coherently (horizontally, vertically and developmentally) across K–12

Integration: Science and Engineering are integrated across K–1241 OSPI_Assessment_T&L_Update 11/13/2014

Professional Learning…

• Regional Educational Service District (ESD)• LASER (Leadership Assistance in Science Education Reform)• Math-Science Partnerships ($2.5 M for grants)• Higher Education • WSTA – Science Professional Organization• [email protected] • OSPI NGSS Moodle (coming soon)• School and District opportunities• PLC’s – connect across programs• Self-study11/13/2014 OSPI_Assessment_T&L_Update 42

http://[email protected]/

The “How”: Key Elements of Washington’s NGSS Grade-Specific Transition Plans

Grades K-12 Available (http://www.k12.wa.us/Science/NGSS.aspx)

Proposed Middle and High School Pathways Transition Plan Elements• Introduction/background• Performance Expectations• Connections to Common Core • Comparison to 2009 WA State Science Standards• Suggested transition plan• Grade level learning progressions • Connections to English Language Proficiency Standards

45 OSPI_Assessment_T&L_Update 11/13/2014

http://www.k12.wa.us/Science/NGSS.aspx


Life Science Transition Plan

OSPI_Assessment_T&L_Update46 11/13/2014

HS Science and Engineering Practice


HS Crosscutting Concepts


Designing for EquityEncourage students… “to be authors and producers of knowledge with ownership over it rather than mere consumers of it..”

Learner agency takes three forms:

1. Supports active knowledge construction by engaging students in the practices

2. Has learning experiences grow out of the lives of learners—connect science to real world contexts

3. Leverages funds of knowledge of learners (interests, knowledge, reasoning, identities)


11/13/2014 OSPI_Assessment_T&L_Update 51

Bundling Example: LS1B: Processes within CellsLS1B. The gradual combustion of carbon-containing compounds within cells, called cellular respiration, provides the primary energy source of living organisms: the combustion of carbon by burning of fossil fuels provides the primary energy source for most of modern society.HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. HS-PS21-7.Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. OSPI_Assessment_T&L_Update11/13/2014 52

http://nextgenscience.org/hsls1-molecules-organisms-structures-processes

http://nextgenscience.org/hsls1-molecules-organisms-structures-processes

http://nextgenscience.org/hsls2-ecosystems-interactions-energy-dynamics

http://nextgenscience.org/hsls2-ecosystems-interactions-energy-dynamics

http://nextgenscience.org/hsps1-matter-interactions

http://nextgenscience.org/hsess2-earth-systems

http://nextgenscience.org/hsess2-earth-systems

http://nextgenscience.org/hsets1-engineering-design

Considering Instructional Materials?!!!

OSPI_Assessment_T&L_Update53

INSTRUCTIONAL MATERIALS

K-12 Core Curricula

Supplemental resources

Individual lessons and plans

District-created materials/resources

Teacher-created materials

Full courses

Purchased and/or “open education resources”

Formally adopted or not

Move Slowly and

Intentionally

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Resources• EQuIP Rubric Available

• Sample Classroom Assessment Tasks – November, 2014

• NGSS Evidence Statements - November, 2014

• Accelerated Model Course Pathways - November, 2014

• State of Science Education Research - fall 2014

• NGSS Data Portal - fall 2014

• Alignment Institutes - fall 2014

• Publishers' Criteria – fall 2014

• NGSS Model Content Frameworks – fall 2014

• STEM Works - fall 2014

• State Standards Comparison Toolkit

• Tools for Ambitious Science Teaching

• Michigan State UniversityOSPI_Assessment_T&L_Update 5411/13/2014

http://www.nextgenscience.org/resources



http://tools4teachingscience.org/

http://create4stem.msu.edu/ngss

State Board of Education

• Will approve Equivalent CTE courses with Science Courses (CTE courses with content that aligns not only with CTE standards but also with Next Generation Science Standards, that meet science graduation requirements)

• Approved 3 Science Credits beginning with students who are 9th graders in 2015

• Provided a definition of a “Lab Science”


Professional Educators Standards Board (PESB)

• Revised and approved new preservice competencies for science aligned to A Framework for K12 Science Education and the NGSS.

• Higher education programs are realigning coursework to the new competencies.


