new jersey assessment of skills and knowledge science nj ask coordinator orlando vadel science...

New Jersey Assessment of Skills New Jersey Assessment of Skills and Knowledgeand Knowledge

ScienceScience

NJ ASK CoordinatorNJ ASK CoordinatorOrlando VadelOrlando Vadel

Science CoordinatorScience CoordinatorStephen GoldmanStephen Goldman

NJ ASK – ScienceNJ ASK – Science

Scientific ProcessesScientific ProcessesScience and SocietyScience and SocietyMathematical Mathematical ApplicationsApplicationsNature and Process of Nature and Process of TechnologyTechnologyCharacteristics of LifeCharacteristics of Life

ChemistryChemistryPhysicsPhysicsEarth ScienceEarth ScienceAstronomy and Space Astronomy and Space ScienceScienceEnvironmental StudiesEnvironmental Studies

The NJ ASK Science assesses 10 core curriculum The NJ ASK Science assesses 10 core curriculum content standards – with a focus on the Life, Physical content standards – with a focus on the Life, Physical and Earth clusters.and Earth clusters.


Standard 1 – Scientific ProcessesStandard 1 – Scientific Processes

StrandStrand

Habits of MindHabits of Mind

Inquiry and Problem SolvingInquiry and Problem Solving

Safety Safety


Standard 2 – Science and SocietyStandard 2 – Science and Society

StrandStrand

Cultural ContributionsCultural Contributions

Historical PerspectivesHistorical Perspectives


Standard 3 – Mathematical ApplicationsStandard 3 – Mathematical Applications

StrandStrand

Numerical OperationsNumerical Operations

Geometry and MeasurementGeometry and Measurement

Patterns and AlgebraPatterns and Algebra

Data Analysis and ProbabilityData Analysis and Probability


Standard 4 – Nature and Process of TechnologyStandard 4 – Nature and Process of Technology

StrandStrand

Science and TechnologyScience and Technology

Nature of TechnologyNature of Technology

Technological DesignTechnological Design


Standard 5 – Characteristics of LifeStandard 5 – Characteristics of Life

StrandStrand

Matter, Energy and Organization in Living Matter, Energy and Organization in Living SystemsSystems

Diversity and Biological EvolutionDiversity and Biological Evolution

Reproduction and HeredityReproduction and Heredity


Standard 6 – ChemistryStandard 6 – Chemistry

StrandStrand

Structure and Properties of MatterStructure and Properties of Matter

Chemical ReactionsChemical Reactions


Standard 7 – PhysicsStandard 7 – Physics

StrandStrand

Motion of ForcesMotion of Forces

Energy TransformationsEnergy Transformations


Standard 8 – Earth ScienceStandard 8 – Earth Science

StrandStrand

Earth’s Properties and MaterialsEarth’s Properties and Materials

Atmosphere and WaterAtmosphere and Water

Processes that Shape the EarthProcesses that Shape the Earth

How We Study the EarthHow We Study the Earth


Standard 9 – Astronomy and Space ScienceStandard 9 – Astronomy and Space Science

StrandStrand

Earth, Moon, Sun SystemEarth, Moon, Sun System

Solar SystemSolar System

StarsStars

Galaxies and UniverseGalaxies and Universe


Standard 10 – Environmental StudiesStandard 10 – Environmental Studies

StrandStrand

Natural Systems and InteractionsNatural Systems and Interactions

Human Interactions and ImpactHuman Interactions and Impact


Concentration by PercentageConcentration by Percentage

40% Life Science – Life / Environmental40% Life Science – Life / Environmental

30% Physical – Chemistry / Physics30% Physical – Chemistry / Physics

30% Earth – Geographical systems / Astronomy30% Earth – Geographical systems / Astronomy


Operational in 2005Operational in 2005

4 sections – M/C & OE4 sections – M/C & OE

Each section consists of 10 M/C items and 1 OE Each section consists of 10 M/C items and 1 OE itemitem

Total number of items – 40 M/C and 4 OETotal number of items – 40 M/C and 4 OE

Time - 1 hourTime - 1 hour


Content Coordinator for New Jersey’s five Content Coordinator for New Jersey’s five science assessments – NJ ASK, GEPA, HSPA, science assessments – NJ ASK, GEPA, HSPA, SRA, and APASRA, and APA

Coordinate meetings with teacher groupsCoordinate meetings with teacher groups

Collaborate with test contractors – ETS and Collaborate with test contractors – ETS and Riverside (NJ ASK4), NCS Pearson (GEPA), Riverside (NJ ASK4), NCS Pearson (GEPA), Measurement Incorporated (HSPA) Measurement Incorporated (HSPA)


Made up of NJ certified science teachers, Made up of NJ certified science teachers, curriculum supervisors, and college professorcurriculum supervisors, and college professor

Teacher Committees


Item DevelopmentItem Development

Review of items (M/C & OE) that have been Review of items (M/C & OE) that have been supplied by the test contractorsupplied by the test contractor

