Science
NGSSS & FCAT 2.0
EDUCATIONAL TRANSFORMATION OFFICE (ETO)
Teacher Academy
PRESENTED BY
Dwight Jones
Science Curriculum Support Specialist (6-8)
ICE BREAKER ACTIVITY
Getting Acquainted
“These Are A Few Of My Favorite Things”
Please share your…
– Name
– School
– Subject/Grade you teach or Job Title
– Complete this sentence:
These are a few of my favorite things..
 Science Lab Activity, why?…….
 Science Lesson,……why.
3
Common Board Configuration (CBC)
DATE: August 09, 2011
BELL RINGER: Using a circle map,
list as many words as you can
associated with FCAT 2.0
BENCHMARK: FCAT 2.0.2011
OBJECTIVE:
Today we will examine the role
FCAT 8th Grade Science
Specifications play in our work to
improve student achievement by
using item specifications and
Webb’s DOK to critique the level
of complexity among questions
provided in cooperative groups.
ESSENTIAL QUESTION:
How can understanding the FCAT
2.0 Item Specification Document
impact teaching and increase
student achievement?
VOCABULARY:
FCAT 2.0, Cognitive Complexity,
Item Specifications, Low
Complexity, Moderate
Complexity, High Complexity,
NGSSS
AGENDA:
•Access prior knowledge: Student
discussion on Circle Map
•Fixing Failing Grades Video
I Do:
•NGSSS Overview
•FCAT 2.0 Overview
•Processing Time: Think-Pair-Share
•Item Specs
•Processing Time: Revisit Circle Map
•Bloom vs. Webb
•Analyze Cognitive Complexities
•Lesson Review and Resources
•Revisit Essential Question
•Exit Slip: 3-2-1 Post-It
•Homework Instruction
EXIT SLIP:
On a post-it slip,
Connect: 3 ways item
specifications can help
you impact student
achievement .
Connect : 2 things you
now know about
cognitive complexity.
Connect: 1 question you
still have about FCAT 2.0.
HOME LEARNING:
Review today’s lesson and
develop your next steps
to share this information
with teachers at your
school
BELL RINGER
FCAT 2.0
1.Draw the Circle Map shown here.
2.Write “FCAT 2.0” in the inner circle.
3.In the outer circle write all the words associated with “FCAT 2.0” that comes to mind
Why change the
current standards?
Identify some reasons why the
Science Standards were changed…
1
2
3
Three Reasons Why The
Standards were Changed
•
Low student performance
•
Persistent low achievement gaps
•
Lack of student preparation
Recent
NAEP data reveal that while
our 4th grade students barely surpassed
the national average, our 8th grade
students lagged behind.
152
148
144
140
136
132
128
124
120
116
112
108
104
100
4th grade
8th grade
FL
US
Florida’s 8th graders generally performed below
the national average on the 2005 NAEP, although
our Hispanic students fared better than the
national average for Hispanics.
2005 NAEP 8th grade Scale Scores, Fl. vs. U.S.
160
147
141
140
123
Scale Scores
120
127
131
118
100
U.S.
80
Fl.
60
40
20
0
All Students
Black
Hispanic
In the 2005 “The State of Science
Standards Report” done by the
Fordham Institute awarded Florida’s
Science Standards a “F” grade and
Massachusetts received an “A”.
Gross, et al, (2005)
Reasons why Fordham Gave
Florida A Grade of “F”
• Florida’s standards were lacking in content
• Florida lags behind other states and other
nations
• Florida had no criteria to understand and
analyze the impact of scientific discoveries
• Chemistry content in K-8 is scanty, and even
less is required in K-12
• Physics is disappointing, due to a prevalence
of errors in fact and presentation
Science Standards In The USA Needs
Coherence, Focus, and Rigor
The report states Coherence, Focus, and Rigor all
need immediate attention in Science. You are the
Coach/Teacher in your school:
QUESTION: Based on what you know about
Coherence, Focus, and Rigor
Describe what you should expect to see different
when you look at
1. Coherence
2. Focus
3. Rigor
In your science classes
Science Standards In The USA Needs
Coherence, Focus, and Rigor
Coherence – Is the sequence of how the topics
are taught. (Schmidt, et al., 2005 p. 528)
Focus - The standards must emphasize central
concepts, laws, principles, theories, and inquiry
strategies (Slattery, 2007)
Rigor - The standards must progress in terms of
depth (cognitive complexity) as students move
from one grade level to the next? (Schmidt, et
al., 2005)
Recommendations
Identify a big idea and describe the most important
characteristics.
