Updates for Updates for 2014, Grade 8 Page 1

Transcription

1 SCIENCE Assessment Updates for 2014 Grade 8 Updates for 2014, Grade 8 Page 1

2 Table of Contents Introduction... 3 Washington State K 12 Science Learning Standards... 3 Adoption of Next Generation Science Standards... 3 New Samples for Student Sample Pages... 5 Teacher Answer Pages Appendix A: Measurements of Student Progress Information Test and Item Specifications Item Types Performance Level Descriptors Testing Windows Online Testing Appendix B: Resources for Educators Lessons Learned from Scoring Student Work Sample Item Templates Released Item Document (RID) and Item Analysis Updates for 2011, 2012, and Teacher Tool Appendix C: Get involved and stay informed Resources/Contact Information Updates for 2014, Grade 8 Page 2

3 Introduction Updates for 2014 contains pertinent information for Washington educators. This document includes a summary of new information in science assessment, sample test items, and links to resources for teachers. Updates for 2014 has been customized into grade levels: Grade 5, Grade 8, and the Biology End of Course Exam. The documents are available on Washington State K 12 Science Learning Standards In 2009, the K 12 Science Learning Standards were formally adopted. Along with the standards, the legislature provided direction for the redesign of the assessment system. The Measurements of Student Progress (MSP) replaced the Washington Assessment of Student Learning (WASL) and assessed the new science standards in grades 5 and 8 in the spring of The Biology End of Course (EOC) exam replaced the High School Proficiency Exam (HSPE) in View the Washington State K 12 Science Learning Standards at: Adoption of Next Generation Science Standards The Next Generation Science Standards (NGSS) were officially adopted as the Washington State science learning standards on October 4, The adoption of the NGSS begins a transition process that will take several years for awareness, professional development, and implementation in the classroom, leading to a state wide assessment of those standards. The date/year for the first assessment of the NGSS is unknown at this time. Information about the adoption and transition to the NGSS can be found at: The 8 th grade Measurements of Student progress (MSP) in science will continue to assess the K 12 Science Learning Standards adopted in 2009 until at least spring 2016 or later. See Appendix A for more information about the MSP Updates for 2014, Grade 8 Page 3

4 New Samples for 2014 The scenario and items on pages 6 11 are samples that align with the K 12 Science Learning Standards. The scenario and most of the items on these pages were piloted on the 2010 MSP. Other items have not gone through the comprehensive review process that test items must pass before placement on a state test. These items will be indicated in the Teacher Answer pages on the Scenario Map & Answer Key. Teachers may still use these items as classroom exercises, or informal checks for understanding, as teachers have the ability and choice to clarify any questions about these items as students are working on them. The Teacher Answer Pages (pages 13 22) provide the keys, rubrics, and sample student responses. Printing tip: Print the student pages back to back, beginning with the cover sheet on page 5, to preserve pagination. Updates for 2014, Grade 8 Page 4

5 Student Sample Pages Student Name: Updates for 2014, Grade 8 Page 5

6 Updates 2014 Grade 8 Student Pacific Treefrogs Directions: Use the following information to answer questions 1 through 9. Emma and Alex heard the loud calls of the Pacific treefrogs in the spring. When the weather warmed they noticed young Pacific treefrogs, or tadpoles, swimming in the pond. They decided to study the Pacific treefrogs. The results of their study are shown in the Pond Ecosystem diagram and the Pacific Treefrog Facts table. Updates for 2014, Grade 8 Page 6

7 Updates 2014 Grade 8 Student 1 Which observation will best determine whether treefrogs are more closely related to toads or to salamanders? o A. o B. o C. o D. Compare the skeletons of each animal. Investigate the habitat of each animal. Examine the skin color of each animal. Record the diet of each animal. 2 What is the source of the genetic information that determines the traits of a Pacific treefrog? o A. o B. o C. o D. Molecules of the cell membrane Organisms eaten by the tadpole Water in the habitat of the tadpole Chromosomes found in the cell nucleus 3 Why are the genes of each treefrog slightly different from the genes of every other treefrog? o A. o B. o C. o D. Treefrogs produce a variety of genes as they mature. Treefrogs acquire genes from the organisms they eat. Treefrogs receive a combination of genes from two parents. Treefrogs select their genes in response to the environment. Updates for 2014, Grade 8 Page 7

