Science Coaches Training
Friday, January 28, 2011
Please answer these questions by writing AGREE or
DISAGREE. Next, use your response card to share your
answers.
1.
2.
3.
4.
5.
Most of the questions will be high complexity questions.
All annually assessed (AA) benchmarks are 5th and 8th grade benchmarks.
Some of the questions will assess content sampled (CS) benchmarks.
There will be more questions on the Nature of Science (formerly Scientific
Thinking) relative to other reporting categories (formerly clusters)
Some benchmarks will be assessed as gridded response [GR] type questions.
(+ grades 3-5)
Grade 8 Only
Grade 8 Only
Grade 5 (17%)
Grade 5 (29%)
Grade 5 (29%)
Grade 5 (25%)
• No CS benchmarks
• Some benchmarks may be assessed as an AA benchmark
across grade levels
Task #1: With your group, discuss your answers to the following
questions:
1) What makes a good test?
2) Are there any rules that you should follow when making test
questions?
3) What are some good places to get test questions from?
•Page 2
• Page 2
•Pages 5 & 6
• Page 6
• Page 7
• Page 8
- Item Difficulty is addressed on p. 10 of the FCAT 2.0
Item Specs:
•
•
•
Easy = >70% correct
Average = 40 to 70% correct
Challenging = <40% correct
Traditionally, if students get about half of the questions right on
FCAT Science, they will get a 3 and be considered proficient.
Q: Does this (or can this) apply to classroom tests?
Here was the original breakdown of FCAT Science, based on
Bloom’s Taxonomy:
Did we move away from this concept?
Here is the current breakdown of cognitive complexity, based
on Webb’s Depth of Knowledge (DOK):
Why are the percentages the same across grade levels now?
- Cognitive complexity is addressed on p. 11 of the FCAT 2.0
Item Specs (based on Webb’s Depth of Knowledge):
•
•
•
Low Complexity – relies heavily on recall and recognition
Moderate Complexity – normally involves > 1 step /thought
High Complexity – requires abstract reasoning, planning,
analysis, judgment and creative thought
Webb’s DOK is not based on the ability of the student!
Here is the new breakdown, based on Webb’s DOK:
Note: A high complexity question in 5th grade may not be a
high complexity question in 8th grade. The complexity is
ultimately based on the cognitive demand placed on the
student. Cognitive complexity also may depend on the level of
the distracter.
Is this Low, Moderate, or High Complexity?
Is this Low, Moderate, or High Complexity?
Is this Low, Moderate, or High Complexity?
Our new benchmarks also are categorized by:
Low, Medium, and High complexity
6th Grade: 4 Low, 19 Moderate, 12 High
7th Grade: 5 Low, 17 Moderate, 12 High
8th Grade: 5 Low, 17 Moderate, 18 High
3rd Grade: 4 Low, 17 Moderate, 11 High
4th Grade: 7 Low, 22 Moderate, 13 High
5th Grade: 3 Low, 22 Moderate, 12 High
Q: Does this surprise you? What does this mean?
Example – Big Idea 14:
SC.6.L.14.1 (L) – Describe and identify patterns in the hierarchical
organization of organisms from atoms to molecules and cells to
tissues to organs to organ systems to organisms.
SC.6.L.14.2 (M) – Investigate and explain the components of the
scientific theory of cells (cell theory): all organisms are composed
of cells (single- celled or multi-cellular), all cells come from preexisting cells, and cells are the basic unit of life.
SC.6.L.14.5 (H) – Identify and investigate the general functions of the
major systems of the human body (digestive, respiratory, etc…)
and describe ways these systems interact with each other to
maintain homeostasis.
- If you are having trouble coming up with a high complexity
question for a concept, start with a low complexity question
and BUILD!
- Start with the benchmark itself! Almost all are moderate to
high complexity. It will give you ideas for questions!
- If you’re still not quite there, look at the answer choices. Make
sure your closest distractor is a very reasonable choice and it
will make your students THINK!
Task #2: Within your group, develop 3 multiple choice
questions (1 low, 1 moderate, 1 high) that assess the following
benchmark.
SC.6.L.14.5 (H) – Identify and investigate the
general functions of the major systems of the
human body (digestive, respiratory, etc…) and
describe ways these systems interact with each
other to maintain homeostasis.
Please answer these questions by writing AGREE or
DISAGREE. Next, use your response card to share your
answers.
1.
2.
3.
4.
5.
Most of the questions will be high complexity questions.
All annually assessed (AA) benchmarks are 5th and 8th grade benchmarks.
Some of the questions will assess content sampled (CS) benchmarks.
There will be more questions on the Nature of Science (formerly Scientific
Thinking) relative to other reporting categories (formerly clusters)
Some benchmarks will be assessed as gridded response [GR] type questions.
Edmund Capitano, Secondary Science Administrator
Secondary Curriculum Department
capitano@palmbeach.k12.fl.us 434-8199 PX 48199
Doris Ochoa, Secondary Science Administrative Assistant
Secondary Curriculum Department
ochoa@palmbeach.k12.fl.us 434-8370 PX 48370
Greg Goebel, Secondary Science Instructional Specialist
Secondary Curriculum Department
goebelg@palmbeach.k12.fl.us 357-1128 PX 21128
Debrah Bowen, Secondary Science Resource Teacher
Secondary Curriculum Department
bowen@palmbeach.k12.fl.us 434-8267 PX 48267
Shelby Mann, Secondary Science Resource Teacher
Secondary Curriculum Department
mann@palmbeach.k12.fl.us 357-1134 PX 21134
Bruce Wear, Secondary Science Resource Teacher
Secondary Curriculum Department
wear@palmbeach.k12.fl.us 357-1125 PX 21125