Transcript Week 7 - albright-science

Week 7
PA Science Standards and Anchors;
District Curriculum and Scope &
Sequence; PSSA Science Exam
Learning Objectives
1.
2.
TSWBAT to distinguish the various terms
used in the presentation including:
standards, anchors, eligible content, etc.
TSWBAT illustrate through a Venn diagram
the relationship between the PA standards,
PA anchors, PSSA, and district curriculum
for science.
Learning Objectives (continued)
3.
4.
5.
When given a standards and/or anchor, TSWBAT
create a learning objective and assessment for that
benchmark at three levels of Bloom’s taxonomy
(i.e., knowledge, comprehension, application,
analysis, synthesis, evaluation).
Given an assessment item, TSWBAT correlate the
item to the appropriate standard/anchor and its
taxonomic level of learning.
TSWBAT evaluate the effectiveness of a K-12
scope and sequence for a school district in light of
its 2009 PSSA Science results. (graded
assessment)
Standards
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PDE: Pennsylvania Department of Education
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http://www.pde.state.pa.us/
Standards: Those benchmarks adopted by PA
January 5, 2002, which are available as two
documents:
 Science and Technology Standards (S&T)
 Environment and Ecology Standards (E&E)
 PA science teachers are responsible for
BOTH sets of standards.
 New standards are in draft form before the
PDE/legislature.
State (PA) Standards
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“The state academic standards are benchmark
measures that define what students should
know and be able to do at specified grade
levels beginning in grade 3.” PDE
“The standards are promulgated as state
regulations. As such they must be used as the
basis for curriculum and instruction in
Pennsylvania’s public schools.” PDE
The standards are currently under revision.
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Handout
The Pennsylvania Academic Standards for Science
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Science & Technology
3.1 Unifying Themes
3.2 Inquiry and Design
3.3 Biological Sciences
3.4 Physical Science, Chemistry,
and Physics
3.5 Earth Sciences
3.6 Technology Education
3.7 Technological Devises
3.8 Science, Technology and
Human Endeavors
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Environment & Ecology
4.1 Watersheds and Wetlands
4.2 Renewable and Nonrenewable
Resources
4.3 Environmental Health
4.4 Agriculture and Society
4.5 Integrated Pest Management
4.6 Ecosystems and their
Interactions
4.7 Threatened, Endangered and
Extinct Species
4.8 Humans and the Environment
4.9 Environmental Laws and
Regulations
Anchors
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Anchors: Descriptors written in 2005
which form a content umbrella over the
S&T and E&E standards.
Eligible content: Material which the
state uses in its construction of the
statewide standardized test.
Interpreting an Anchor
S.11.A.2.1
Science
Grade
Level
Anchor
Reporting
Category
State (PA) Anchors (aka Power Standards)
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The Assessment Anchor is the broad category. It
has standards referenced within it.
The Eligible Content is the content and skills
associated with each anchor. It can be either from
S&T or E&E standards.
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The notation “e.g.” means the list includes possible topics
for testing, but the list is not exhaustive.
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Example S11.A.1.1.
The notation “i.e.” means the topic will specifically be
included on the assessment.
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Example S11.B.2.2.
Relationship Between
Anchors and Standards in Science
Related Standards
X
X X
X
X X
X X X
X X
4.9
D.
Earth and
Space
Sciences
X
4.8
X
4.7
X
X X
4.6
Physical
Sciences
X
X
4.5
C.
X X X
4.4
X
4.3
Biological
Sciences
4.2
B.
4.1
X X
3.8
The Nature of
Science
3.7
A.
3.6
3.5
3.4
3.3
3.2
3.1
Reporting
Categories
District Level Curriculum
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Curriculum: The content and skills a local school
district has adopted for its course of instruction at a
given grade level or for a given course.
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Scope and Sequence: The K-12 plan of a local
district for providing instruction.
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Many districts are moving to electronic, time-based
curricula known as curriculum mapping.
Handout
Note: In some states, the state dictates the districtlevel curriculum.
Venn Diagram
District Curriculum
PA Standards
PA Anchors
Science
PSSA’s
PSSA’s
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PSSA (Pennsylvania System of School
Assessment): The standardized exam
currently administered to all public school
students in the commonwealth.
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Math and Reading: Grades 3-8, 11
Writing: Grades 5, 8, 11
Science: Grades 4, 8, & 11
Science PSSA’s
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Statewide test administered in Grades 4, 8,
and 11.
