3. FromTo TimingAnnual, on demandOn-going, curriculum- embedded, benchmarks BalanceDisconnectedBalanced formative and summative FormsOneMatrix Bi-DirectionalTop downAggregate up, sample down Explore Test Design modelsOne formMatrix forms or form components

6. Model Levels: Generic Model Levels: Ecosystems Content Targets Inquiry Targets Components and Roles (insert Jodi graphic) Organisms and roles xxxobserve Interactions (insert Jodi Graphic) InteractionsRelate Emergent Behaviors (insert Jodi graphic) Population- level behavior Predict observe explain investigate

8. Figure 1 – Screen Shot of the Mountain Lake Food Web Embedded Assessment with Coaching

10. Write Revise Evaluate In embedded assessments students revise and evaluate constructed responses. Formative Assessment: Student Self-Assessment of Constructed Responses: Scientific Explanation

12. Figure 2 – Screen Shot of the Australian Grassland Population Dynamics Benchmark Assessment

14. . Technology Support for Teacher Scoring of Constructed Responses on Unit Benchmark

15. Increased site administration costs due to need for more skilled personnel Increased item development costs Initial system development costs Benefits No printing and shipping of assessments No scanning of bubble sheets No human-scoring sessions Results could be sent electronically (less mailing) Reuse of templates and components via authoring system Allows authoring by developers and teachers Easier to add accommodations like large print or read-aloud (text to speech) Ways to limit additional costs: States could form consortia to spread the costs of system and assessment development Strategic use of complex item types (e.g. matrix sampling of specific knowledge/skills)

17. Core standards Specifications Common tasks Item bank Multilevel Balanced State Assessment System

18. Follow up Classroom Reflection Activity Embedded Formative Assessments Benchmark Summative Unit Assessments SimScientists Embedded Formative Assessments Unit Benchmark Assessments

19. SimScientists Embedded Formative Assessment Class Report

20. SimScientists Unit Benchmark Summative Proficiency Report

29. 29 COORDINATED ICT FRAMEWORK ICT ASSESSMENT FRAMEWORK

30. 30 Performance assessments designed to test problem-based reasoning using technology Core components planning accessing information reasoning with the information drawing conclusions communication 1 Interrated Integrated Performance Assessments with Technology (IPAT) Modular Design

31. 31 Modules can be based on an ICT strategy,technology tool, subject-matter of the problem, or complexity Modules can be inserted or deleted without disruputing the flow of the investigation Permits custom design, adaptive assessment Permits separate score reports for domain knowledge, strategies, technology use 1 IPAT Modular Design

32. 32 ICT PERFORMANCE ASSESSMENT Middle School Level Prototype Predator – Prey ICT Performance Assessment Task Intended audience = grade 8 / pop. 2 / 13 year olds Problem within science context--well taught & learned Modules for ICT strategies Technologies Common Internet and productivity tools Net Logo Modeling Tool

33. 33

34. 34 Park rangers in Canada have observed that too many hares in the parks are causing problems. They eat small plants that other animals depend on for food. Some park rangers suggest that the government bring in more lynx (which eat hares) and help reduce the population. The park service hired Dr. Kloss at the Arctic Research Institute to investigate. Dr. Kloss wants teams of students made up of students from different schools to help. You’ll be working with two other students, Filo from York and Kari from Ottawa. For this project you will use technology to solve the problem should the government bring in more lynx?

35. 35 Data / information to collect: When does the hare population start to go down? What are reasons that can cause it to go down? » Canadian lynx » The lynx and hare » Predator-prey cycles Notes Lynx mostly eat hares. They don’t eat much else. If there aren’t many hares, they start to get hungry. http://dspace.dial.pipex.com/agarman/

36. 36 Here is the data for the number of hares in the parks over the last four years. Last year (2002) there were about 95,000 hares. The year before that (2001) there were about 80,000. In 2000, there were 25,000. And in 1999, there were only about 1,000 hares. Organize the data and describe the population trend. Pick a tool to use: Access & Organize Information / Data Analyze & Interpret – infer trends & patterns

37. 37 Hi Maribel, I saw the data that you got from the Canadian park service. I did some more research and found a list that goes back 25 years and shows how many hares and lynx there were. I attached the information in a spreadsheet but I can’t understand it. We need to figure out how to make sense of all this. Can you find a better way to analyze and display the data? Thanks, Kari Collaborate Represent & Transform Information / Data

38. 38 Transform Data

39. 39 Your Web research indicated that although lynx depend on hares for food, introducing more lynx might decrease the hare population too quickly. But how quickly is too quickly? Dr. Kloss would like to use a modeling program to predict what will happen to the hare and lynx populations if you added more lynx to the parks. Once you’ve used the modeling tool, record your results below. Size of hare population if lynx are NOT added to the park: increase a lot increase a little decrease a little decrease a lot 2003 2008 Size of hare population if lynx ARE added to the park: increase a lot increase a little decrease a little decrease a lot 20032008 Use Modeling Tools to Investigate, Compare, Test, Analyze & Interpret Information / Data

40. 40

41. 41 Dr. Kloss would like you to prepare a short presentation (3 pages / slides) to the park service with your recommendations what to do about about the hare and lynx populations. Be sure your presentation is clearly organized and includes: A statement of the problem Your group’s recommendation Information, data and explanations to support your recommendation