Science Assessment The State Assessment Large-scale assessments, - PowerPoint PPT Presentation

Science Assessment

The State Assessment “ Large-scale assessments, particularly the yearly tests used by districts and states, play a key role in shaping both expectations for student learning and public discussion and perceptions of science education. Therefore, it is critical that these test be adapted along with instruction” (p. 24, NASEM, 2017) “Changing large-scale accountability tests may be the most challenging piece of the puzzle, but teachers can proceed even while system-wide changes are evolving” (p.22, NASEM, 2017). National Academies of Sciences, Engineering, and Medicine. 2017. Seeing Students Learn Science: Integrating Assessment and Instruction in the classroom. Washington, DC: The National Academies Press.

Science Assessment System Goals  Science assessments in Michigan must be a coherent system of assessment to support both classroom learning and policy/monitoring functions.  Michigan monitoring (accountability) science assessments must move beyond traditional forms; testing as usual will NOT suffice.  Opportunity to learn science is an essential system component.  Classroom science teaching and assessment come first. NRC, 2014

Opportunity Opportunity to Learn to Learn for for Teachers Students

Evidence Centered Design: Michigan Science Assessment Claims Equity Claim : Non-dominant and dominant groups of students have the opportunity to demonstrate grade band proficiency through the use of engineering, local contexts, and relevant phenomena. Scientific Literacy Claim: Students demonstrate grade band proficiency in using the three dimensions to critically evaluate scientific and technological information in order to design solutions to problems and investigate phenomena. Student Level Claim : District/State Level Claim : Student has demonstrated grade Students have demonstrated grade band proficiency in: band proficiency to explain the Life Science, presented phenomenon (local or Earth Science, & global) and design solutions to Physical Science problems using all dimensions Topic Bundles using all dimensions represented in the given topic represented in the standards. bundle .

MSS Assessment Development Cycle STEP 1: Develop Blueprints and Item Specifications STEP 2: Local Education Expert Teams Develop Item Clusters STEP 3 : Feedback on draft item clusters and revisions STEP 4: Local Education and Research Expert Bias/Content Review Committees STEP 5: Field testing / Pilot Testing Step 6 : Cognitive Labs STEP 7: Data Review Committees / Local Education Experts STEP 8 : Revisions, if necessary STEP 9: Operational STEP 10: Local Education Expert Standard Setting (Only done with new tests)

PE Bundle – Topic Bundles • Bundles should mirror how PEs are presented and taught in classrooms. • Bundled PEs should reflect the structure of the adopted standards. • Bundles should enable assessment via a single natural phenomenon presented within a stimulus.

Example High School Topic Bundle SEP DCI CCC Dev/Use Models ESS1.A Universe and Stars Patterns Analyze/Interp. Data ESS1.B Earth and Solar System Scale, Prop. Quant. Systems/Sytm. Models Interdependence S, E, T NOS – Order and Consistency

PE Bundles High School Topic Bundle Domain No. PEs Structure and Function Life Science 3 Matter and Energy in Organisms and Ecosystems Life Science 6 Interdependent Relationships in Ecosystems Life Science 6 Natural Selection and Evolution Life Science 5 Inheritance and Variation of Traits Life Science 4 Space Systems Earth Science 4 History of Earth Earth Science 3 Earth’s Systems Earth Science 5 Weather and Climate Earth Science 2 Human Sustainability Earth Science 5

PE Bundles High School Continued Topic Bundle Domain No. PEs Structure and Properties of Matter Physical Science 4 Chemical Reactions Physical Science 5 Forces and Interactions Physical Science 5 Energy Physical Science 5 Waves and Radiation Physical Science 5 Engineering Design Engineering 4 Total Topic Bundles 16 71

Example Item Cluster Map Phenomenon Topic Bundle Structure and Properties of Matter LS1.C Stimulus 5-LS1-1 LS1.C SEP 7 CC 5 PS3.D Item 1 CC 5 5-LS2-1 CC 5 Item Item 2 LS2.A SEP 2 Cluster SEP 2 CC 4 LS2.B LS1.C SEP 2 Item 3 5-PS3-1 LS2.A PS3.D SEP 2 CC 5 Item 4 CC 4 LS1.C LS2.B SEP 7 Item 5 CC 4

2017 Pilot Test CONDUCTED APRIL 11-MAY 26, 2017

2017 Pilot Test  21,469 participants  Grade 5 – 6,732  Grade 8 – 9,331  Grade 11 – 5,406  Somewhat Representative of demographic diversity  Somewhat Representative of geographic diversity  Student surveys accompanied pilot tests.