Identify essential core content for each area –
Example: Earth and Space Science, and connect it
to one or two of the most closely related big ideas.
Know where key concepts can be best taught
Address common misconceptions and monitor
student’s understanding.
Focus on learning progressions, cycling back
through core ideas in different contexts.
(Jean Slattery Achieve Inc., The American Diploma Project. 2007)
Recommendations From the National Science
Education Standards
Construct grade level specific benchmarks for K-8 that will
support the Bodies of Knowledge.
Verify that the standards are clearly written.
Check the progression of concepts and skills across grades
Check for the omission of benchmarks in the new standards.
Check the content expectations for each grade level
Ensure topics are clustered to facilitate connections and
promotes powerful, teaching units.
(Jean Slattery Achieve Inc., The American Diploma Project. 2007)
The State of Florida
Commitment to Excellence
In 2006, the Florida legislature stated its commitment to
higher and more challenging standards for Florida’s
children by passing HB 7087. Florida law now reads:
§1001.03(1) ...The state board shall establish a
schedule to facilitate the periodic review of the standards
to ensure adequate rigor, relevance, logical student
progression, and integration of reading, writing, and
mathematics across all subject areas.
SUNSHINE STATE
STANDARDS
Demand for Critical Thinkers
The benchmarks in the Sunshine State Standards (SSS)
identify knowledge and skills students are expected to acquire
at each grade level, with the underlying expectation that
students also demonstrate critical thinking.
Goal 3, Standard 4, of Florida’s System of School
Improvement and Accountability makes this expectation clear:
Florida students use creative thinking skills to
generate new ideas, make the best decisions,
recognize and solve problems through reasoning,
interpret symbolic data, and develop efficient
techniques for lifelong learning.
New Standards Outcome Goals
• Increase depth, understanding,
process skills, proficiency
• Lead to mastery of concepts and
skills
covering
understanding
Science Standards
No longer a mile wide and an
inch deep!
• Old K-8 Standards had an average of 67.4
Grade Level Expectations per grade level
• The new K-8 Standards (NGSSS) have an
average of only 29 benchmarks per grade level
• Standards within each high school Course
Description now provide the teacher with specific
standards to teach
19
Compare the Old Standards with
the New Standards
OLD STANDARDS
NEW STANDARDS
New Sunshine State Standards vs.
1996 Sunshine State Standards?
Old Standards
(Strands)
The Nature of Matter
Energy
Force and Motion
Processes That Shape the
Earth
Earth and Space
Processes of Life
How Living Things Interact
With Their Environment
Nature of Science
New Standards
(Bodies of Knowledge)
E - Earth and Space Science
L - Life Science
P - Physical Science
N - Nature of Science
How Do I Read The New
FCAT 2.0 Coding Scheme?
22
Benchmark Coding Scheme
The numbering for the big ideas is consistent throughout the document.
Not all big ideas are addressed at each grade level, so the
numbering scheme is not consecutive for each grade level.
SC.
5.
N.
1.
1
Subject
Grade Level
Body of
Knowledge
Big Idea
Benchmark
Body of Knowledge Key:
N ~ Nature of Science
E ~ Earth and Space Science
P ~ Physical Science
L ~ Life Science
FCAT 2.0 New Course
Description
• Includes benchmarks specifically identified
for each course and benchmarks from
cross content areas (These benchmarks are usually
listed at the beginning of each course description.)
