pennsylvania science assessment anchor content standards
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PennsylvaniaPennsylvania Science Assessment Science Assessment
Anchor Content Anchor Content StandardsStandards
Presentation ContentPresentation Content
Review of No Child Left BehindReview of No Child Left BehindStandards Based InstructionStandards Based Instruction
Review of the StandardsReview of the StandardsAssessment Anchor Content StandardsAssessment Anchor Content Standards
Eligible ContentEligible ContentReporting CategoriesReporting Categories
Test Blueprint and DesignTest Blueprint and DesignTimeline and DatesTimeline and DatesAccess InformationAccess Information
No Child Left BehindNo Child Left Behind
No Child Left BehindNo Child Left Behind
““Congress has signaled to the American Congress has signaled to the American public that science literacy is a national public that science literacy is a national priority and schools should ensure that all priority and schools should ensure that all students leave public education with students leave public education with scientific knowledge, skills, and scientific knowledge, skills, and understandings that are necessary to be understandings that are necessary to be scientifically literate citizens.”scientifically literate citizens.”
Systems for State AssessmentSystems for State Assessment National Research Council of the National AcademiesNational Research Council of the National Academies
No Child Left BehindNo Child Left Behind
2 Primary Goals:2 Primary Goals: Improve student achievement overallImprove student achievement overall
Narrow the achievement gap betweenNarrow the achievement gap between students of different backgroundsstudents of different backgrounds
No Child Left BehindNo Child Left Behind
Requirements:Requirements:All states have challenging academic content and achievement All states have challenging academic content and achievement standards for science in place by 2005-2006standards for science in place by 2005-2006 Begin measuring student attainment of those standards in Begin measuring student attainment of those standards in 2007-2008 with assessments that are fully aligned with the 2007-2008 with assessments that are fully aligned with the standards and that meet accepted professional standards for standards and that meet accepted professional standards for technical quality for each purpose for which they will be usedtechnical quality for each purpose for which they will be usedAssessment systems must include multiple up-to-date measures Assessment systems must include multiple up-to-date measures of student achievement, including measures that assess higher of student achievement, including measures that assess higher order thinking skills and understanding of challenging contentorder thinking skills and understanding of challenging content
No Child Left BehindNo Child Left Behind
Requirements:Requirements:Assessments are to be administered annually to all Assessments are to be administered annually to all students, including those with disabilities and those who students, including those with disabilities and those who are not fluent in English, at least once in each of three are not fluent in English, at least once in each of three grade bands, 3-5, 6-9, and 10-12.grade bands, 3-5, 6-9, and 10-12. Make reasonable accommodations for students with Make reasonable accommodations for students with disabilities and limited English proficiency to allow disabilities and limited English proficiency to allow them to participate in the assessments, and they must them to participate in the assessments, and they must have in place alternate assessments for students who have in place alternate assessments for students who cannot participate in the regular assessment even with cannot participate in the regular assessment even with accommodationsaccommodations
No Child Left BehindNo Child Left Behind
FYIFYI Presently, U.S. Congressmen are developing a bill that Presently, U.S. Congressmen are developing a bill that
would require science to be part of AYP in the year would require science to be part of AYP in the year 2008-2009 and require all students in grades 3-8 and 11 2008-2009 and require all students in grades 3-8 and 11 to be given the science assessment in the year 2009-2010to be given the science assessment in the year 2009-2010
Standards Based Standards Based InstructionInstruction