Gender & Ethnicity Demographics Science Pilot (Grades 5, 8, 11) Michigan Students (Grades 5, 8, 11) Category N Count % Category N Count % Male 10, 601 49 Male 176,074 51 Female 10, 868 51 Female 170,562 49 Hispanic/ Latinx 1, 142 5 (-2) Hispanic/ Latinx 25,121 7 American Indian or 98 >1 American Indian or 2,261 >1 Alaska Native Alaska Native Asian 609 3 Asian 11,418 3 Black or African 1870 9 (-8) Black or African 58,947 17 American American Native Hawaiian or 15 >1 Native Hawaiian or 324 >1 Other Pacific Islander Other Pacific Islander White 16,892 79 (+12) White 232,558 67 Two or More Races 815 4 Two or More Races 11,288 4

More Demographics Science Pilot (Grades 5, 8, 11) Michigan Students (Grads 5, 8, 11) Category N Count % Category N Count % Economically 6,778 31 (-12) Economically 148,361 43 Disadvantaged Disadvantaged English Learner 342 2 (-3) English Learner 17,776 5 Students with 1,796 8 (-4) Students with 42,829 12 Disabilities Disabilities

Pilot Test Geographical Representation

Constructed Response Scoring  6 constructed response items – some with multiple parts Gain feedback Experts from Michigan from scorers MDE create educators hand- regarding anchor and score items revisions of CR training sets (August 2017) items and rubrics

Cognitive Labs  Somewhat representative of geographic diversity  No information regarding demographic diversity is available at this time as UIC numbers were not collected from students to protect their privacy.  Grade 5 - 20 students  Grade 8 – 22 students  Grade 11 – 29 students

Geographic Distribution

Field Note Themes Students liked that Multiple click to Asked for a range of they could “figure enlarge windows students – got the out” the answers were frustrating best and brightest Second stimulus Less advanced students Stimulus wasn’t wasn’t always drew on prior always noticed by the knowledge more than necessary to student the data presented answer question Students LOVED the graphics “I liked the colorful pictures and real world topics. It was like it mattered to me.” (Grade 11 Cognitive Lab participant, May, 2017)

Limitations and Opportunities for Learning  Eliciting 3-D thinking is not easy  Mini clusters may have to be considered  Item clusters will pose challenges to typical standard-setting process

Implementation Timeline Aligned MSS State-Wide field test Full Test Map (Grades 5, 8, 11)* Spring Spring 2018 2020 Field Test MSS aligned Fully operational Spring item clusters – Partial MSS assessment 2019 Test Map (Grades 5, 8, (Grades 5, 8, 11) 11)* *Accountability likely to be related to school participation in pilot / field test in 2018 and 2019. Operational assessment of GLCEs and HSCEs will NO LONGER be conducted.

2018 – 2019 Field Tests 2018 – Field Test 2019 – Field Test  2 Forms per grade (5, 8, 11)  2 Forms per grade (5, 8, 11)  Partial Test Map  Full Test Map  3 Item Clusters per form  6 Item Clusters per form  1-Physical Science  2-Physical Science  1- Earth Science  2- Earth Science  1- Life Science  2- Life Science Develop and include student supports: Paper-pencil form, Text-to-Speech, Accommodated form, Braille form, Translations

2020 Operational Test  3 Forms per grade (5, 8, 11)  Full Test Map  7-8 Item Clusters per form  2-Physical Science  2- Earth Science Operational  2- Life Science  1-2 – Field Test Item Cluster(s)

Reporting  Accountability is based on participation  District level reports  Recommendation by the Technical Advisory Committee  Overall Science  By Domain  Percentage as compared to the state

Release Annotated Item Clusters https://wbte.drcedirect.com/MI/portals/mi/

Wrap up TJ Smolek smolekt@michigan.gov Cell: 517-706-9130 Twitter: @tjheckyeah Facebook: MI Science Curriculum, Instruction, and Assessment Apply to work with me!!! http://www.cvent.com/surveys/Questions/IDConfirm.aspx? s=06002a4e-c578-417d-807f-542787fad180