The New State Assessment Frameworks A Tool to Enhance Science Teaching and Learning

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The New State Assessment Frameworks A Tool to
Enhance Science Teaching and Learning

• Sandra Laursen, CIRES Outreach, CU Boulder
• Dan Snare, Jeffco Science Specialist

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One view of state assessment
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Where weve been

• Development of state Standards
• 8th grade science CSAP implemented
• K-8 grade level Performance Expectations

Whats new

• Development of state Assessment Frameworks,
  2003-05
• 5th 10th grade science CSAPs, March 2006

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COLORADO MODEL CONTENT STANDARDS
FRAMEWORKS
Grade Level Performance Expectations
Classroom Assessment
CSAP
INSTRUCTION
diagram by Ray Tschillard
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Standards identify what students should know

• Science standard 4 (Earth space science)
  Students know and understand the processes and
  interactions of Earths 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 Earths interior.

Frameworks suggest how students could show they
knew it
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FAQs about CSAP 2006 Design Specifications
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Organization of the Frameworks Document
Standard 4, Earth Science
Earth
4.1, geology
Sub-standards
4.2, weather
4.3, water
4.4, space
Grade levels
K-4
5-8
9-12
Benchmarks
4.1.1
4.1.2
4.1.3
4.1.4
4.1.5
4.1.1a
Framework statements
4.1.1b
4.1.1c
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Orientation to (one of) the FrameworksEarth
science 4.1 (geology)

• Hierarchy standard (4), substandard (4.1),
  benchmark (4.1.1), frameworks statement (4.1.1a)
• Givens from CO standards vs. whats 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?

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Development of Scientific Thought
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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

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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 coverneed
  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?