• States the cognitive complexity
expectation for each benchmark
• Defines vocabulary in each benchmark
• Provides additional expected vocabulary
that should be included by course
24
The Importance of Your
SCIENCE FCAT
ITEM SPECIFICATIONS
• What are some of the things your
Science Item Specifications covers?
1.
2.
3.
4.
5.
6.
The Importance of
THE SCIENCE FCAT
ITEM SPECIFICATIONS
What are some of the things your Science Item
Specifications covers?
1. Defines the content and format of the test items
2. Alignment of items with the standards
3. Provides information about the scope and function of the
FCAT
4. It provides general and grade-specific guidelines
5. Describes how the science benchmarks are assessed on
the FCAT 2.0
6. Provides sample test items
7. Provides a range of difficulty and cognitive complexity
Where can I find FCAT
Item Specifications for
FCAT II Science?
• Test Item Specifications may be found at
www.fldoe.org
• Item Specifications is available for Grades 5,
8, and the Biology EOC (3 separate
documents)
27
FCAT 2.0 ITEM SPECIFICATIONS
Was developed and approved by Committees of experienced Florida
Educators
•The Specifications is a resource document that defines the content
and format of the test and test items
•Each grade-level Specifications document indicates the alignment of
items with the Standards.
•It provides information about the scope and function of the FCAT.
•It provide general and grade-specific guidelines for the development
of all test items used in the FCAT Science test .
FCAT 2.0 Item Specifications
• Describe how the science benchmarks are assessed on
the FCAT 2.0.
• Each grade level includes benchmarks from the four
Bodies of Knowledge (Nature of Science, Life Science,
Earth Science, and Physical Science).
• 18 Big Ideas thread throughout all the grade levels and
build in rigor and depth as students advance.
• The sample test items included in the Specifications
represent, whenever possible, a range of difficulty and
cognitive complexity.
• Although most of the test items are of average difficulty
and moderate complexity, some of the test items
presented will be challenging for some students and are
specifically included to prompt item writers to submit test
items that will measure the abilities of higher-achieving
students.
Next Generation Assessment
Transition: 2009-2013
Year Administered to Students
Type of
Assessment
Assessment Area
2010-11 2011-12 2012-13 2013-14
FCAT
FCAT Writing
Gr 4, 8, 10 Gr 4, 8, 10 Gr 4, 8, 10 Gr 4, 8, 10
FCAT Science
Gr 5, 8, 11
FCAT Reading
FCAT 2.0
FCAT Mathematics
Gr 10
FCAT 2.0 Reading
FCAT 2.0
Mathematics
Gr 3-10
Gr 3-10
Gr 3-10
Gr 3-10
Gr 3-8
Gr 3-8
Gr 3-8
Gr 3-8
Gr 5, 8
Gr 5, 8
Gr 5, 8
High School
High School
High School
High School
High School
High School
High School
High School
High School
High School
High School
FCAT 2.0 Science
End-of-Course Algebra 1
Assessments
Geometry
Biology 1
US History
Civics
High School
Middle School
Will our assessments
be different? YES!
• Sept, 2007
New Standards were adopted
• 2007-08
Writing teams met to develop
FCAT Test Item Specifications
• 2008-09
Test items were developed and
reviewed by multiple committees
• 2009-10
Test items were Field Tested
along with old standards testing
• 2010-11
NEW 3rd-11th FCAT and Biology31
EOC Field test
FCAT 2.0
Grade 8
• Comprehensive assessment
• Grade 8 test will cover benchmarks from grades 6-8
• Multiple-choice items only
• Reference sheets - not needed
• Periodic Table available for grade 8
Processing Moment
Think – Pair – Share (TPS)
1. Think about the information
provided so far.
2. Pair up with someone
3. Share with your partner something
NEW you’ve learned.