House Bill 2621STEM Lighthouse Schools

2014 Schools Receiving $20K Grants:

• Riverpoint Academy (Mead School District) • Cascade K-8 Community School (Shoreline) • Toppenish Middle School (Toppenish) • STEM School (Lake Washington) • Lakeside High School (Nine Mile Falls) • Columbia Crest Elementary School (Eatonville) • Franklin Pierce High School (Franklin Pierce)

The designated schools must have proven experience and be recognized as model STEM programs.OSPI_Assessment_T&L_Update 5711/13/2014

For more NGSS information

• Science Teaching & Learning:– Ellen Ebert, Ph.D., [email protected]– Amber McCulloch, [email protected]

• Environmental and Sustainability Education:– Gilda Wheeler, [email protected]

• Science Support Staff:– Sultana Shah, [email protected]

• NGSS OSPI Website: http://www.k12.wa.us/Science/NGSS.aspx

• Report from Symposium on Science Assessment:http://www.k12center.org/rsc/pdf/bybee.pdf








http://www.k12center.org/rsc/pdf/bybee.pdf




Questions?Thank you for your time today!



Building Bridges20092013

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WA State 2013 K-12 Science Standards

Science and Engineering Practices1. Ask questions (for science) and define

problems (for engineering)2. Develop and use models3. Plan and carry out investigations4. Analyze and interpret data5. Use mathematics and computational thinking6. Construct explanations (for science) and

design solutions (for engineering)7. Engage in argument from evidence8. Obtain, evaluate, and communicate

information

Crosscutting Concepts1. Patterns2. Cause and effect3. Scale, proportion and quality4. Systems and system models5. Energy and matter6. Structure and function7. Stability and change

Core Ideas1. Physical Sciences2. Life Sciences3. Earth and Space Sciences4. Engineering, Technology and Applications

of Science11/13/2014


“Model” ItemsBRIDGING THE GAP

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4-5 INQF Models (WA 2009)

Content Standard:oA scientific model is a simplified representation of an object, event,

system, or process created to understand some aspect of the natural world. When learning from a model, it is important to realize that the model is not exactly the same as the thing being modeled.

Item Specifications:oINQF(1) Tell what can be learned about an object, event, system, or

process by using a given model.oINQF(2) Describe how a model is similar to or different from the

object, event, system, or process being modeled.

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6-8 INQE Models (WA 2009)

Content Standard:oModels are used to represent objects, events, systems, and

processes. Models can be used to test hypotheses and better understand phenomena, but they have limitations.

Item Specifications:oINQE(1) Describe how a model can be used to explain the

relationship between two variables.oINQE(2) Describe how a model or simulation is similar to and/or

different from the actual object, event, system or process being modeled.

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9-12 SYSC (WA 2009)

Content Standard:oIn complex systems, entirely new and unpredictable properties may

emerge. Consequently, modeling a complex system in sufficient detail to make reliable predictions may not be possible.

Item Specifications:oSYSC(1) Given a model of a complex system that is lacking sufficient

detail to make reliable predictions about that system, describe inadequacies of the model.oSYSC(2) Predict the possible consequences of a change in a given

complex system and/or describe why a simplified model may not be able to reliably predict those consequences.

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OSPI_ASSESSMENT_T&L_UPDATE 6711/13/2014




Vague

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Developing and Using Models (WA 2013)

Include◦ Diagrams◦ Physical replicas◦ Mathematical representations◦ Analogies◦ Computer simulations

Models in Science◦ Represent a system or parts of a system◦ Aid in the development of questions◦ Generate data used to make predictions◦ Communicate ideas to others◦ Evaluated and refined through comparing of

model-based predictions with the real world◦ Based on evidence and modified as needed

Models in Engineering◦ Used to analyze a system◦ Used to test solutions to a problem◦ Used to visualize and refine a design◦ Used to communicate design features◦ Uses as prototypes to test design performance

NGSS—Appendix F, pages 52-53

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MS Performance Expectation (WA 2013)

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MS Performance Expectation (WA 2013)

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Things to remember:1. We are just exploring possibilities.2. This example could possibly serve as bridges between the

2009 and 2013 standards.3. Item specifications have not been developed for the 2013

standards so the item presented is not an “example” based on item specifications.

4. We encourage you to play with these types of items and figure out what works best with kids.

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MS-LS2-3 Model Pond ponderings…

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Things to remember:1. We are just exploring possibilities.2. This example could possibly serve as bridges between the

2009 and 2013 standards.3. Item specifications have not been developed for the 2013

standards so the item presented is not an “example” based on item specifications.

4. We encourage you to play with these types of items and figure out what works best with kids.

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Think time… Are you able to think of some student responses? What could be added to the scenario to make this item more accessible? How many score points do you think this could be worth? Does the rigor fit this grade level? What would you do at your grade level?

11/13/2014


Thank you! Dawn Cope Science Assessment Lead Biology EOC and 8th Grade MSP [email protected]

Kara Todd Science Assessment Specialist 5th and 8th grade MSPs [email protected]

[email protected]/13/2014




Documents

Updates from Science Assessment and Teaching and Learning Science OSPI Webinar November 13, 2014 Ellen Ebert, PhD, Science Director Dawn Cope, Secondary