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Developing a Common Exam Blueprint

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Standards Format (5th Science) Objective 1: ... Use observations and data as evidence on which to base scientific explanations and predictions. ... – PowerPoint PPT presentation

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Title: Developing a Common Exam Blueprint


1
Developing a Common Exam Blueprint
  • Fifth Grade Science Trial
  • February 20, 2007

2
Purpose
  • To save individual districts time and energy by
    pooling our resources.
  • To experiment with a possible format/template for
    curriculum documentation that is driven by
    standards and assessment.
  • Create documents that are practical, usable, and
    teacher-friendly.

3
Activities
  • Background on the project
  • Describe the process
  • Pair up to create the 5th Grade Science blueprint
  • Debrief
  • Plan for the future

4
Background
  • State released the new standards last
    spring/summer
  • Districts started revisions
  • Regional professional development conference
    (Dec. 12)
  • Regional curriculum meetings
  • January 23, February 8

5
What are our NEEDS?
  • REAL
  • PRACTICAL
  • USABLE
  • standards documents
  • and ECAs

6
But we also need to
  • Maintain local autonomy
  • Accommodate for a variety of different schedules
  • Address various textbook differences
  • Allow teachers flexibility to teach creatively,
    yet provide sufficient structure for new or
    struggling teachers.

7
State Standards
  • New Standards on Web Site
  • Features
  • Common structure of standards
  • Standards consistent across grade levels
  • Goals consistent
  • Fairly specific objectives
  • Content limits for ISAT

8
Standards Format (5th Science)
Standard 1 Nature of Science Goal 1 Understand Systems, Order, and Organization Objective 1 Compare and contrast different systems. (603.01a)
Goal 2 Understand Concepts and Processes of Evidence, Models, and Explanations Objective 1 Use observations and data as evidence on which to base scientific explanations and predictions. (603.02a)
Objective 2 Explain the difference between observation and inference. (603.02.b)
Objective 3 Use models to explain or demonstrate a concept. (603.02.c)
Goal 3 Understand Constancy, Change, and Measurement Objective 1 Analyze changes that occur in and among systems (603.03.b)
Objective 2 Measure in both U.S. Customary and International System of Measurement (metric system)
9
Standards Format (5th Science)
Standard 3 Biology Goal 1 Understand the Relationship between Matter and Energy in Living Systems Objective 1 Communicate how plants convert energy from the sun through photosynthesis. (608.01.a)
Goal 2 Understand the Cell is the Basis of Form and Function for All Living Things Objective 1 Compare and contrast the structural differences between plant and animal cells. (606.01.b)
Objective 2 Explain the concept that traits are passed from parents to offspring. (606.01.c)
10
Now What?
  • We have standards, with goals and objectives.
  • How do we convert them into usable, testable
    items?

11
The Process (Unpacking)
  • Start with
  • A table of specifications
  • A list of instructional objectives
  • Carefully analyze the objectives
  • Identify a sample of the most important elements
    of knowledge understanding
  • Create Propositions
  • clearly stated sentences that reflect important
    elements of content and stipulate the kind of
    cognitive operation respondents must carry out.
    (Stiggins, p. 132)
  • Develop test items. (Easy if you have good
    propositions)

12
Writing Propositions
Objectives Propositions/Learning Statements Sample Test Items
Objective 1 Communicate how plants convert energy from the sun through photosynthesis. (608.01.a) Photosynthesis is the process
Objective 1 Compare and contrast the structural differences between plant and animal cells. (606.01.b) Plant cells
Animal cells
13
Examples
  • American Government
  • Government Standards Alignment
  • Final Exam Blueprint
  • 100 Concepts PowerPoint

14
Time to Practice
15
Suggestions? Ideas?
  • (positive)
  • Made standards more teachable
  • Dialogue between districts
  • Consistency across districts
  • More efficient
  • Quick
  • Locally created, more buy-in
  • End result is useful for new teachers
  • Usable format, easy to follow
  • Lends itself to EECAs (easy ECAs)
  • Leaves flexibility (not overkill)
  • Helps set pacing, priorities

? (change) Involve more teachers,
stakeholders Need computers set up Have samples
of textbooks Process for editing ISAT
vocabulary Finalize layout Many content
areas/grades dont have content limits Can this
process, format, document work across grade
levels and content areas?
16
Whats Next?
  • Short Term (today)
  • Finish Standard 1, review, edit, etc.
  • Medium (by April 1)
  • Posted on site
  • Show your 5th grade teachers
  • Send feedback to davidm_at_sd215.k12.id.us

17
Whats Next?
  • Long Term
  • Talk to the State
  • Continue work (summer?)
  • Assign team leadership to different districts for
    different content areas?
  • Provide credit
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