STANDARDS
Standards Based Instruction Standards Based Instruction Links standards with curriculum, instruction, Links standards with curriculum, instruction, and assessment and assessment Gives direction for classroom instructionGives direction for classroom instruction Research supports an increase in learning and Research supports an increase in learning and focused instructionfocused instruction Allows for the raising of the barAllows for the raising of the bar
Pennsylvania Pennsylvania Academic StandardsAcademic Standards
Pennsylvania Academic Pennsylvania Academic StandardsStandards
The Standards are the law.The Standards are the law. Act 24- 1993 (Act 24- 1993 (The Environment Act)The Environment Act)
Chapter 4- 1999 (Chapter 4- 1999 (Standards and Assessments)Standards and Assessments)
Act 16- 1999 (Act 16- 1999 (Science addition)Science addition)
No Child Left Behind- 2002No Child Left Behind- 2002 January 8, 2002- January 8, 2002- NNo o CChild hild LLeft eft BBehindehind September 19, 2002- State Board Adoption of September 19, 2002- State Board Adoption of NCLBNCLB
Pennsylvania Academic Pennsylvania Academic StandardsStandards
Define what each student should know and do in Define what each student should know and do in a core set of subjectsa core set of subjects
Provide consistent targets for students, teachers, Provide consistent targets for students, teachers, and districtsand districts
Allow districts to measure student achievementAllow districts to measure student achievement
3.1 Unifying Themes3.1 Unifying Themes3.2 Inquiry and Design3.2 Inquiry and Design3.3 Biological Sciences3.3 Biological Sciences3.4 Physical Science, 3.4 Physical Science, Chemistry and PhysicsChemistry and Physics3.5 Earth Sciences3.5 Earth Sciences
3.6 Technological 3.6 Technological EducationEducation3.7 Technological 3.7 Technological DevicesDevices3.8 Science, Technology 3.8 Science, Technology and Human Endeavorsand Human Endeavors
Pennsylvania Academic Pennsylvania Academic StandardsStandards
Science and Technology
4.1 Watersheds and 4.1 Watersheds and WetlandsWetlands4.2 Renewable and 4.2 Renewable and Nonrenewable ResourcesNonrenewable Resources4.3 Environmental 4.3 Environmental HealthHealth4.4 Agriculture and 4.4 Agriculture and SocietySociety4.5 Integrated Pest 4.5 Integrated Pest ManagementManagement
4.6 Ecosystems and their 4.6 Ecosystems and their InteractionInteraction4.7 Threatened, 4.7 Threatened, Endangered and Extinct Endangered and Extinct SpeciesSpecies4.8 Humans and the 4.8 Humans and the EnvironmentEnvironment4.9 Environmental Laws 4.9 Environmental Laws and Regulationsand RegulationsGlossaryGlossary
Pennsylvania Academic Pennsylvania Academic StandardsStandards
Environment and Ecology
Assessment Anchor Content Standards andEligible Content ( PSSA)
PASTEEStandards( Local Assessment Plan)
DistrictCurriculum(Local Assessment Plan)
Assessment Anchor Assessment Anchor Content StandardsContent Standards
Why Do We NeedWhy Do We NeedAssessment Anchor Content Assessment Anchor Content
StandardsStandards(Assessment (Assessment AnchorsAnchors))
Focus and ClarityFocus and Clarity Integration of standard statementsIntegration of standard statements Alignment of the curriculum to Alignment of the curriculum to
standards and anchorsstandards and anchors
Why Do We NeedWhy Do We NeedAssessment Anchor Content Assessment Anchor Content
StandardsStandards
Support for inquiry-based learning, Support for inquiry-based learning, investigative, experimental, investigative, experimental, multi-sensory instructionmulti-sensory instruction
Core knowledge of the “must know”Core knowledge of the “must know”content for the PSSAcontent for the PSSA
Connections between the PSSA and Connections between the PSSA and classroom instructionclassroom instruction
How Were the Anchors How Were the Anchors DevelopedDeveloped
Decision was made to call the document Decision was made to call the document Science Assessment Anchors to align with Science Assessment Anchors to align with
NEAP and TIMMSNEAP and TIMMS After Peer Review: After Peer Review: Assessment Anchor Assessment Anchor Content StandardsContent Standards
Looked at both Standard documents and to Looked at both Standard documents and to choose the concepts choose the concepts ALLALL students should know students should know at the end of each grade span.at the end of each grade span.
