The New State Assessment Frameworks A Tool to Enhance Science Teaching and Learning Sandra Laursen, CIRES Outreach, CU Boulder Dan Snare, Jeffco Science Specialist

One view of state assessment

Where we’ve been Development of state Standards 8 th grade science CSAP implemented K-8 grade level Performance Expectations What’s new Development of state Assessment Frameworks, th & 10 th grade science CSAPs, March 2006

COLORADO MODEL CONTENT STANDARDS CSAP FRAMEWORKS INSTRUCTION Classroom Assessment Grade Level Performance Expectations diagram by Ray Tschillard

Science standard 4 (Earth & space science): Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space. Earth science sub-standard 4.1 (geology): Students know and understand the composition of Earth, its history, and the natural processes that shape it. Geology benchmark 4.1.1, grades 9-12: Describing the composition and structure of Earth’s interior. Standards identify what students should know Frameworks suggest how students could show they knew it

FAQs about CSAP 2006: Design Specifications Grade 5Grade 8Grade 10 Timethree 55-minute sessions Items Format75% multiple choice 25% constructed response Weighting30% Std. 1 (inquiry)* 5% each Std. 5 & 6 (tech & cxns) 20% each Std. 2, 3, 4 (physical, life, Earth & space) * “applied inquiry” in grade 10

Organization of the Frameworks Document Standard 4, Earth Science 4.1, geology Sub-standards 4.2, weather4.3, water4.4, space Earth K Grade levels Benchmarks Framework statements 4.1.1a 4.1.1b 4.1.1c

Orientation to (one of) the Frameworks Earth science 4.1 (geology) Hierarchy: standard (4), substandard (4.1), benchmark (4.1.1), frameworks statement (4.1.1a) “Givens” from CO standards vs. what’s new Intro paragraphs: developmental emphasis Frameworks exist for all science standards, 1-6 Task: Read the top matter, the 3 intro paragraphs for substandard 4.1, & the frameworks statements for at least 1 grade level of choice. What trends do you see across grades? What should students be doing and thinking about?

Development of Scientific Thought K Evidence – How to collect and use Use 5 senses to make direct observations Example – draw and describe a rock Use senses and tools to gather data, make inferences and give explanations Example – explain how sandstone forms Analyze data and form inferences from complex instruments Synthesize multiple data sets Evaluate data to form opinions Example – explain relationship between earthquakes, volcanoes, & ocean trenches Scale Local scale Example – schoolyard, neighborhood Regional scale Example – Rocky Mountains Global scale Example – mid-ocean ridge, Ring of Fire Models & Objects Real objects and concrete models Example – rock, stream table Concrete to abstract models Example – outcrop, river, rock cycle Abstract models Example – diagram, map, theory of plate tectonics

Questions to guide lesson planning from the frameworks What learning activities will students do? in what order? for how long? What resources will we need? How will we know students have learned (assessment)? How can we combine benchmarks within lessons and link between lessons? In this sub-standard (meteorology) & standard (Earth & space science)? In other science standards (life, physical, inquiry, technology & society)? In other areas (literacy, math, social studies)? What will we need to know to teach this concept well to our own students? Sound content understanding Best practices in pedagogy Skills and ideas for individualizing instruction Skills and strategies for classroom management What will we need to know to teach this concept well across the district? Alignment with other schools Alignment with other grades

Conclusions Science assessment frameworks do exist Intent to serve as aid to instruction & guide to test- makers Not a day-by-day list of “what to cover”–need links and overlaps More is less: frameworks can help focus and emphasize what is important for all students. Creativity still required… how to accomplish goals and enable students to achieve A step toward the big picture: you teach one grade, not all… how does your piece fit in?