8 Updates 2014 Grade 8 Student 4 The body of a tadpole can change shape to improve swimming speed when in danger. Which of these best explains how tadpoles developed this ability? o A. o B. o C. o D. Tadpoles changed their genes in the presence of predators. Tadpoles obtained chemicals from the pond water to change shape. Tadpoles acquired the gene for changing shape from other tadpoles. Tadpoles with the gene for changing shape survived at a higher rate. 5 Treefrogs have adapted to changing environmental conditions over many generations. Which characteristic of treefrogs increases the likelihood a population of Pacific treefrogs will survive? o A. o B. o C. o D. Treefrogs develop from tadpoles. Treefrogs move to water to reproduce. Treefrogs produce 400 to 750 eggs at a time. Treefrogs grow to a length of about 5 centimeters. Updates for 2014, Grade 8 Page 8

9 Updates 2014 Grade 8 Student 6 Emma and Alex plan to use a tank as a Model Pond to study tadpoles. Describe two ways using the Model Pond instead of a real pond might affect the tadpoles. In your description, be sure to: Describe two ways the Model Pond is different from a real pond. Describe how each difference could affect the tadpoles. One difference: Another difference: Updates for 2014, Grade 8 Page 9

10 Updates 2014 Grade 8 Student 7 Emma read that frog populations are decreasing over time in Washington. What data should be collected to determine whether the Pacific treefrog population is decreasing near her school? o A. o B. o C. o D. Compare the number of treefrogs in other areas to the number near the school. Record the number of treefrogs near the school every spring for several years. Survey other students about the number of treefrogs they have seen recently. Count the number of treefrogs within the school grounds on a single day. 8 Which process is a function of the digestive system of animals such as Pacific treefrogs? o A. Forcing carbon dioxide out of the body o B. Producing new blood cells for the body o C. Breaking down food into smaller parts o D. Transporting oxygen throughout the body Updates for 2014, Grade 8 Page 10

11 Updates 2014 Grade 8 Student 9 City planners want to develop a new park on land that has a pond. Describe how an understanding of science or technology can help people like city planners who develop parks for a career. In your description, be sure to: Describe two science or technology concepts city planners would need to consider in developing a park. Describe how understanding each concept will help city planners develop parks without harming any organisms in the area. One understanding: Another understanding: Updates for 2014, Grade 8 Page 11

12 Updates 2014 Grade 8 Student Glossary of Non Science Terms for Updates 2014 Document Science Grade 8 Published Fall 2013 Students are permitted to use this Glossary sheet as a reference. beaker clay soil A glass container used for science experiments. A type of soil that is sticky and easily molded when wet. graduated cylinder A container used for measuring. potting soil sandy soil stopwatch Dirt that is used for growing plants in pots. A type of soil that is mostly sand. A watch used to time events like a car race. Updates for 2014, Grade 8 Page 12

13 Teacher Answer Pages The following pages provide: A Scenario Map & Answer Key Table for the scenario with: o Item Specification text o Item Specification code For example: LS2A(2) is the second item specification for content standard LS2A. o Correct answers for the multiple choice questions o Typical results for each item have been determined based on pilot results and operational results for items assessing the same item specification. Rubrics for completion and short answer items (student words are in italics) Annotated (scored) student responses for each of the short answer items (student words are in italics) Updates for 2014, Grade 8 Page 13

14 Title: Pacific Tree Frog Description: Students learn about Pacific treefrogs Pacific Tree Frog Scenario Map & Answer Key Grade: 8 Piloted on 2010 MSP unless noted ** Item Description Item Specification Code Answers & Typical Results Domains of Science Item Specification Text Systems Inquiry Application Physical Science Earth/spac e Science Life Science A B C D 1 Explain how given anatomical structures, cell structures, and/or patterns of development of two or more species provide evidence of their degree of relatedness. LS3G (1) 45% correct Describe that location of genes is within chromosomes in the nucleus of a cell. Describe that offspring produced during sexual reproduction are similar, but not identical to, either parent because the offspring receive genetic information from both parents. Describe an inherited adaptation which would enhance the ability of an organism to survive and/or reproduce in a particular environment. Describe an inherited adaptation which would enhance the ability of an organism to survive and/or reproduce in a particular environment. Describe how a model or simulation is similar to and/or different from the actual object, event, system or process being modeled. INQE (2) LS3B (1) LS3D (1) LS3E (1) LS3E (1) 60% correct 75% correct SA Rubric 60% correct 40% correct 7 Describe a plan to answer a given question for a field study. INQB (2) 60% correct Describe the components and/or functions of **8 the digestive, circulatory, or respiratory systems in animals. Explain why an understanding of science **9 and/or technology is necessary for success in a given profession. Scenario Point Total = % 3 27% APPB (2) 2 18% 6 55% LS1C (3) 55% correct SA Rubric MC/CP= 7pts, SA=4pts Actual Science MSP = 40 points 20% 30% 20% 30% MC/CP= 30pts, SA=10pts **These items were not part of the 2010 pilot. Typical results have been determined based on pilot results and operational results for items assessing the same item specification. Updates for 2014, Grade 8 Page 14

