© 2013 School Curriculum and Standards Authority Science assessment overview Years 7 and 9

© 2013 School Curriculum and Standards Authority The WAMSE assessment program: measures the performance of students in aspects of Science and Society and Environment complements information from the National Assessment Program – Literacy and Numeracy (NAPLAN). 2WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority Presentation outline  Benefits of the WAMSE assessment  Science assessments  Science assessment attributes  Sample question types  Reporting  Insights into Science performance Years 7 and 9  Marking the assessments  Important dates for 2013  K – 10 Testing website 3WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority Benefits of the WAMSE assessment Results of each student, class and school’s performance are reported. Student performance can be: compared to that of other students in the state monitored over time. Class, school performance can: provide teachers with additional information to identify students who require extension or support assist in the identification of strengths and weaknesses in teaching and learning programs added to NAPLAN results give a holistic view of student achievements. 4WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority The Science assessments The outcomes of the Science learning area assessed are: Earth and Beyond - conceptual Natural and Processed Materials - conceptual Life and Living - conceptual Energy and Change - conceptual Investigating - process. 5WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority The Science assessments (cont.) Each assessment consists of two parts: Part A – Earth and Beyond, Natural and Processed Materials and Investigating Part B – Life and Living, Energy and Change and Investigating For each Year group the questions assess concepts, skills and understandings indicative of their phase of learning are presented in a range of contexts that should be familiar to most students allow a wide range of student abilities to engage with the test. 6WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority Science assessment attributes 7WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority Sample question types The following slides provide an outline of the main types of questions that students will encounter in the tests. Other questions types that student may encounter:  drawing and interpreting tables and graphs  completing a flow chart  constructing a classification key. Teachers are encouraged to use previous WAMSE tests to assist students to become familiar with question types. 8WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority Multiple-choice questions Each question will have only one correct answer. Only the bubble next to the correct answer to be shaded. Example: 9WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority Multiple-choice questions with more than one answer Distinguished from multiple-choice questions with one correct answer by having one or more bubbles to fill in for a correct response. Example: 10WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority Short-response questions Require a simple answer, usually no more than a few words, without an explanation. Example: 11WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority Open-response questions Students should: write between one and three sentences to fully explain their answer be encouraged to give comprehensive answers pay particular attention to any words in bold type be guided by the number of answer lines on how much they will need to write. Example: 12WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority Reporting The WAMSE results will be available in mid-November. Schools receive electronic copies of their results. SectorDistribution of EARS Government Download from the Department’s Schools Online website. Catholic and Independent (AISWA) Contact your sector for further details. 13 WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority Reporting (cont.) The EARS software 14WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority Reporting (cont.) Results are provided at the Year and class group level, there is the ability to create other groups. From EARS teachers can: list students and their individual scores on questions list the questions and their class/school and state mean list the questions from most difficult to least difficult, with a description of the skills and understandings underlying each question identify questions where the class/school performance were significantly different from the state performance use the ‘Individual Profile’ to examine each student’s strengths and weaknesses. 15WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority Reporting (cont.) Individual reports Schools receive individual reports for distribution to parents/caregivers. Student’s performance is reported in Science and Society and Environment. Information includes the student’s achievements in relation to the State mean and the range of performance of all students in the year level assessed. 16WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority Insights into Year For Science, the 2012 data showed that Year 7 students at or below the WAMSE standard may have had difficulty with the following: Conceptual understandings: Explaining that heat energy is removed when water condenses. Identifying environmental benefits associated with air drying clothes. Explaining the purpose of decomposers in an ecosystem. Shows an understanding of the concept of gravity. Knows that sedimentary rock is most likely to contain fossils. Knows that a magnet attracts steel/iron objects. Explaining how changing the forces acting on an object will alter its movement. 17WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority Insights into Year (cont.) Process skills: Identifying an advantage of using a particular form of pollution monitoring. Using data from a table to identify a benefit of mouth-to-mouth resuscitation. Using information provided to assess pollution level for a habitat. Using scientific knowledge to interpret experimental phenomena. Describing a probable explanation for an observed phenomenon. Identifying an improvement to an investigation. Correctly labelling the dependent variable axis on a graph. Producing a graph title mentioning both dependent and independent variables. Identifying an appropriate control for an investigation. 18WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority Insights into Year For Science, the 2011 data showed that Year 9 students at or below the WAMSE standard may have had difficulty with the following: Conceptual understandings: Knowing the difference between a series circuit and a parallel circuit. Identifying that energy is needed to cause a change of state. Explaining why fossils are not found in some types of rock. Using scientific knowledge of air resistance to predict the outcome of an investigation. Identifying cell structure not found in animal cells. Identifying that a dark object will absorb more heat by radiation. Knowing that the Sun is the energy source of plants. Using scientific knowledge to predict the outcome of heating a metal rod. Interpreting descriptive data of a chemical reaction to write a word equation. Knowing the arrangement of Earth, Moon and Sun needed to produce a Spring tide. 19WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority Insights into Year (cont.) Process skills: Identifying an aspect of an experimental design likely to impact on the results. Extracting data and identifying patterns from data presented in a complex table. Interpreting information to reach conclusions based on evidence. Identifying how data of an investigation is manipulated to obtain the results. Interprets a complicated pH table and explains a possible colour range. Identifying an experimental advantage associated with a specified chemical test. Constructing a simple food chain. Interpreting information from a diagram of the carbon cycle. Interpreting diagrams that model real situations and reaching a valid conclusion. Identifying an advantage of using a particular form of pollution monitoring. Identifying dependent and independent variables. Interpreting data to draw a scientifically valid conclusion. 20WAMSE Science 7 and 9

© 2013 School Curriculum and Standards Authority 21WAMSE Science 7 and 9 Marking the assessments Approximately assessment booklets from each learning area are scanned and marked on screen. Markers work in groups of six including a team leader. Strict reliability and comparability measures are adopted and monitored by the team leader. Markers may choose to attend either a day or evening session: Day am to 3.00pm Evening pm to 9.00pm. Primary and secondary teachers are encouraged to apply.

© 2013 School Curriculum and Standards Authority 22WAMSE Science 7 and 9 Marking the assessments (cont.) Marking of the WAMSE tests is scheduled for: 24 August to 6 September Participation in the marking is recognised by the Institute for Professional Learning as system-endorsed professional development that contributes to attainment of Senior Teacher status. While it is expected that the marker training will count as professional learning for teacher registration, the TRBWA has not released its policy on acceptable learning activities for renewal. Interested markers can access the WAMSE website:WAMSE website for more information to submit an online WAMSE marker application. Application forms should be submitted online no later than Friday 21 June 2013.

© 2013 School Curriculum and Standards Authority 23WAMSE Science 7 and 9 IMPORTANT DATES 2013 May Information about WAMSE marking published online 21 June Last date for submission of the online Marker application August All test materials delivered to principals by registered mail August WAMSE test week Aug. Returning of test materials 24 Aug. - 6 Sept. Marking of WAMSE tests mid-November EARS and WAMSE student reports distributed to schools.

© 2013 School Curriculum and Standards Authority K – 10 Testing website scsa.wa.edu.au/internet/Years_K10/WAMSE WAMSE resources: Information for teachers 2013 Sample test papers with answers 2012 test papers and marking guides Information for WAMSE markers WAMSE marker application 2013 form (online) WAMSE contact details: Phone: Fax: WAMSE Science 7 and 9