Science Assessment Item Cluster Development Workshop

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1 Science Assessment Item Cluster Development Workshop FALL SCIENCE UPDATE GRAND VALLEY STATE UNIVERSITY NOVEMBER 15, 2017

2 The State Assessment Large-scale assessments, particularly the yearly tests used by districts and states, play a key role in shaping both expectations for student learning and public discussion and perceptions of science education. Therefore, it is critical that these test be adapted along with instruction (p. 24, NASEM, 2017) Changing large-scale accountability tests may be the most challenging piece of the puzzle, but teachers can proceed even while system-wide changes are evolving (p.22, NASEM, 2017). National Academies of Sciences, Engineering, and Medicine Seeing Students Learn Science: Integrating Assessment and Instruction in the classroom. Washington, DC: The National Academies Press.

3 Science Assessment System Goals Science assessments in Michigan must be a coherent system of assessment to support both classroom learning and policy/monitoring functions. Michigan monitoring (accountability) science assessments must move beyond traditional forms; testing as usual will NOT suffice. Opportunity to learn science is an essential system component. Classroom science teaching and assessment come first. NRC, 2014

4 Opportunity to Learn for Teachers Opportunity to Learn for Students

5 Evidence Centered Design: Michigan Science Assessment Claims Equity Claim: Non-dominant and dominant groups of students have the opportunity to demonstrate grade band proficiency through the use of engineering, local contexts, and relevant phenomena. Scientific Literacy Claim: Students demonstrate grade band proficiency in using the three dimensions to critically evaluate scientific and technological information in order to design solutions to problems and investigate phenomena. Student Level Claim: Student has demonstrated grade band proficiency in: Life Science, Earth Science, & Physical Science Topic Bundles using all dimensions represented in the standards. District/State Level Claim: Students have demonstrated grade band proficiency to explain the presented phenomenon (local or global) and design solutions to problems using all dimensions represented in the given topic bundle.

6 Implementation Timeline Spring 2018 Aligned MSS State-Wide field test Full Test Map (Grades 5, 8, 11)* Spring 2020 Pilot MSS aligned item clusters Partial Test Map (Grades 5, 8, 11)* Spring 2019 Fully operational MSS assessment (Grades 5, 8, 11) *Accountability likely to be related to school participation in pilot / field test in 2018 and Operational assessment of GLCEs and HSCEs will NO LONGER be conducted.

7 MSS Assessment Development Cycle STEP 1: Develop Blueprints and Item Specifications STEP 2: Local Education Expert Teams Develop Item Clusters STEP 3: Feedback on draft item clusters and revisions STEP 4: Local Education and Research Expert Bias/Content Review Committees STEP 5: Field testing / Pilot Testing Step 6: Cognitive Labs STEP 7: Data Review Committees / Local Education Experts STEP 8: Revisions, if necessary STEP 9: Operational STEP 10: Local Education Expert Standard Setting (Only done with new tests)

8 Pilot & Field Test 2018 Pilot Test 2 Forms per grade (5, 8, 11) Partial Test Map 3 Item Clusters per form 1-Physical Science 1- Earth Science 1- Life Science 2019 Field Test 2 Forms per grade (5, 8, 11) Full Test Map 6 Item Clusters per form 2-Physical Science 2- Earth Science 2- Life Science Develop and include student supports: Paper-pencil form, Text-to-Speech, Accommodated form, Braille form, Translations

9 2020 Operational Test 3 Forms per grade (5, 8, 11) Full Test Map 7-8 Item Clusters per form 2-Physical Science 2- Earth Science 2- Life Science 1-2 Field Test Item Cluster(s) Operational

10 2017 Pilot Test CONDUCTED APRIL 11 -MAY 26, 2017

11 2017 Pilot Test 21,469 participants Grade 5 6,732 Grade 8 9,331 Grade 11 5,406 Somewhat Representative of demographic diversity Somewhat Representative of geographic diversity Student surveys accompanied pilot tests.