15 Performance Description Scoring Rubric for Item 6: Using a Pond Model A 2-point response demonstrates that the student understands the Content Standard INQE(2): Models 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 Specification 2: Describe how a model or simulation is similar to and/or different from the actual object, event, system or process being modeled. The response describes two ways using the Model Pond instead of a real pond might affect the tadpoles by: Describing two ways the Model Pond is different from a real pond AND Describing how each difference could affect the tadpoles. Examples: Describes a way the Model Pond is different from the real pond Warmer water No predators Describes how the difference could affect the tadpoles Tadpoles change to frogs more quickly More tadpoles survive More tadpoles survive Typical results: Mean= 0.47 pts 9% More protection Higher survival rate for tadpoles Won t change into frogs Smaller space Might eat each other Tadpoles are larger More food Change to frogs more quickly A 1-point response demonstrates that the student has partial understanding of the Content Standard. The response describes one way using the Model Pond instead of a real pond might affect the tadpoles by identifying one way the Model Pond is different from a real pond and describing how that difference could affect the tadpoles. A 0-point response demonstrates that the student has little or no understanding of the Content Standard. 27% 60% 4% blank General Notes: 1. Responses describing a minor misconception about frogs and/or tadpoles may be credited for this INQ content standard (e.g., frogs teach tadpoles how to find food). 2. Responses describing an effect on frogs instead of on tadpoles may be credited. Updates for 2014, Grade 8 Page 15

16 Annotated example of a 2 point response to item 6. 6 Emma and Alex plan to use a tank as a Model Pond to study tadpoles. Describe two ways using the Model Pond instead of a real pond might affect the tadpoles. In your description, be sure to: Describe two ways the Model Pond is different from a real pond. Describe how each difference could affect the tadpoles. One difference: In a real pond the tadpole wouldn t have a water heater to control the temperature of the water. Some tadpole would die because they would get to cold. Another difference: In a Model pond the tadpole have no enimes to eat them. Proble more than have of the tadpoles would be eaten in a real pond. Annotations One difference: In a real pond the tadpole wouldn t have a water heater to control the temperature of the water. How the difference affects tadpoles: Some tadpole would die because they would get to cold. Another difference: In a Model pond the tadpole have no enimes to eat them How the difference affects tadpoles: Proble more than have of the tadpoles would be eaten in a real pond. Score Points 1 1 Total Score Points 2 Updates for 2014, Grade 8 Page 16

17 Annotated example of a 1 point response to item 6. 6 Emma and Alex plan to use a tank as a Model Pond to study tadpoles. Describe two ways using the Model Pond instead of a real pond might affect the tadpoles. In your description, be sure to: Describe two ways the Model Pond is different from a real pond. Describe how each difference could affect the tadpoles. One difference: The Model Pond has a water heater unlike the real pond. Depending on what the frogs need the water heater could help the frogs live longer. Another difference: The model pond is a tank while the real pond is a pond. The tank can limit the tadpoles apurtunities, but also protect them from predators. Annotations One difference: has a water heater... How the difference affects tadpoles:...could help the frog live longer. Another difference:..a tank protects them from predators How the difference affects tadpoles: None Score Points 1 0 Total Score Points 1 Updates for 2014, Grade 8 Page 17

18 Annotated example of a 0 point response to item 6. 6 Emma and Alex plan to use a tank as a Model Pond to study tadpoles. Describe two ways using the Model Pond instead of a real pond might affect the tadpoles. In your description, be sure to: Describe two ways the Model Pond is different from a real pond. Describe how each difference could affect the tadpoles. One difference: They do not have to worry about food. Another difference: There are no preditors so it will grow differently. Annotations One difference: They (the tadpoles) do not have to worry about food. How the difference affects tadpoles: None Another difference: There are no preditors How the difference affects tadpoles: so it (the tadpole) will grow differently. Vague Score Points 0 0 Total Score Points 0 Updates for 2014, Grade 8 Page 18