(Universal Design)(Universal Design)
How Were the Anchors How Were the Anchors DevelopedDeveloped
Integrated the 61 Academic StandardsIntegrated the 61 Academic Standards for each grade level into the Assessmentfor each grade level into the Assessment Anchor Content Standards below:Anchor Content Standards below: Grade 4 – 21 AnchorsGrade 4 – 21 Anchors Grade 8 – 22 AnchorsGrade 8 – 22 Anchors Grade 11 – 23 Anchors Grade 11 – 23 Anchors
Who Developed the Anchors Who Developed the Anchors
InternalInternal inputinputExternalExternal inputinput
Data Recognition Corporation Data Recognition Corporation (DRC)(DRC) National Center for the Improvement ofNational Center for the Improvement of
Educational Assessment Educational Assessment (NCIEA)(NCIEA) Achieve, IncAchieve, Inc
Review Team of EducatorsReview Team of Educators
The Department of Education gathered The Department of Education gathered teachersteachers, , college professorscollege professors, , intermediate intermediate unit curriculum coordinatorsunit curriculum coordinators, , assessment assessment consultantsconsultants, , national experts on standardsnational experts on standards, , and and administratorsadministrators to help review and give to help review and give recommendations to the anchors.recommendations to the anchors.
The Taxonomy of Assessment The Taxonomy of Assessment AnchorsAnchors
Reporting Category Reporting Category Sub-Reporting CategorySub-Reporting Category
Assessment AnchorAssessment AnchorEligible ContentEligible Content
How to Read Assessment How to Read Assessment Anchor CodingAnchor Coding
S4.D.1.3S4.D.1.3
ScienceScience
GradeGradeLevelLevel
ReportingReportingCategoryCategory
Sub-CategorySub-Category
AssessmentAssessmentAnchorAnchor
S4.DS4.D The Earth and Space Sciences The Earth and Space Sciences (Student Reporting Category)(Student Reporting Category)
S4.D.1S4.D.1 Earth’s Features that Change Earth and Earth’s Features that Change Earth and Its Resources Its Resources (School/District Sub-Category)(School/District Sub-Category)
S4.D.1.3S4.D.1.3 Describe Earth’s different sources ofDescribe Earth’s different sources of water or describe changes in the form of water or describe changes in the form of water. water. (Assessment Anchor(Assessment Anchor))
AnchorAnchor StandardsStandards S4.D.l.3S4.D.l.3 Describe Earth’s Describe Earth’s
different sources of water different sources of water or describe changes in the or describe changes in the form of water.form of water.
(3.5.4.D)(3.5.4.D)(4.1.4.A)(4.1.4.A)(4.1.4.D)(4.1.4.D)(4.1.4.E)(4.1.4.E)
3.5.4.D3.5.4.D Recognize the earth’sRecognize the earth’s different water resourcesdifferent water resources4.1.4.A4.1.4.A Identify various types ofIdentify various types of water environmentswater environments4.1.4.D4.1.4.D Identify a wetland and theIdentify a wetland and the plants and animals that plants and animals that live therelive there4.1.4.E4.1.4.E Recognize the impactRecognize the impact watersheds and wetlandswatersheds and wetlands have on plants and animalshave on plants and animals
Document CrosswalkDocument Crosswalk
ScienceScience Math & ReadingMath & ReadingStudent Reporting CategoryStudent Reporting Category Student Reporting CategoryStudent Reporting Category
Sub-categorySub-category Assessment AnchorAssessment AnchorAssessment AnchorAssessment Anchor Grade-level DescriptorGrade-level Descriptor
Reference to the STEE Reference to the STEE StandardsStandards
Reference to the Math StandardsReference to the Math Standards
Eligible ContentEligible Content Eligible ContentEligible ContentSample Items Sample Items Sample Items/Item BanksSample Items/Item Banks
Eligible ContentEligible Content
Eligible ContentEligible Content
Clarifies/Extends the Assessment Anchor statementClarifies/Extends the Assessment Anchor statement
Range of learning Range of learning (Assessment Limits)(Assessment Limits) used for the test used for the test design at Grades 4, 8, & 11design at Grades 4, 8, & 11
Not all eligible content statements will be assessed every Not all eligible content statements will be assessed every yearyear
Eligible ContentEligible Content
Concepts, processes, skills, knowledge/ Concepts, processes, skills, knowledge/ understanding understanding selected from the standardsselected from the standards for assessment on the PSSAfor assessment on the PSSA• Should become the “Super Essential” Should become the “Super Essential”
learning within your district curriculumlearning within your district curriculum• Clarifies what teachers must also know Clarifies what teachers must also know
and be able to do and be able to do
Assessment Anchor Coding Assessment Anchor Coding with Eligible Contentwith Eligible Content
S4.A.1.1.1S4.A.1.1.1ScienceScience
Grade Grade LevelLevel
Sub-CategorySub-Category
AssessmentAssessmentAnchorAnchor
Eligible Eligible ContentContent
ReportingReportingCategoryCategory
Assessment AnchorAssessment Anchor S4.A.1.1S4.A.1.1 Identify and explain the pros and cons of applyingIdentify and explain the pros and cons of applying scientific, environmental, or technological knowledge to scientific, environmental, or technological knowledge to possible solutions to problems. possible solutions to problems.
