Developing Student Outcome Measures Frameworks Carlos C. Ayala Sonoma State University

Scaling Up: Student Measures The Buck Stops Here Carlos Ayala

Let’s Talk Charge Develop student assessment instruments in order to tease out differences between professional development models. 2 Session Pre Test 3 Session Post Test Suite

Where we expect differences Student’s content knowledge Student’s science inquiry skills Student’s views of the nature of science Student’s efficacy toward science Student’s motivation to learn science

Final Assessment Suite Pre-test –30 item multiple-choice/ short answer test (α=.86) –Attitudinal Survey Post-test –30 item multiple-choice/ short answer test –Attitudinal survey –Mānoa River performance assessment

Knowledge Type Framework Type of KnowledgeDefinition Examples Prompt DeclarativeKnowing thatConcepts & facts “What is percolation?” ProceduralKnowing howActions, steps, “How do measure how much & procedures water soil will hold?” SchematicKnowing whyPrinciples & “How does the water cycle mental models work?”

Content Validity Reviewed curriculum and created content matrices Curriculum developers parsed content down Linked matrices to materials Created test linking items to matrices Piloted assessments Talk alouds

As students become more engaged in the FAST curriculum and the teacher more fully implements the curriculum, students will be more proficient at Science Inquiry. –Design and conduct a scientific investigation –Use appropriate tools to gather, analyze and interpret data –Develop descriptions, explanations predictions and models using evidence Targets based on –Duschl’s Transformations in Three Domains –Pottenger’s Deductive Explanatory Inquiry Student Science Inquiry NRC. (1996). National Science Education Standards. Washington D.C.: National Academy of the Sciences.

Transformation 1 Data to Evidence: Deciding if the data are evidence, irrelevant and/or problematic. Transformation 2: Evidence to patterns or models decisions about selecting tools for identifying patterns or models Transformation 3: Patterns and models to explanations. Deciding how the patterns or models lead to explanations. Reformulation: From explanations to new questions: Deciding what next questions to ask and what new data are needed. Student Science Inquiry

As students become more engaged in the FAST curriculum and the teacher more fully implements the curriculum, students will understand that –anyone can be a scientist. –science knowledge is useful. –science knowledge builds over time. –science is creative. Nature of Science Lederman, Abd-El-Khalick, Bell and Schwartz (2002) Views of Nature of Science Questionnaire; Toward Valid and Meaningful Assessments of Learner’ Conceptions of the Nature of Science.

As students become more engaged in the FAST curriculum, the greater control they will feel towards science, science investigations and science knowledge. –I can make accurate measurements during a science investigation. –I can make appropriate predictions about what will happen during a science investigation. Self Efficacy Britner, S. and Pajares F., (2001) Self-Efficacy Beliefs, Motivation, Race and Gender in Middle School Science.

As students become more engaged in the FAST curriculum, patterns of motivation may change. Dweck Groups (goals and epistemic beliefs) –Mastery Orientation –Ego Orientation –Helpless Orientation Motivation Haydel, A., & Roser, R. (2001). On the links between students' motivation patterns and their perceptions of, beliefs about and performance on different types of science achievement, Multidimensional Approach to Achievement

Next Steps 760 Tests and Surveys completed Collect post test data Run analyses Provide results to group

Developing Student Outcome Measures Frameworks Carlos C. Ayala Sonoma State University