1. MDE Science Assessment Update
August 4, 2016

2. 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

3. 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

4. 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

5. 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 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 Field Test New MSS aligned item clusters (Grades 5, 8, 11) ONLY
Spring Aligned MSS M-STEP Pilot assessment (Grades 5, 8, 11) ONLY
Spring Fully operational MSS assessment (Grades 5, 8, 11)

6. 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

7. 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

8. 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

9. 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

10. 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

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

12. 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

13. 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.

14. 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).

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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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