Eligible ContentEligible Content S4.A.1.1.1S4.A.1.1.1 Distinguish between a scientific fact and an opinion, Distinguish between a scientific fact and an opinion, providing clear explanations that connect observations providing clear explanations that connect observations and results and results (e.g. a scientific fact can supported through (e.g. a scientific fact can supported through making observations). making observations).
Important Features to KnowImportant Features to Know
e.g.-e.g.- The list is made up of examples but The list is made up of examples but are not limited to those givenare not limited to those given
i.e.-i.e.- The list is to be considered limited to The list is to be considered limited to those specific examples given those specific examples given
Important Features to KnowImportant Features to Know
““Or”Or” - - a student can be assessed on all a student can be assessed on all or just some of the elements in the or just some of the elements in the Eligible ContentEligible Content
““And”And” - the - the intentintent is to assess each is to assess each element in the Eligible Contentelement in the Eligible Content
Reporting CategoriesReporting Categories
The Nature ofScience
Pennsylvania Pennsylvania ScienceScience
PhysicalSciences
Biological Sciences
Earth and
Space Sciences
ReasoningAnalysisProcesses
ProceduresPatternsModelsSystemsDesigns
Student Reporting CategoriesStudent Reporting Categories
A. The Nature of ScienceA. The Nature of ScienceB. Biological SciencesB. Biological SciencesC. Physical SciencesC. Physical SciencesD. Earth and Space SciencesD. Earth and Space Sciences
District and School Reporting District and School Reporting Sub-CategoriesSub-Categories
A. A. The Nature of Science The Nature of Science 1. Reasoning and Analysis1. Reasoning and Analysis 2. Processes, Procedures, and Tools 2. Processes, Procedures, and Tools
of Scientific Investigation of Scientific Investigation 3. Systems, Models, and Patterns3. Systems, Models, and Patterns
District and School Reporting District and School Reporting Sub-CategoriesSub-Categories
B. Biological SciencesB. Biological Sciences 1.Structure and Function of 1.Structure and Function of
Organisms Organisms 2.Continuity of Life2.Continuity of Life 3. Ecological Behavior and Systems3. Ecological Behavior and Systems
District and School Reporting District and School Reporting Sub-CategoriesSub-Categories
C. Physical SciencesC. Physical Sciences 1.Structure, Properties and 1.Structure, Properties and
Interactions of Matter Interactions of Matter 2.Forms, Sources, Conversions, and2.Forms, Sources, Conversions, and Transfer of EnergyTransfer of Energy 3.Principles of Force and Motion3.Principles of Force and Motion
District and School Reporting District and School Reporting Sub-CategoriesSub-Categories
D. Earth and Spaces SciencesD. Earth and Spaces Sciences 1. Earth Features and Processes that 1. Earth Features and Processes that Change Earth and Its ResourcesChange Earth and Its Resources 2. Weather, Climate, and 2. Weather, Climate, and
Atmospheric Processes Atmospheric Processes 3. Composition and Structure of the3. Composition and Structure of the UniverseUniverse
Test CompositionTest Composition
50%50% Nature of Science Nature of Science (Inquiry)(Inquiry)
50%50% Biological Sciences Biological Sciences Physical SciencesPhysical Sciences
Earth and Space SciencesEarth and Space Sciences (Content)(Content)
2007 Field Test Format2007 Field Test Format
Grade Grade LevelLevel SectionsSections
Stand Stand Alone Alone
Multiple Multiple ChoiceChoice
Stand Stand Alone Alone Open-Open-endedended
(2 points)(2 points)
Grade 4Grade 4 2 2 2121 44
2007 Field Test Format2007 Field Test Format