CRITERIA FOR FCAT 2.0 SCIENCE
TEST ITEMS
All FCAT 2.0 Science test items are in multiple-choice
(MC) format. The general specifications on pages 5
through 16 cover the following criteria for the FCAT
2.0:
•Use of Graphics
•Item Style and Format
•Scope of Test Items
•Guidelines for Item Writers
•Cognitive Complexity of FCAT 2.0 Science
Test Items
•Universal Design
NGSSS Across the Grades
The Big Idea
and/or
Standard
1: The Practice of Science
2: Characteristics of Scientific Knowledge
3: The Role of Theories, Laws, Hypotheses, and Models
4: Science and Society
5: Earth in Space in Time
6: Earth Structures
7: Earth Systems and Patterns
8: Properties of Matter
9: Changes in Matter
10: Forms of Energy
11: Energy Transfer and Transformations
12: Motion of Objects
13: Forces and Changes in Motion
14: Organization and Development of Living Organisms
15: Diversity and Evolution of Living Organisms
16: Heredity and Reproduction
17: Interdependence
18: Matter and Energy Transformations
Elementary
Middle
High School
Grades
Grades
Grades
K
1
2 3 4 5
6
7
8
9
10 11 12
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37
Crosswalk between FCAT assessed benchmarks from the 1996
Sunshine State Science Standards and the New Science Standards
Grades 6-8
SC.A.1.3.1: AA (Also assesses A.1.3.2 & A.1.3.6) The student identifies various ways in which substances differ (e.g.,
mass, volume, shape, density, texture, and reaction to temperature and light). MC,GR,SR
BM CODE
SC.8.P.8.3
Current SSS Benchmark
Explore and describe the densities of various materials through measurement of their masses
Strength
of
correlation
M
and volumes.
SC.8.P.8.4
S
Classify and compare substances on the basis of characteristic physical properties that can be
demonstrated or measured; for example, density, thermal or electrical conductivity, solubility,
magnetic properties, melting and boiling points, and know that these properties are independent
of the amount of the sample.
SC.A.1.3.2: AA (Assessed as A.1.3.1) The student understands the difference between weight and mass. MC,GR,SR
SC.8.P.8.2
S
Differentiate between weight and mass recognizing that weight is the amount of gravitational pull
on an object and is distinct from, though proportional to, mass.
SC.A.1.3.3: CS The student knows that temperature measures the average energy of motion of the particles that make up
the substance. MC
Temperature is not specifically defined until grades 9-12 in the new standards.
SC.A.1.3.4: CS The student knows that atoms in solids are close together and do not move around easily; in liquids, atoms
tend to move farther apart; in gas, atoms are quite far apart and move around freely. MC
SC.8.P.8.1
S
Explore the scientific theory of atoms (also known as atomic theory) by using models to explain
the motion of particles in solids, liquids, and gases.
Science Crosswalk
http://www.fldoestem.org/Uploads/1/docs/FLDOE/K-12%20crosswalk_draft3%20(2).pdf
38
Processing Moment
FCAT
2.0
Turn and Talk
with a shoulder
buddy and add
something NEW
that you have
learned to your
outer circle.
FCAT Science 2.0
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.
FCAT 2.0 Science Test
Items
The degree of challenge of FCAT 2.0 items is currently
categorized in two ways: item difficulty and cognitive
complexity.
Item
Difficulty
Cognitive
Complexity
• Easy: More than 70% of students are more
likely to respond correctly.
• Average: Between 40-70% are more likely to
respond correctly.
• Challenging: Less than 40% are likely to
respond correctly.
• The rationale for classifying an item by its DOK
level of complexity focuses on the expectations
made of the item, not on the ability of the
student.
• The categories—low complexity, moderate
complexity, and high complexity—form an
ordered description of the demands a test item
may make on a student
LEVELS OF COMPLEXITY
Low
Moderate
High
Levels of Complexity
Moderate Complexity
Science moderateHigh Complexity
complexity test items
Low Complexity
Science high-complexity
involve more flexible
Science low-complexity test
thinking than low-complexity test items make heavy
items rely heavily on the
test items do. They require
demands on student
recall and recognition of
a response that goes
thinking. Students must
previously learned concepts
beyond the habitual, is not
engage in abstract
and principles. Test items
specified, and ordinarily
reasoning, planning,
typically specify what the
involves more than a single
student is to do, which often
analysis, judgment, and
step or thought process.
is to carry out some
creative thought. The
The student is expected to
procedure that can be
test items require that
decide what to do—using
performed mechanically. It
the student think in an
informal methods of
is not left to the student to
reasoning and problemabstract and
come up with an original
solving strategies—and to
sophisticated way, often
method or solution.
bring together skill and
involving multiple steps.
knowledge from various
domains
How is Webb’s Depth of
Knowledge Different from
Bloom’s Taxonomy?
