MDE Science Assessment Update August 4, 2016

Vision for Balanced Assessment System for Michigan Science Standards Unit based – Performance Tasks, Portfolio, Problem solving Item Clusters & Performance Tasks Performance Task Module Assessment Item Clusters Interim Assessment Performance Task M-STEP Assessment Module Assessment Classroom Formative Assessment Interim Assessment Classroom Summative Assessment Performance Task Module Assessment MDE Performance Task 3DSPA Gap Curriculum Flow of Data

Michigan Science Assessment - Future SBE adopted the Michigan K-12 Science Standards in November of 2015 New Standards – New Assessments M-STEP Delivery Multiple Choice, Technology Enhanced Items & Constructed Response (FT) Focus on online delivery Three dimensional items clusters

Assessment Transition Timeline Transition Period Field Test MSS-Aligned Items We are still working on the transition plan for assessments during Spring 2016, 2017 and 2018. As early as the Spring of 2017 or in 2018, field test item clusters written to the new MSS will be available either through traditional or stand alone field tests. We anticipate that a complete transition to a new MSS aligned test will occur as early as the Spring of 2019 or by the Spring of 2020. Full implementation of aligned MSS Assessment 2015-16 2016-17 2017-18 2018-19 2019-20

Tentative Timeline The Every Student Succeeds Act (ESSA) and state law require that we give a state science exam once each in elementary, middle, and high school. MDE is requesting via the ESSA implementation plan that Science will not continue the “old” MSTEP in Spring 2018 and Spring 2019. Only Field Testing and Pilot Testing will occur in those years to provide ample classroom transition time. Spring 2017 MSTEP: “Old Format” based on 2009-adopted Science Standards (Grades 4, 7, 11) Separate Field Test New MSS aligned item clusters (Grades 5, 8, 11) Spring 2018 - Field Test New MSS aligned item clusters (Grades 5, 8, 11) ONLY Spring 2019 - Aligned MSS M-STEP Pilot assessment (Grades 5, 8, 11) ONLY Spring 2020 - Fully operational MSS assessment (Grades 5, 8, 11)

Practices embedded throughout Major shifts Move from Grade 4 & 7  5 & 8 Practices embedded throughout Grade 11 and Grade 8 tests to assess the entire band of standards (6-8 ; 9-12) Grade 5 test to assess 3-5 grade standards

Michigan Merit Curriculum Graduation Requirements Students must show proficiency on new MSS. Districts determine the “meaning” of proficiency Seat time is not a requirement Course type is not a requirement

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 Crosscutting Concepts Disciplinary Core Ideas Practices

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

Design Approach – Evidence Centered Design Phase 1: Unpack the Dimensions of the PE Phase 2: Determine Evidence of high level of performance Phase 3: Develop out Item Cluster that supports high level of performance

PE Bundle – Topic Bundles Bundles should enable assessment via a single natural phenomenon presented within a stimulus.

Example Middle School Topic Bundle 2 SEPs: Math Rep., Modeling, Obt. Eval. & Com Info. 2 CCCs: Patterns, Structure & Function 4 DCIs: PS4.A, PS4.B, PS4.C

Item Clusters Base unit for test development. Set of items (3-7), some items having more than one part, that are based on at least one common stimulus Individual items are not intended to be separated and used independently from one another.

Item Clusters Each individual item within the cluster should align with at least two dimensions of the Topic Bundle (e.g., DCI/SEP, or SEP/CCC). At least one item in a cluster should be aligned to all three dimensions. The overall item cluster must demonstrate alignment to all three dimensions represented in the Topic Bundle (SEPs, DCIs, CCCs).

Structure, Function, and information processing Sample Item Cluster Grade 5 Life Science Structure, Function, and information processing

Students are learning that eyes are special structures in the body Students are learning that eyes are special structures in the body. During their class discussion, a power outage occurred and the lights went out in the classroom. While the teacher looked for a flashlight, the students started talking. One student exclaimed “I can’t see anything!” and another student replied “Too bad we aren’t owls, they can see great in the dark!” The teacher grabs the flashlight and says “This makes me wonder ‘how are we able to see?” A picture of the classroom is provided here for you. Stimulus A

1. When the teacher turns on the flashlight, the first thing seen is a plant. Which four parts of the sight system are involved in seeing the plant? A. stomach B. brain C. eye D. light E. clock F. plant Item Type: Multi Select

2. A student was surprised that when the lights went out nothing in 2. A student was surprised that when the lights went out nothing in the room could be seen. Which statement below explains why? We couldn’t see anything in the room because A. Objects make shadows in the dark making things hard to see. B. Light is absorbed by objects so we can see them. C. Objects don’t need light to be seen. D. Light is needed to reflect off objects and enter our eye allowing us to see. Item Type: Multiple Choice

3. The students in class worked together to develop models that show 3. The students in class worked together to develop models that show the steps involved in seeing the plant when the flashlight was turned on. Which model is correctly shows these steps? Item Type: Hot Spot

While students were not able to see anything when the lights were out, owls have special eyes for seeing in low light. Owls are a bird of prey and their large eyes help them hunt in the dark at night. Owls have other special features that are important for their survival. Pictured below is a great horned owl. Stimulus B

4. Evaluate the explanation below and highlight two pieces of evidence that support the claim “Owls see well at night”. Owls are birds that can see well at night. Owls have large eyes that let in a lot of light. These birds can be seen during the day but are more active at night. Scientists have found that owls have a sort of mirror in their eye to help them see even better. They also have sharp talons (claws) that help them to catch their prey. Item Type: Hot Text

5. Owls have been known to kill and eat animals larger than they are 5. Owls have been known to kill and eat animals larger than they are. Which two features would allow an owl to eat larger animals after it is caught? A. Eyes  B. Talons C. Tail D. Hooked Beak E. Feathers F. Wings Item Type: Multi-Select