Questions are reviewed for age and grade Questions are reviewed for age and grade appropriateness, science content errors, and appropriateness, science content errors, and grammar and punctuation correctnessgrammar and punctuation correctness


LifeLife

PhysicalPhysical

EarthEarth

Standard 5.5 and 5.10Standard 5.5 and 5.10




Three testing clustersThree testing clusters


Preparing for the NJ ASKPreparing for the NJ ASK

Knowledge of the CCCSKnowledge of the CCCS

Test Specifications (on NJDOE web site)Test Specifications (on NJDOE web site)

Curriculum MappingCurriculum Mapping

Utilize sample science items for each cluster (i.e. Utilize sample science items for each cluster (i.e. M/C & OE)M/C & OE)


Standards/Test Specifications/MatrixStandards/Test Specifications/Matrix

StandardsStandards – reflect fundamental basis for – reflect fundamental basis for learning sciencelearning science

Test SpecificationsTest Specifications – an outline of specific – an outline of specific content knowledge and applicationcontent knowledge and application

MatrixMatrix – a flow chart for designing assessment – a flow chart for designing assessment itemsitems


Standards & Strands/Test SpecificationsStandards & Strands/Test Specifications

Standard :Standard : 5.5 – pg. 181, B1 5.5 – pg. 181, B1

B. Diversity and Biological EvolutionB. Diversity and Biological Evolution

1. Develop a simple classification scheme 1. Develop a simple classification scheme for grouping animalsfor grouping animals



Test Specifications Test Specifications : 5.5, pg. 7, B1, 2, 3: 5.5, pg. 7, B1, 2, 3

Explains how organism can be classified – Explains how organism can be classified – observable characteristics (i.e. size, color, observable characteristics (i.e. size, color, shape)shape)


Classification ActivitiesClassification Activities

Grouping ThingsGrouping Things

1.1. stampsstamps

2.2. coinscoins

3.3. nailsnails

4.4. buttonsbuttons



Standard :Standard : 5.6 – pg. 184, B1 5.6 – pg. 184, B1

Chemical reactionsChemical reactions

““Combine one or more materials and show that Combine one or more materials and show that the new material may have properties different the new material may have properties different from the original material.”from the original material.”



Test SpecificationsTest Specifications

Give specific examples of different chemical Give specific examples of different chemical reactions (Standard 5.6, p9, B1, 2, 3)reactions (Standard 5.6, p9, B1, 2, 3)


Chemical Reaction ActivitiesChemical Reaction Activities

1.1. Cooking an eggCooking an egg

2.2. Making a cakeMaking a cake

3.3. Bubble/Bubble (baking soda) COBubble/Bubble (baking soda) CO22

– VinegarVinegar

– Lemon juiceLemon juice

– ButtermilkButtermilk

– Orange JuiceOrange Juice



MatrixMatrix

Non-content (knowledge & application) areas of Non-content (knowledge & application) areas of the matrixthe matrix

Content (life, physical, & earth) areas of the Content (life, physical, & earth) areas of the matrixmatrix

Arranged into cellsArranged into cells



MatrixMatrix

Factual Knowledge – contain only knowledge Factual Knowledge – contain only knowledge (based on 5.2 & 5.4) embedded in content (based on 5.2 & 5.4) embedded in content Standards 5.5 – 5.10Standards 5.5 – 5.10

Application – contain skills (based on 5.1 & 5.3) Application – contain skills (based on 5.1 & 5.3) embedded in content Standards 5.5 – 5.10embedded in content Standards 5.5 – 5.10

NJ ASK – ScienceNJ ASK – Science Sun grass rabbit foxSun grass rabbit fox

The direction of arrows in the food chain above The direction of arrows in the food chain above illustrates the illustrates the

A. age of the animalsA. age of the animals

B. flow of energyB. flow of energy

C. requirements for lifeC. requirements for life

D. diversity between organismsD. diversity between organisms

* NJ ASK test matrix cell A1; test specification A5; standards - knowledge * NJ ASK test matrix cell A1; test specification A5; standards - knowledge statement based on 5.5.4.A.5statement based on 5.5.4.A.5


Celestial objects like stars can be seen on a clear Celestial objects like stars can be seen on a clear night using night using

A. a microscopeA. a microscope

B. binocularsB. binoculars

C. a graduated cylinderC. a graduated cylinder

D. a thermometerD. a thermometer

* NJ ASK test matrix cell* NJ ASK test matrix cell B10; test specificationB10; test specification D1; standards -D1; standards - skills skills statement 5.2.4.D.1 and knowledge statement in content area 5.9.4.D.1statement 5.2.4.D.1 and knowledge statement in content area 5.9.4.D.1


You do experiments to decide whether you have a You do experiments to decide whether you have a toy duck or a real duck. Which of the following did toy duck or a real duck. Which of the following did the living duck do, that the toy duck did not do? Itthe living duck do, that the toy duck did not do? It

A. floated in waterA. floated in water

B. breathed airB. breathed air

C. made a soundC. made a sound

D. remained stillD. remained still* NJ ASK test matrix cell C1; test specification A.1 & A.6 ; standards - * NJ ASK test matrix cell C1; test specification A.1 & A.6 ; standards - skill statement from 5.1.4.A.1 and knowledge statement from 5.5.4.A.1skill statement from 5.1.4.A.1 and knowledge statement from 5.5.4.A.1

Inquiry Problem-Solving Cell


Item Specific Rubric

Victor has two glasses. One glass has ice cubes and the other is filled with water. Give three ways the ice and water are different.