Students scored as “Advanced” or “Proficient”
are considered to have “Passed.”
Handout from 2008 PSSA Technical Report
for Science: Grades 4, 8, and 11, page E-2
and E-3.
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http://www.able.state.pa.us/a_and_t/lib/a_and_t/2
008_Science_Technical_Report.pdf
Test Composition
50% Inquiry
A. Nature of Science
50% Content, evenly divided
B. Biological Sciences
C. Physical Science
D. Earth and Space Sciences
Handout of next two slides
2009 Test Blueprint
Reporting
Category
Grade 4
Grade 8
Grade 11
The Nature of
Science
50%
50%
50%
Biological
Sciences
17.6%
17.6%
17.6%
Physical
Sciences
16.2%
16.2%
16.2%
Earth and
Space Sciences
16.2%
16.2%
16.2%
Total Points
68 points
68 points
74 points
2009 PSSA Science Test Format
Total Number of Multiple Choice
Items per Student
Total Number of Open-Ended Items
per Student
Field
Test
Items
Common
Items
(2 points
each)
Common
Scenario
Items
(4 points
each)
Equating
Equating
Block
Items
Field Test
Items
Total
Number
of points
(Common
Items
Only)
Number of
Score Points
per Student
Grade
Approx.L
ength
Common
Items
Common
Scenario
Items
4
100-105
Minutes
2
Sections
58
0
2
8
5
0
0
1
58+10=
68
8
110-115
Minutes
2
Sections
54
4
2
10
5
0
0
1
58+10=
68
11
160-165
Minutes
3
Sections
38
12
2
10
6
3
0
2
50+12+
12=74
Block
Items
PSSA Sample Test Items
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Science Item and Scoring Sampler
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http://www.able.state.pa.us/a_and_t/cwp/view.asp
?a=108&Q=73314&a_and_tNav=|680|&a_and_tN
av=|
Can you determine which standard(s) and
anchor(s) are being assessed?
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Respond to the questions on the following
slides by using the response devices.
You will need to reference the handouts
regarding standards and anchors.
Objects in the Solar System
Object
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What is made of
Location where seen
1
Gases and dust
Orbiting the Sun
2
Rock
Orbiting the Sun
3
Rock
Entering a planet’s
atmosphere
4
Rock
Lying in a hole in a field
Which object is a meteor?
The question addresses Anchor S8.D.3.1
eligible content…
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1
2
3
A sunfish population was introduced into a lake 10 years ago. Biologists have been
monitoring the population since then. The graph shows their data. What is the
carrying capacity for sunfish in this lake?
Sunfish Population
A.
B.
C.
D.
year
This question assesses eligible content in which 11th grade
anchor?
1. A.2.1
2. A.3.2
3. B.3.2
10 sunfish
45 sunfish
50 sunfish
Not yet
determined
snail
fern
302
300
298
Time (mya)
The diagram shows information about two types of organisms that formed
fossils. Based on the timeline, which statement is correct?
A. The ferns adapted quickly to a different habitat.
B. The environment became more suitable for snails.
C. The consumers in the area ate more snails than ferns.
D. The snails were protected from predators by their shells.
The question assesses eligible content in 8th grade reporting
categories A and D. The content is…
1. A.1.1.3 and D.1.1.1
2. A.1.3.2 and D.1.1.4
3. A.1.1.3 and D.1.1.4
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The timeline question on the preceding page
assesses all of the following standards
except
1.
2.
3.
4.
Watersheds and wetlands
Inquiry and design
Earth sciences
Agriculture and society
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Which statement describes the pattern of inheritance that produces 100%
red-flowered first-generation offspring?
A. Red is dominant and white is recessive.
B. Red is recessive and white is dominant.
C. Both red and white are recessive.
D. Both red and white are dominant.
This question assesses an 11th grade anchor in reporting category B. What
standard is addressed?
1. Explain the structural and functional similarities and differences
among living things.
2. Describe and explain the chemical and structural basis of living
things.
3. Describe how genetic information is inherited and expressed.
4. Explain the mechanisms of the theory of evolution.
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If you were writing an assessment question to
address Anchor S11.D.1.3.3, what key terms
might you include?
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Nutrient loading, turbidity, rate of flow, rate of
deposition, biological diversity, water quality.