19 Scoring Rubric for Item 9: Developing a Park Performance Description A 2-point response demonstrates the student understands the Content Standard APPB: Scientists and technological designers (including engineers) have different goals. Scientists answer questions about the natural world; technological designers solve problems that help people reach their goals. Item Specification 2: Explain why an understanding of science and/or technology is necessary for success in a given profession. The response describes how an understanding of science or technology can help people like city planners who develop parks for a career by: Describing two science or technology concepts city planners would need to consider in developing a park. AND Describing how understanding each concept will help city planners develop parks. Examples: Describes science or technology concept: Describes how concept helps develop parks: The water level of the pond will remain stable and tadpoles and frogs can continue Make sure to develop the park so runoff from to survive there. parking areas won t get into the pond Car oil won t get into the pond and kill all the organisms. Find out how construction creates pollution. Develop the park with materials that would not pollute the ecosystem Removing trees to develop the park could remove habitat for birds. People could know to replant trees so the birds still have a home. The wildlife won t get scared away and Be able to design trails through the park that their populations will get bigger allow people to view wildlife from a distance. People won t get hurt by animals or by falling into the pond. A 1-point response demonstrates the student has partial understanding of the Content Standard. The response describes one science or technology concept people would need to consider in developing a park and describes how understanding that concept will help people develop parks. A 0-point response demonstrates the student has little or no understanding of the Content Standard. Typical results: Mean= % 25% 56% 4% blank Updates for 2014, Grade 8 Page 19

20 Annotated example of a 2 point response to item 9. 9 City planners want to develop a new park on land that has a pond. Describe how an understanding of science or technology can help people who develop parks for a career. In your description, be sure to: Describe two science or technology concepts people would need to consider in developing a park. Describe how understanding each concept will help people develop parks. One understanding: People who plan parks should research how many different species they need to plan for so there will be the right amount of space and food for all the different kinds of organisms. Another understanding: Visitors are going to pollute the new park with cars and litter so park planners have to know how to develop the park to make sure the minimum amount of pollution will get in so the animals and plants will not be poisoned and die. Annotations Science or technology concept: research how many different species they (people who develop parks) need to plan for How understanding this concept will help: there will be the right amount of space and food for all the different kinds of organisms. Science or technology concept: know how to develop the park to make sure the minimum amount of pollution will get in How understanding this concept will help: animals and plants will not be poisoned and die. Score Points 1 1 Total Score Points 2 Updates for 2014, Grade 8 Page 20

21 Annotated example of a 1 point response to item 9. 9 City planners want to develop a new park on land that has a pond. Describe how an understanding of science or technology can help people who develop parks for a career. In your description, be sure to: Describe two science or technology concepts people would need to consider in developing a park. Describe how understanding each concept will help people develop parks. One understanding: Need to know how much rainfall the park gets so you can plant plants that will grow well and be healthy. Another understanding: Knowing the machines to use for making pathways will help build the right things in the park. Annotations Science or technology concept: how much rainfall the park gets How understanding this concept will help: plant plants that will grow well and be healthy. Science or technology concept: Knowing the machines to use for making pathways How understanding this concept will help: help build the right things in the park. Vague Score Points Total Score Points Updates for 2014, Grade 8 Page 21

22 Annotated example of a 0 point response to item 9. 9 City planners want to develop a new park on land that has a pond. Describe how an understanding of science or technology can help people who develop parks for a career. In your description, be sure to: Describe two science or technology concepts people would need to consider in developing a park. Describe how understanding each concept will help people develop parks. One understanding: Park planners cannot get to close to the frogs or ruin their environment. Another understanding: They have to know which animals and plants they should and shouldn t have at the park. Annotations Science or technology concept: planners cannot get to close to the frogs How understanding this concept will help: None Science or technology concept: have to know which animals and plants they should and shouldn t have at the park. How understanding this concept will help: None Score Points 0 0 Total Score Points 0 Updates for 2014, Grade 8 Page 22