BLOOMS vs. WEBB
Make a Chart comparing BLOOMS vs WEBBs
BLOOM’S
1.
WEBB’S
1.
2.
3.
2.
4.
3.
5.
4.
45
BLOOMS vs. WEBB
Make a Chart comparing BLOOMS vs WEBBs
BLOOM’S
1. Knowledge: Recall
2. Comprehension: Ability to
process
3. Application
WEBB’S
1. Knowledge: Recall of Facts,
Information, Procedure
4. Analysis
2. Basic Application of Skills
Concept
3. Strategic Thinking
5. Synthesis & Evaluation
4. Extended Thinking
46
Bloom VS. Webb
Bloom VS. Webb
Complexity v. Difficulty
The FCAT items degree of challenge are currently
categorized in two ways:
1. Cognitive Complexity
• Determined by what the item requires the student to recall,
understand, analyze, and do.
• Assume student is familiar with basic concepts of the task
and focuses on the task.
• Depends on the task not the student.
2. Item Difficulty
• Depends on the percentage of students likely to answer
correctly.
– Easy – More than 70%
– Average – 40% to 70%
– Challenging – Less than 40%
49
STUDENT LEVELS
Question:
When we talk about a student’s cognitive
complexity levels, what are we really
saying?
Answer:
50
Levels of Cognitive Complexity
•
Levels 1, 2, 3, and 4 refer to cognitive processes
involved in completing a task or an assessment item
•
Cognitive Complexity Levels 1, 2, 3, and 4 were
originally developed to rate assessment items
•
They are also used to rate FCAT standards
•
Florida used Webb’s DOK/Cognitive Complexity
Levels to align the cognitive demands of SSS to FCAT
test items
•
Cognitive Complexity/DOK ratings create a “ceiling” to
assess each benchmark
51
Levels of Cognitive Complexity
THE 3 LEVELS Of COGNITIVE COMPLEXITY
• Low Complexity – Recall and
recognition
• Moderate Complexity – Flexible
thinking and choice
• High Complexity – Abstract reasoning
and planning
52
Low Complexity
DOK Level 1
• Skills required to respond to low complexity items include
– solving a one-step problem;
– computing a sum, difference, product, or quotient;
– evaluating a variable expression, given specific values for the
variables;
– recognizing or constructing an equivalent representation;
– recalling or recognizing a fact, term, or property;
– retrieving information from a graph, table, or figure;
– identifying appropriate units or tools for common
measurements;
– performing a single-unit conversion;
– reproducing a diagram or standard representation;
– completing a routine procedure, such as measure temperature;
and
53
– calculating using a common formula.
Moderate Complexity
DOK Level 2
• Skills required to respond to moderate complexity items involve
– more flexible thinking.
– involves more than a single step or thought process.
– deciding what to do—using informal methods of reasoning and
problem-solving
– requires a response that goes beyond the habitual, is not specified,
and ordinarily The student is expected to decide what to do—
– bringing together skill and knowledge from various domains
– develop logical arguments
– explain terms and concepts
54
High Complexity
DOK Level 3
• Skills required to respond correctly to high complexity items include
– performing a procedure having multiple steps and multiple decision
points;
– solving a non-routine problem (as determined by grade-level
appropriateness);
– solving a problem in more than one way;
– describing how different representations can be used for different
purposes;
– generalizing an algebraic or geometric pattern;
– explaining and justifying a solution to a problem;
– describing, comparing, and contrasting solution methods;
– providing a mathematical justification;
– analyzing similarities and differences between procedures and
concepts;
– formulating an original problem, given a situation;
– formulating a mathematical model for a complex situation;
– analyzing or producing a deductive argument;
– identifying research questions and design experiments
55
– developing a scientific model for a complex situation; and
– forming conclusions and generalizations from experimental data.