Grade Grade LevelLevel SectionsSections
Stand Stand Alone Alone
Multiple Multiple ChoiceChoice
Stand Stand Alone Alone Open-Open-endedended
(2 points)(2 points)
1 1 ScenarioScenario
Grade 8Grade 8 2 2 2020 44
4 4 Multiple Multiple ChoiceChoice
2007 Field Test Format2007 Field Test Format
GradeGradeLevelLevel
SectionsSections
Stand Stand Alone Alone
Multiple Multiple ChoiceChoice
Stand Stand Alone Alone Open-Open-endedended
(2 points)(2 points)
22ScenariosScenarios
Grade 11Grade 11 22 1414 44
4 Multiple 4 Multiple Choice eachChoice each
1 Open-1 Open-ended eachended each(4 points)(4 points)
TimelineTimeline 20072007
Review of Field TestReview of Field Test
April 23-May 4 (Field Test)April 23-May 4 (Field Test) Review and selection of Items for 2008 Review and selection of Items for 2008
Operational TestOperational Test
2008 Operational Test 2008 Operational Test BlueprintBlueprint
Reporting Reporting CategoryCategory Grade 4Grade 4 Grade 8Grade 8 Grade 11Grade 11
The Nature of The Nature of ScienceScience 3333 3333 3636
Biological Biological SciencesSciences 1111 1111 1212
Physical Physical SciencesSciences 1111 1111 1212
Earth and Earth and Space Space
SciencesSciences1111 1111 1212
Total PointsTotal Points 66 points66 points 66 points66 points 72 points72 points
2008 PSSA Science Operational Test Format2008 PSSA Science Operational Test Format
Number of Multiple Choice Items Number of Multiple Choice Items per Studentper Student
Number of Open-Ended Items per Number of Open-Ended Items per StudentStudent
Total Total Number of Number of
points points (Common (Common
Items Items Only)Only)
GradeGrade Test Test LengthLength
Common Common ItemsItems
Common Common Scenario Scenario
ItemsItems
Matrix Matrix ItemsItems
Field Field Test Test
ItemsItems
Common Common Items Items
(2 points (2 points each)each)
Common Common Scenario Scenario Items Items ( 4 points ( 4 points
each)each)
Matrix Matrix ItemsItems
Field Field Test Test itemsitems
Number of Number of Score Points per Score Points per
StudentStudent
44
100 100 Minutes Minutes
2 2 SectionsSections
5656 00 33 33 55 N/AN/A 11 11 5656++1010==6666
88
100 100 Minutes Minutes
2 2 SectionsSections
5252 44 33 77 55 00 11 11 5656++1010==6666
1111
150 150 Minutes Minutes
3 3 SectionsSections
3636 1212 55 55 66 33 N/AN/A 22 4848++1212++1212==7272
TimelineTimeline20082008
April 28 – May 9April 28 – May 9 Operational Science PSSAOperational Science PSSA with Embedded Field Testwith Embedded Field Test
Future Dates of Science PSSAFuture Dates of Science PSSA
2006-2007 April 23 - May 42006-2007 April 23 - May 42007-2008 April 28 - May 92007-2008 April 28 - May 92008-2009 April 27 - May 82008-2009 April 27 - May 82009-2010 April 26 - May 72009-2010 April 26 - May 7
Available on the Web…Available on the Web…
Science AnchorsScience AnchorsScience SamplersScience SamplersScience HandbookScience Handbook
Access to InformationAccess to Information Click HereClick Here
Access to InformationAccess to Information
Click HereClick Here
Access to InformationAccess to Information
Click Here Click Here for for
AnchorsAnchors
Click Here Click Here for Item for Item Samplers Samplers
and and HandbookHandbook
Contact informationContact information PDE Assessment and AccountabilityPDE Assessment and Accountability
Jack Hoerner Jack Hoerner jhoerner@statejhoerner@state..pa.uspa.us Jamal WakeemJamal Wakeem jwakeem@state.pa.usjwakeem@state.pa.us
PDE Curriculum and InstructionPDE Curriculum and Instruction Patti VathisPatti Vathis pvathis@state.pa.uspvathis@state.pa.us Bill BertrandBill Bertrand wbertrand@state.pa.uswbertrand@state.pa.us Steve DearSteve Dear sdear@state.pa.ussdear@state.pa.us
IU SupportIU Support
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