DifferencesDifferences

Ice cubesIce cubes WaterWater


Mathematics CellsMathematics Cells

Data tableData table

GraphsGraphs

Simple computationSimple computation

DrawingsDrawings


Open-Ended QuestionsOpen-Ended Questions

Five minutes to answer each OE questionFive minutes to answer each OE question

Responses may be written, in tables, or as Responses may be written, in tables, or as graphs or drawingsgraphs or drawings

Responses must be in EnglishResponses must be in English


General Scoring GuideGeneral Scoring Guide

Hand scored on a scale of 0 – 3Hand scored on a scale of 0 – 3

3-points: Student response is reasonably 3-points: Student response is reasonably complete, clear and satisfactorycomplete, clear and satisfactory

2-points: Student response has minor omissions 2-points: Student response has minor omissions and some incorrect informationand some incorrect information


General Scoring Guide – cont’dGeneral Scoring Guide – cont’d

1-point: Student response includes correct 1-point: Student response includes correct information, but most is incorrect or not relevantinformation, but most is incorrect or not relevant

0-points: Task attempted, but is incorrect0-points: Task attempted, but is incorrect

Designing Tests in Your ClassroomDesigning Tests in Your Classroom

Step 1 – Decide Step 1 – Decide which local and state which local and state standards your standards your activity encompasses.activity encompasses.Step 2 – Decide Step 2 – Decide which CPI are which CPI are involved with the involved with the activity.activity.

Step 3 – Group the Step 3 – Group the CPI’s to enable a big CPI’s to enable a big picture view. Target picture view. Target specific CPI’s specific CPI’s involved in each involved in each standard. standard.

Step 4 – Develop Step 4 – Develop questions for each questions for each CPI.CPI.

Designing Tests in Your ClassroomDesigning Tests in Your Classroom

Step 5 – Examine the Step 5 – Examine the test specifications.test specifications.Step 6 – Combine Step 6 – Combine and/or re-word the and/or re-word the questions developed questions developed in Step 4. Decide on in Step 4. Decide on the use of multiple the use of multiple choice and/or open-choice and/or open-ended questions.ended questions.

Step 7 – Examine the Step 7 – Examine the test specifications-test specifications-especially especially knowledge knowledge statements statements related to related to activity and activity and skill skill statements statements for the for the particular grade level.particular grade level.Step 8 – Combine Step 8 – Combine and/or re-word the and/or re-word the questions developed questions developed in Step 7.in Step 7.

Instructional ImplicationsInstructional Implications

Review the test results when they arrive;Review the test results when they arrive;Analyze for strengths and weaknesses;Analyze for strengths and weaknesses;Review the state standards and be sure your Review the state standards and be sure your district’s curriculum and classroom instruction district’s curriculum and classroom instruction are aligned to it;are aligned to it;Use the Frameworks for developing instructional Use the Frameworks for developing instructional practices; practices; Familiarize yourself with the scoring rubrics; andFamiliarize yourself with the scoring rubrics; andUse the scoring rubric for scoring your students’ Use the scoring rubric for scoring your students’ work.work.

Contact InformationContact InformationDirector of Evaluation and AssessmentDirector of Evaluation and AssessmentBrian RobinsonBrian RobinsonOffice #: 609-984-6311Office #: 609-984-6311E-mail: E-mail: [email protected]

NJ ASK CoordinatorNJ ASK CoordinatorOrlando Vadel Orlando Vadel Office #: 609-341-3456Office #: 609-341-3456E-mail: E-mail: [email protected]

Science CoordinatorScience CoordinatorStephen GoldmanStephen GoldmanOffice #: 609-777-2080Office #: 609-777-2080E-mail: E-mail: [email protected]

Contact InformationContact Information

Mathematics CoordinatorMathematics Coordinator

Timothy GiordanoTimothy Giordano

Office #: 609-633-8015Office #: 609-633-8015

E-mail: E-mail: [email protected]

Language Arts Literacy CoordinatorLanguage Arts Literacy Coordinator

Roseanne HarrisRoseanne Harris

Office #: 609-292-8779Office #: 609-292-8779

E-mail: E-mail: [email protected]

new jersey assessment of skills and knowledge science nj ask coordinator orlando vadel science...

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