Benchmark Number:
SC.8.E.5.4
Benchmark
Description:
Explore the Law of Universal Gravitation by explaining the role
that gravity plays in the formation of planets, stars, and solar
systems and in determining their motions.
Subject Area:
Science
Grade Level:
8
BODY OF
KNOWLEDGE:
Earth and Space Science
Big Idea:
Earth in Space and Time - The origin and eventual fate of the
Universe still remains one of the greatest questions in science.
Gravity and energy influence the formation of galaxies, including
our own Milky Way Galaxy, stars, the planetary systems, and
Earth. Humankind’s need to explore continues to lead to the
development of knowledge and understanding of the nature of
the Universe.
Date Adopted or
Revised:
02/08
Date of Last Rating:
05/08
Cognitive
Complexity/Depth of
Knowledge Rating:
High - What does this mean?
56
Let’s Investigate
Low? Medium? High?
Recall/recognize
which force
causes objects
to move down
an inclined
plane.
What is the student expected
to know?
Low? Medium? High?
Identify/Explain forces
Acting upon objects
(friction and gravity);
Compare/contrast
materials according to
properties, and make
connections.
What is the student expected
to know?
Low? Medium? High?
Recognize and explain: all
components of a scientific
investigation, that
explanations must be linked
to evidence, and link them
to knowledge of Forces and
Changes in Motion.
What is the student expected
to know?
Pondering Moment
• If 10-20% of the questions on the FCAT
are of Low level complexity… How
much time should we devote to
DOK level 1 Thinking?
• If 80% of the questions on the FCAT
require Moderate to High levels of
complexity… What are YOU doing to
promote these complex levels of
higher order thinking?
Should Science Support READING?
BIOLOGY I COURSE DESCRIPTION:
LA.910.2.2.3 The student will organize information to show
understanding or relationships among facts, ideas, and events (e.g.,
representing key points within text through charting, mapping,
paraphrasing, summarizing, comparing, contrasting, or outlining);
LA.910.4.2.2 The student will record information and ideas from
primary and/or secondary sources accurately and coherently, noting
the validity and reliability of these sources and attributing sources of
information;
Language Arts
standards are
infused in all
courses.
62
How Can I Ensure
Success In FCAT 2.0
?
List some
ways
How Can I Ensure
Success In FCAT 2.0
•Know your Course Standards
•Understand Webb’s Cognitive Complexity
•Study Item Specifications for appropriate rigor
•Teach explicitly and systematically
•Use the Gradual Release Model (I-WE-YOU)
•Plan relevant lessons with Essential Questions
•Write Measurable Objectives
Why will it be important to
align existing resources
(textbooks, etc.) to the new
standards?
• Discussion
65
How can I REALLY
understand the “Depth” of
the Benchmarks?
• The Resources – that will help teachers gain a
better understanding of the benchmarks are
available at
www.floridastandards.org
www.cpalms.org
• Professional development, PLCs, Lesson Study
and team planning will support teachers as they
transition to the NGSSS
• What role should my textbook play? A resource
66
Where can I find Help
and/or Assistance
• K-12 course descriptions on the DOE
Website
http://floridastandards.org/Courses/CourseDescription
Search.aspx
• “Remarks” are included with each
benchmark.
• These examples may be helpful in providing useful
information about the level of rigor expected
67
Resources
Standards:
http://www.floridastandards.org/Standards/FLStand
ardSearch.aspx
Item Specifications:
http://www.floridastandards.org/Resource/FCAT_It
em_Specifications.aspx
Course Descriptions:
http://www.floridastandards.org/Courses/CourseDe
scriptionSearch.aspx
FCAT 2.0:
http://fcat.fldoe.org/fcat2/
Essential Question
EXIT SLIP
It Was Truly A Pleasure
THE
END