1. Understanding the Science MSP Mark Watrin Science Coordinator ESD112

2. Not the Purpose Purpose Help Teachers Understand the Science MSP – Systems – Inquiry – Application Debate testing in general Give you all the right answers (not possible) Represent OSPI

3. Science MSP Test and Item Specifications http://www.k12.wa.us/Science/TestItemSpec.aspx

4. Science Assessment Update

5. 2009 Inquiry

6. Time for Questions If you don’t get a word in edgewise. Type your question into the question box.

7. Preconceptions :Three – Two - One Three Inquiry Standards that will be answered as a two point questions Two Inquiry standards that will be only Multiple Choice One inquiry standard that will not be tested

8. Inquiry? Ask Questions Plan Investigations Collect Data Repeat for reliability Understand Models Emphasize Evidence Communicate results Be honest 2 point possibilities Plan an investigation Understand models Evidence for Conclusion Evidence for Explanations Standards MSP EOC Bio

9. 4 Parts Design a controlled experiment Design a Field Investigation Write a Conclusion Understanding Models

10. Plan an Investigation Controlled Experiment Field Study +Controlled Variable Test and Item Specifications

11. 8 th Grade “Update” document 2010 “Changes Documents” Controlled Variables are inferred in 5 th grade 5th 8th

12. High School Inquiry Design Investigations Field Studies Conclusions Validity & Reliability Inconsistencies Evaluate Reliability

13. Test & Item Specifications

14. Example of Logical Steps

15. 8 th Grade Design an Investigation Interpret a Scenario Interpret a data table 1 controlled variable

16. How did that Plant Get There? Interpret Scenarios Analyze Data Tables 2 controlled variables Extra Validity Measure

17. Inquiry Guide Attribute Points Logical Steps Manipulated Variable Responding Variable Record Data Multiple Trials 8 th + 1 controlled variable 10 th + 2 controls + extra validity

18. Inquiry in Your Science Kit Animal Runways Flood Yeast & Vitamin C Melting Matter

19. Pause Part 1

20. Field Investigation – NEW ITEM Attributes Logical Steps Method of data collection 2 Conditions compared Collect & Record Data How often data is collected Multiple trials of data collection

21. New Item: No Examples Available Test & Item Specifications page 12 & 13

22. Comparison Opportunities Animals 2x2/organisms New Plants Insects Air and Weather/Weather Human Body Environments/Ecosystems Diversity of Life Goldfish & Guppies Rye grass & oats Mealworms & wax worms Weather conditions Owl pellets Terrariums & Aquariums Pond water organisms

23. Pause Part 2

24. In Conclusion (1)Conclusive statement (2)Supporting data: reported data are the lowest and highest conditions (1)Explanatory language, connect or compare the supporting data to the conclusive statement

25. 2012 Update Documents 3 or 4 = 2 Conclusive Statement High Data Low Data Explanatory Language

26. How well do students write conclusions? High data Low data scored 2 points

27. What can you conclude about writing conclusions? Conclusive statement 42% Explanatory Language 22.6% 0.6 out of 2 is the mean score Students score 20% lower on explanatory language Conclusive statements are credited 42% Explanatory language is credited only 22.6% Teachers should help students understand “explanatory” language” which is the lowest scoring attribute in writing conclusions at 22.6%.

28. Pause Part 3

29. “ But wait, there’s more!” Cognitive Difficulty Models

30. Model Guide

31. Example What real object is this a model showing? What is accurate about the model What is inaccurate about the model?

32. Models in your science kits Carts Stream Table Day & Night Moon Craters

33. 9-12 Reliability & Validity Reliability: An attribute of any investigation that promotes consistency of results during repeated trials. Validity: An attribute of an investigation that describes the degree of confidence that data collected and logical inferences are accurate representations of the phenomena being investigated.

34. Pause Part 4