12 Gender & Ethnicity Demographics Science Pilot (Grades 5, 8, 11) Michigan Students (Grades 5, 8, 11) Category N Count % Male 10, Female 10, Hispanic/ Latinx 1, (-2) American Indian or Alaska Native 98 >1 Asian Black or African American Native Hawaiian or Other Pacific Islander (-8) 15 >1 White 16, (+12) Two or More Races Category N Count % Male 176, Female 170, Hispanic/ Latinx 25,121 7 American Indian or Alaska Native 2,261 >1 Asian 11,418 3 Black or African American Native Hawaiian or Other Pacific Islander 58, >1 White 232, Two or More Races 11,288 4

13 More Demographics Science Pilot (Grades 5, 8, 11) Michigan Students (Grads 5, 8, 11) Category N Count % Economically Disadvantaged 6, (-12) English Learner (-3) Students with Disabilities 1,796 8 (-4) Category N Count % Economically Disadvantaged 148, English Learner 17,776 5 Students with Disabilities 42,829 12

14 Pilot Test Geographical Representation

15 Constructed Response Scoring 6 constructed response items some with multiple parts Experts from MDE create anchor and training sets Michigan educators handscore items (August 2017) Gain feedback from scorers regarding revisions of CR items and rubrics

16 Cognitive Labs Somewhat representative of geographic diversity No information regarding demographic diversity is available at this time as UIC numbers were not collected from students to protect their privacy. Grade 5-20 students Grade 8 22 students Grade students

17 Geographic Distribution

18 Field Note Themes Asked for a range of students got the best and brightest Second stimulus wasn t always noticed by the student Students liked that they could figure out the answers Less advanced students drew on prior knowledge more than the data presented Multiple click to enlarge windows were frustrating Stimulus wasn t always necessary to answer question Students LOVED the graphics I liked the colorful pictures and real world topics. It was like it mattered to me. (Grade 11 Cognitive Lab participant, May, 2017)

19 Limitations and Opportunities for Learning Eliciting 3-D thinking is not easy Mini clusters may have to be considered Item clusters will pose challenges to typical standard-setting process

20 What s new in the Framework and NGSS? 1. Focus on explaining phenomena or designing solutions to problems 2. 3-Dimensional Learning 1. Organized around disciplinary core explanatory ideas 2. Central role of scientific and engineering practices 3. Use of crosscutting concepts 3. Instruction builds towards performance expectations 4. Coherence: building and applying ideas across time 5. Engineering as a DCI

21 NGSS / MSS calls for students to become proficient in science and engineering: Demands integration of 3 dimensions not separate treatment of scientific ideas and inquiry Need to pay attention to how we build understanding over time and across the disciplines Need to involve learners in using science practices to develop and apply scientific & engineering ideas Practices Crosscutting Concepts Disciplinary Core Ideas

22 NGSS Science Standard

23 Standards Expressed as Performance Expectations Combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed Requires students to demonstrate knowledge-in-use PEs are not instructional strategies or objectives for a lesson they describe achievement, not instruction Intended to describe the end-goals of instruction the student performance at the conclusion of instruction

24 PE Bundle Topic Bundles Bundles should mirror how PEs are presented and taught in classrooms. Bundled PEs should reflect the structure of the adopted standards. Bundles should enable assessment via a single natural phenomenon presented within a stimulus.

25 Example High School Topic Bundle SEP DCI CCC Dev/Use Models ESS1.A Universe and Stars Patterns Analyze/Interp. Data ESS1.B Earth and Solar System Scale, Prop. Quant. Systems/Sytm. Models Interdependence S, E, T NOS Order and Consistency

26 PE Bundles High School Topic Bundle Domain No. PEs Structure and Function Life Science 3 Matter and Energy in Organisms and Ecosystems Life Science 6 Interdependent Relationships in Ecosystems Life Science 6 Natural Selection and Evolution Life Science 5 Inheritance and Variation of Traits Life Science 4 Space Systems Earth Science 4 History of Earth Earth Science 3 Earth s Systems Earth Science 5 Weather and Climate Earth Science 2 Human Sustainability Earth Science 5

27 PE Bundles High School Continued Topic Bundle Domain No. PEs Structure and Properties of Matter Physical Science 4 Chemical Reactions Physical Science 5 Forces and Interactions Physical Science 5 Energy Physical Science 5 Waves and Radiation Physical Science 5 Engineering Design Engineering 4 Total Topic Bundles 16 71

28 Phenomenon Example Item Cluster Map Topic Bundle Structure and Properties of Matter 5-LS1-1 Stimulus LS1.C LS1.C SEP 7 CC 5 LS2.A 5-LS2-1 SEP 2 CC 4 Item Cluster Item 1 Item 2 PS3.D CC 5 CC 5 SEP 2 LS2.B PS3.D LS1.C 5-PS3-1 SEP 2 CC 5 Item 3 Item 4 Item 5 LS1.C LS2.A LS2.B SEP 2 CC 4 SEP 7 CC 4

29 Yep!

30 Release Annotated Item Clusters

31 Wrap up TJ Smolek Cell: Apply to work with me!!! s=06002a4e-c d-807f fad180

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