science fcat test item & performance task specifications training
DESCRIPTION
SCIENCE FCAT Test Item & Performance Task Specifications Training. Presented by the Science Capacity Development & School Reform Accountability Team. Norms. T end to personal needs O pen your mind to new information O rganize your thoughts by writing or drawing - PowerPoint PPT PresentationTRANSCRIPT
SCIENCE
FCAT Test Item & Performance Task Specifications Training
Presented by the Science Capacity Development & School Reform Accountability Team
Norms►Tend to personal needs►Open your mind to new
information►Organize your thoughts by writing
or drawing►Listen respectfully to your
colleagues►Share your ideas
How Should We Use the Sunshine State Standards?
to
PLAN and GUIDE
Classroom Instruction
What is the Standard for Florida?
Sunshine State Standards
FCAT Test Item Specifications
Let’s explore the Science FCAT Item Specifications
Where can I find the FCAT Item Specifications?
http://fcat.fldoe.org/fcatis01.asp
The Florida Department of Education website:
FCAT
fldoe.org
Educators
FCAT Item Specifications
ScienceNext Generation Sunshine State Standards Roll-out
2009-2010School Year
Level StandardsElementary
Kindergarten – Grade 3 Next Generation Sunshine State Standards for ScienceNew Item Specifications (Available in Spring, 2010)
Grade 4 – Grade 5 Current SSS for Science2002 Item Specifications
Middle
Grade 6 Next Generation Sunshine State Standards for ScienceNew Item Specifications (Available in Spring, 2010)
Grade 7 – Grade 8 Current SSS for Science2002 Item Specifications
High School
Integrated Science Next Generation Sunshine State Standards for ScienceNew Item Specifications (Available in Spring, 2010)
Biology Align Current and Next Generation Sunshine State Standards for
Science2002 Item Specifications
Part 1: General SpecificationsPart 1: General Specifications
Scavenger Hunt
General SpecificationsGeneral Specifications
Items…
• Are written to measure primarily one benchmark
• Are appropriate for students in terms of grade-level difficulty, life experiences, & reading level
• Range in difficulty from easy to challenging
• Are approximately one (Reading) grade level below the grade level of the test
• Do NOT disadvantage or disrespect any segment of the population
Overall ConsiderationsOverall Considerations
Refers to the situation in which a question is presented
• Designed to interest students at the tested level
• Presented in real-world context or related to real-world situations
• Presented through written text and/or visuals
Item ContextItem Context
• Contain appropriate formulas and conversions
• Are provided to students in grades 6 - 10 for use during test
• Are NOT provided for grades 3 – 5 (provided with each item)
Reference SheetsReference Sheets
• Cognitive Levels
• Item Style Format
• Scope of Items
What are the criteria for FCAT What are the criteria for FCAT Science Test Items?Science Test Items?
Application
Knowledge
Comprehension
Analysis
Synthesis
Evaluation
Level I
Level II
Old Classification
Bloom’s Taxonomy
LOW
MODERATE
HIGH
New Classification
Webb’s Depth of Knowledge
& NAEP
VS
Bloom’s vs. Webb’s
FCAT Cognitive Levels of Complexity
• Low: Solve a one step problem– Recall and recognize
• Moderate: Requires multiple steps– Flexible thinking, informal reasoning or
problem solving
• High: Requires analyses and abstract reasoning– Abstract reasoning, planning, analysis,
judgment and creative thought.
Percentage of Points by Cognitive Complexity Level for FCAT Science
Grades Low
Level Moderate
Level High
Level
5 15-25 40-60 25-35
8 15-25 40-60 25-35
11 15-25 40-60 25-35
Determine that Complexity
• Using your response card, identify the complexity level of the following questions
• Please be prepared to discuss your classification
Grade 5 Short Response Sample
Expectations of High Complexity Items
• High Complexity Items–Construct a model, draw conclusions, design, explain, justify, interpret
• Types of Questions– MC, GR (Mathematics)– SR and ER (Mathematics, Science)
Grade 5 Multiple Choice Sample
Expectations of Low Complexity Items
• Low Complexity Items–Identify, recognize, retrieve, calculate
• Types of Questions–MC and GR
Grade 5 Multiple Choice Sample
Expectations of Moderate Complexity Items
• Moderate Complexity Items–Apply, infer, predict, compare & contrast, formula
• Types of Questions–MC, GR, SR, ER
Item Style and FormatItem Style and Format
• Multiple Choice
• Short Response (not in FY2010)
• Extended Response (not in FY2010)
• Gridded Response (not in science)
MC, SR, ER, GRMC, SR, ER, GR
• Express as a question when possible
• Capitalize or use bold to emphasize a word (grade appropriate)
• Avoid gender-specific pronouns – use plural
• Use appropriate balance of male/female names
Item Style and FormatItem Style and Format
• Provide necessary information for answering the question
• Illustrate or support the context of the question
• Depend on the benchmarks
Used with 40% of the Science items
GraphicsGraphics
Refers to the benchmarks (Appendix)
Scope of ItemsScope of Items
Part IIPart IIStructure of the Structure of the
Science SpecificationsScience Specifications
• Strand
• Standard
• Benchmark
• Benchmark Clarification
• Item Types
• Response Attributes
• Sample Items
• Content Limits
• Definitions
• Item Context
Specifications SectionsSpecifications Sections
• The Nature of Matter
• Energy
• Force & Motion
• Processes That Shape the Earth
5• Earth & Space
• Processes of Life
• How Living Things Interact with Their Environment
• The Nature of Science
Strands assessed in Science:
1.Physical and Chemical Sciences
2.Earth and Space Sciences
3.Life and Environmental Sciences
4.Scientific Thinking Sciences
For purposes of reporting FCAT scores benchmarks are organized in clusters:
Strand B: Content AreaStrand B: Content Area
Activity Time!