Keystone Exams
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Keystone exams: End-of-course examinations
used to demonstrate proficiency for graduation
beginning with the Class of 2015 (7th graders in
2009-2010).
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Keystone exams may be used by districts as final course
exams. They will be developed in literature (reading),
English composition, algebra I, geometry, algebra II,
biology, and American history and will count for 1/3 of the
student’s course grade.
In 2016-2017, chemistry and world history will be added.
Ultimately, it is the Pennsylvania Department of
Education’s (PDE) plan to have the Keystone exams
replace the 11th grade PSSA to meet the federal
requirements of No Child Left Behind (NCLB).
Keystone Exams
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The development of end-of-year exams by
course indicates our state is moving toward a
more standardized curriculum.
For more information, see Standards Aligned
Systems on the PDE website.
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http://www.portal.state.pa.us/portal/server.pt/com
munity/standards_aligned_system/4228
The Curriculum Framework portion is particularly
well-developed.
NCLB
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No Child Left Behind (NCLB): An act of Congress,
signed into law by President G.W. Bush 01/08/2002,
which requires all children to be proficient by 2014.
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To meet this goal, the states are required to set up
percentage proficiency goals to meet each year that puts
them on target to meet 100% by 2014.
Currently, schools are held accountable to NCLB and these
state targets in Reading and Math.
Adequate Yearly Progress (AYP) is the term used for
meeting this proficiency percentage.
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Schools who do not meet overall targets or in some sub-group
is placed in a status called “Warning.”
Schools can be placed on an “Improvement Plan” on its 3rd
year of “warning” which means it is taken over by the state
and run by state-appointed representatives.
ASSIGNMENT:
Analyzing a District’s Scope & Sequence
and Its 2008 PSSA Science Results
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Science PSSA Results are Public
Information:
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http://www.able.state.pa.us/a_and_t/cwp/view.asp
?A=3&Q=150034
Handout
Instructional Objectives
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Performance-based
Observable behavior (envision how you will
observe = assessment)
Three domains
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Cognitive (recognition, recall, comprehension,
problem-solving)
Affective (attitudes, interests, beliefs, values)
Psychomotor (motor skills, eye-hand coordination)
Instructional Objectives
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The ABCD’s
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Audience (Who? TSWBAT…)
Behavior (content or skill displayed)
Conditions (Calculator? Periodic Table?
Specimen? Any special provisions?)
Degree (minimum level of performance)
Focus on student outcomes, not learning
activities. Specify the content and/or skill.
Instructional Objectives - Focus
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Example: TSWBAT
participate in building a
model of DNA.
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Focuses on activity
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Example: TSWBAT
display the essential
features of DNA
including base pairing,
phosphodiester
linkages, and double
stranding with a helical
nature.
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Focuses on learning the
student will demonstrate
Instructional Objectives – Domain
A = Cognitive, B = Affective, C = Psychomotor
1.
2.
TSWBAT perform
decantation and
filtration with at least
90% recovery of the
solid.
TSWBAT evaluate a
scientific experiment
for flaws in deductive
reasoning.
3.
4.
TSWBAT list the eight
planets in order from
the sun.
TSWBAT summarize
three ways in which
science has made a
positive impact in
society.
Bloom’s Taxonomy:
old
revised
Instructional ObjectivesBloom’s Taxonomy in the Cognitive Domain
A = Knowledge
D = Analysis
5.
6.
7.
8.
B = Comprehension
E = Synthesis
TSWBAT compare and
contrast mitosis and
meiosis, using at least two
similarities and differences.
TSWBAT list the three
premises of the cell theory.
TSWBAT explain how
earthquakes occur using
plate tectonics terminology.
TSWBAT write an essay
(PSSA 5 paragraph)
summarizing and
defending their position on
stem cell research.
9.
10.
11.
C = Application
F = Evaluation
TSWBAT design an
experiment to separate the
components of a mixture
such as sand, sugar, and
iron filings.
TSWBAT focus a
microscope on a prepared
slide using proper protocol
within 30 seconds.
TSWBAT interpret a rock
cycle diagram to predict
the type of rock that will
form under certain
weather, pressure, and
temperature conditions.
Write 3 learning objectives and 3 assessment
items for the following anchors:
Physical Science Group:
Anchor S11.C.1.1
Life Science Group:
Anchor S11.B.3.1