23 Appendix A: Measurements of Student Progress Information Test and Item Specifications The Test and Item Specifications provide guidelines for developing large scale assessments based on the Washington State K 12 Science Learning Standards. The science test includes systems, inquiry, and application scenarios which reflect the cross cutting concepts and abilities in the standards. Most items are connected to a scenario. Some stand alone items also appear in the test. Stand alone items are clearly marked for students on the assessment. The test specifications provide a grade level or course test map that delineates the type and number of items. The document also provides a list of science vocabulary words that are necessary for the purposes of the assessment. The Test and Item Specifications are updated annually. Included with each updated version of the Test and Item Specifications will be a summary of the changes made since the previous version. The Test and Item Specifications documents can be accessed through the following link: Item Types Item Types on the grade 8 Science Measurements of Student Progress (MSP) Point Items per Item Type Distinguishing Feature(s) Value operational test Multiple choice Completion Short answer 2 5 Each multiple choice item has four answer choices, the correct answer and three distractors. Each completion item requires the student to write a number, word or short phrase. Each short answer item requires a response in the form of phrases or sentences. Short answer items may ask students to do things like write a conclusion or procedure, solve a technological design problem, or explain how a human activity impacts the ecosystem. Five additional pilot items will be embedded in the MSP. These items are not included in student scores. Updates for 2014, Grade 8 Page 23

24 Performance Level Descriptors Performance Level Descriptors (PLDs) give teachers, parents/guardians, and students information about the typical skills and knowledge a student demonstrates on state assessments at each performance level. Committees of Washington state teachers, parents and community members developed the Performance Level Descriptors during the standard setting process. PLDs are broken down by the score levels students can earn: Basic (Level 2) Proficient (Level 3) Advanced (Level 4) NOTE: There is no PLD for Below Basic (Level 1). PLD documents can be downloaded at Testing Windows Online: April 23 May 30, 2014 Paper and pencil: April 23 May 15, 2014 Online Testing Online testing for science began in spring Two resources are available to help students become familiar with the online testing environment: Tutorial videos are posted on the state s online testing website. The tutorial video allows students to view a demonstration of the testing software and explains how to use the various tools and how to enter responses to questions. The tutorial video can also be shared with parents and other interested community members. An interactive practice tool, known as the Online Tools Training (OTT), is also available. The OTT allows students to practice with the testing software, including navigating through the test and typing responses to completion and short answer questions. Student responses are not saved or recorded in the OTT. An updated version will be posted early in Visit the online testing website for more information about online testing in Washington: Updates for 2014, Grade 8 Page 24

25 Appendix B: Resources for Educators Visit for links to the documents listed in this section. Check regularly for new resources. Lessons Learned from Scoring Student Work The Science Assessment Team shares annual observations about student responses on the Science MSP in Lessons Learned from Scoring Student Work. The purpose of this document is to provide teachers with insight into common misconceptions and errors that may keep students from earning full credit on state assessment items. Lessons Learned from Scoring Student Work can be downloaded at: Sample Item Templates Templates of questions and the scoring rubrics for common short answer items used on the Science MSP are available in the form of Word documents. The templates can be edited for use in classroom practice by incorporating content from any science curriculum. If a grade level is marked N/A for an item type, this indicates that the item type is not assessed at that grade level. The templates can be downloaded at: Released Item Document (RID) and Item Analysis Released scenarios and items from the 2012 Science MSP are available with all item information. Item Analysis with performance data at the state, district, and school level is also available. All the items in the RID are also included in the Updates for 2013 document. There are no released scenarios and items available from the 2013 Science MSP. The 2012 Released Item Document is located at: Updates for 2011, 2012, and 2013 The 2011 through 2013 versions of this Updates document contain scenarios and items aligned to the K 12 Science Learning Standards and can be used for classroom practice. The items on the Updates for 2011 document are on the Online Tools Training (OTT) for science Practice A. The items on the Updates for 2013 document are also used on the OTT Practice B. The documents can be downloaded at: Teacher Tool The Teacher Tool provides information about all operational items on the previous year s MSP. A brief description of each item on the MSP is provided as well as state level performance data. The Teacher Tool is located at Updates for 2014, Grade 8 Page 25

26 Appendix C: Get involved and stay informed PEPPER (PreSALTers Enthusiastically Providing Powerful Educational Resources) Washington educators who want to receive periodic science assessment information and updates, and notifications about meeting and workshop opportunities are invited to join the PEPPERs distribution list. To join, please send a request to science@k12.wa.us. Resources/Contact Information Science Assessment Webpage: Contact Information: Elementary Kara Monroe OSPI Science Assessment Specialist kara.monroe@k12.wa.us (360) Secondary Dawn Cope OSPI Science Assessment Specialist dawn.cope@k12.wa.us (360) Updates for 2014, Grade 8 Page 26