Standard
• General statements of expected student achievement within each strand
• The same for all grade levels
Benchmark
• Specific statements of expected student achievement
• Different for the different grade levels
Item Types
Address the types of items used to assess each benchmark at each grade level
Benchmark Clarification
• Contains the task(s) a student will perform when responding to questions
Definitions
Describe terms used in the benchmarks that require further explanation
Example:
Nonstandard units are objects, such as pencils, crayons, or paper clips, used to obtain a measure.
Content Limits
Contain the range of content knowledge and degree of difficulty that should and should not be assessed in the questions for the benchmark
Stimulus Attributes Defines types of stimulus materials:
e.g.,
• graphic materials, and
• item context or content
Response Attributes • Give specific description of the
distractors for Multiple-Choice items
• Contain specific directions for the types of responses allowable
Sample Items
• Provided for each type of question assessed
• Presented in a format like that used in the FCAT test
Appendixes Contain…
• Appendix A - FCAT Science topics
• Appendix B - Science Content Assessed by FCAT Item Formats and Assessment Schedule by Benchmark
• Appendix C - FCAT Science Scoring Rubrics
• Appendix D - FCAT Science Glossary
Putting it all together!
The Science Classroom
Classroom Environment
Classroom Environment is Conducive to Teaching and
Learning Instructional goals are clearly posted, defined, and
understood by the students. The classroom is inviting to students and promotes
learning through the display of instructionally based resources (i.e. item specifications, student work, word walls, sight words, classroom libraries etc.) and is clear of clutter.
Students are on-task, classroom activities are orderly, transitions between activities are smooth, expectations for behavior are clear, and instruction is bell-to-bell.
The classroom environment is task oriented while the social and emotional needs of students are met through mutual respect and rapport.
Classroom Environment Continued
Materials Support a High Level of Teaching and Learning• Adequate materials that support student learning
are readily available and easily accessible by all students (i.e. calculators, rulers, textbooks, computers, lab materials, etc.).
• Culturally and developmentally appropriate materials are utilized to support student learning.
• Materials are available in a variety of formats, are research-based, and are aligned with the Sunshine State Standards.
The Science LessonHigher Order Questioning and Thinking is Evident • Questioning strategies are designed to promote
critical, independent, and creative thinking.• Questioning techniques require students to compare,
classify, analyze different perspectives, induce, investigate, problem solve, inquire, research, and to make decisions.
• The teacher models higher order thinking skills when presenting information and answering questions.
• Scaffolding, pacing, prompting, and probing techniques are used when asking questions.
• Students’ questions are answered and “wait time” is used.
The Science Lesson (Continued)
Instruction Effectively Engages Students Students are engaged in rigorous work and are on
task.
Instructional delivery employs a variety of learning strategies that engages students in active participation, addresses multiple learning styles and cultural experiences.
Lessons are well planned, organized, and appropriately paced and allow for questioning and follow-up with adjustments to instruction as appropriate. Content mastery is evident.
The Science Lesson (Continued) The re-teaching of previously taught material is
seamlessly integrated and students are provided opportunities to apply prior knowledge to new content/concepts and to real world context.
Activities are aligned with instructional objectives and the Sunshine State Standards are explicitly taught.
Students interact with other students and teachers concerning their work and the standards.
The Science Lesson (Continued)
Reading and Writing Activities are Evident Across the Curriculum
Multiple techniques and strategies are utilized to teach reading and writing across the curriculum (i.e. writing prompts and authentic writing practice, infusing reading strategies across the curriculum, etc).
Opportunities that involve reading and writing strategies are present in other curriculum areas.
Teachers of other core-content areas are knowledgeable about appropriate reading and writing techniques and instructional strategies.
The Science Lesson (Continued)
Data Analysis is Used to Redirect Instructional Focus and Students’ Instructional Needs
A variety of assessments are used to evaluate student achievement on the Sunshine State Standards.
Student data is used in instructional calendars and lesson plans.
Frequent progress checks are conducted to monitor student levels of mastery and to make adjustments during instruction.
Teachers use formative assessments to determine whole class and small group instruction.
The Science Lesson (Continued)
School and District Leadership and Coaching is Evident
School and district leadership monitors instruction and provides coaching and modeling designed to improve instruction.
Members of the school and district leadership teams are visible in the classroom and serve as instructional leaders by offering and coordinating professional development to address instructional needs/concerns through data analysis and instructional walkthroughs.
Coaching responsibilities are clearly delineated from other administrative activities.
Exit Ticket
3 Things you learned
2 Things you will use
1 Question you still have
Science Capacity Development TeamCristian Carranza, Science Manager
Shari [email protected]
William [email protected]
Crystal [email protected]
Adrian [email protected]
Annmarie [email protected]
Amie [email protected]
Christel [email protected]
Heather [email protected]
Terrence [email protected]
Robera [email protected]
Kirk [email protected]
Paul [email protected]
Andrea [email protected]