HSMASS

Islington

Download

Post to :

URL :

Related Presentations :

Add to Flag Embed

Views: 84

Category: Education

Presentation Description

No description available

Comments

Presentation Transcript

Item Writer Training:

Item Writer Training Assessing Michigan’s Content Expectations

The Need::

“Today’s large-scale science tests simply aren’t that good. Too often, the questions are confusing or not well aligned to the key science ideas and skills that students are expected to learn.” Jo Ellen Roseman, Director Project 2061 American Association for the Advancement of Science (AAAS) The Need:

Why Assess?:

Why Assess? A Fundamental Question: “How will we know when each student has mastered the essential learning?” Richard DuFour, Robert Eaker, Rebecca DuFour On Common Ground , 2005

Why Assess?:

Why Assess? “Are all the Content Expectations in my subject area being taught and learned?” Mathematics Quantitative Literacy & Logic 37 Algebra 59 Geometry 44 Statistics & Probability 22 TOTAL 162

Why Assess?:

Why Assess? “Are all the Content Expectations in my subject area being taught and learned?” Science “Essential” “Core” CEs Biology 57 62 = 119 Chemistry 43 90 = 133 Earth Science 55 43 = 98 Physics 67 62 = 129 TOTAL 222 + 257 = 479!

Why Assess?:

Why Assess? “Standards without assessment are fantasies.” - Douglas Reeves, 2005 Quoted in On Common Ground – the Power of Professional Learning Communities

Slide7:

Assessment Approaches : Fixed Response: Simple items that assess factual information / discrete skills. Typically there is a single best answer. Constructed Response: Short answers, explanations, essays or diagrams that involve analysis or evaluation. Require judgment-based scoring (i.e. rubrics). Oral Questioning in Class: Could be fixed or constructed response. Teacher Observation: Typically involve a simple checklist. Performance: Speeches, experiments, debates, etc. Require judgment-based scoring. Project: Designing and/or building useful things. May be done individually or collectively. Portfolio: A collection of student work over time – written work, artistic creations, project reports, etc. Standardized Monitoring: e.g. MEAP/MME, ACT, SAT, NWEA, etc. Adapted from Michigan Department of Education, Science Education Guidebook; and Wiggins, G. & McTighe, J (1998). Understanding by Design. Association for Supervision and Curriculum Development (ASCD).

Assessment Item Types:

Assessment Item Types The Framework for the 1996-2005 NAEP Science Assessments called for three types of items: Multiple Choice (selected-response) Open-ended (constructed-response) Performance Exercises Science Framework for the 2009 NAEP (Prepublication Version)

Approaches to Assessment:

Approaches to Assessment Summative Assessments – i.e. Assessments of Learning: “… happen after the learning is supposed to have occurred to determine if it did.” Richard Stiggins, et. al. Classroom Assessment for Student Learning, 2006

Approaches to Assessment:

Approaches to Assessment Formative Assessments – i.e. Assessments for Learning: “…happen while learning is still underway” Diagnose student needs; Plan instruction; and Provide students with usable feedback Richard Stiggins, et. al. Classroom Assessment for Student Learning, 2006

Characteristics of Assessments:Reliability:

Characteristics of Assessments: Reliability …the extent to which the assessment results are consistent. Factors affecting Reliability: Consistency in … Calculator Use “Open” Notes / Book Formula Sheet / Resources Time of Day Day of Week Length of Test Use of Scoring Rubrics, etc.

Characteristics of Assessments: Validity :

Characteristics of Assessments: Validity …the extent to which the assessment measures what it’s supposed to measure.

Characteristics of Assessments: Validity :

Characteristics of Assessments: Validity …“When an item is well designed, students should choose the correct answer only when they know the targeted idea and they should choose an incorrect answer only when they do not know the idea. “Students should be able to demonstrate their science knowledge without being tripped up by confusing language, inaccurate information, unclear diagrams, or contexts that are unfamiliar or unnecessarily complex.” Project 2061 Today, Winter 2007

Characteristics of Assessments: Validity :

“Test Score” (The Assessment) “What Students Know & Can Do” (The Target) ? Characteristics of Assessments: Validity

Validity :

Validity “Test Score” (The Assessment) “What Students Know & Can Do” (The Target)

Validity :

“What Students Know & Can Do” (The Target) “Test Score” (The Assessment) Validity

Validity :

“What Students Know & Can Do” (The Target) “Test Score” (The Assessment) Validity

Validity :

“What Students Know & Can Do” (The Target) “Test Score” (The Assessment) Validity

Basic Item Writing Principles:

Basic Item Writing Principles The following slides give some Guidelines that should be considered when writing items; and Criteria for writing valid items; A description of an item’s Depth of Knowledge

Item Format – Multiple Choice:

The Big Bang Theory states that Earth is moving away from the center of the universe.* spiraling in towards the center of the universe. drifting in a random path throughout the universe. traveling in an orbit around the center of the universe. (MEAP Released Item 2004) “STEM” Four “OPTIONS” – one correct, three equally plausible, but incorrect Item Format – Multiple Choice

Guidelines:

Item “stem” should be longer (a complete sentence, if possible), the “options” should be shorter. Open-ended stems are sometimes acceptable if it is very clear from the stem what the item is asking. Guidelines

Guidelines:

Example: Hanna scored 570 on a standardized exam. Her score exceeded the scores of 95,000 of the 125,000 who took the exam. Therefore her percentile rank was 6.0 her percentile rank was 24.0 her percentile rank was 57.0 her percentile rank was 76.0 Change to Guidelines

Guidelines:

Example: Hanna scored 570 on a standardized exam. Her score exceeded the scores of 95,000 of the 125,000 who took the exam. What was her percentile rank? 6.0 24.0 57.0 76.0 MEAP HST in Mathematics Released Items 2004 Guidelines

Guidelines:

Example: Hanna scored 570 on a standardized exam. Her score exceeded the scores of 95,000 of the 125,000 who took the exam. What was her percentile rank? 6.0 24.0 57.0 76.0* MEAP HST in Mathematics Released Items 2004 Guidelines

Guidelines:

2. Grammar & Vocabulary: Keep the grammar (e.g. verb tense) consistent. Guidelines

Guidelines:

Example: A certain species of bird can be brown or white. The white color is a recessive trait, while the brown color is a dominant trait. When two brown birds mate, is it possible for them to have white offspring? No, because both parents will have only genes for being brown. Yes, because offspring color does not depend on the genes of the parents. Yes, because both parents may have and pass on the gene for being white. No, because the parents passed on only the dominant trait to their offspring. Guidelines

Guidelines:

Example: A certain species of bird can be brown or white. The white color is a recessive trait, while the brown color is a dominant trait. When two brown birds mate, is it possible for them to have white offspring? No, because both parents will have only genes for being brown. Yes, because offspring color does not depend on the genes of the parents. Yes, because both parents may have and pass on the gene for being white.* No, because the parents passed on only the dominant trait to their offspring. Guidelines

Guidelines:

2. Grammar & Vocabulary: Don’t repeat a word in an option that was used in the stem. Guidelines

Guidelines:

Example: Which of the following is a consideration when planning a nuclear power facility? a. Emission of chemicals that cause acid rain b. Disposal of nuclear wastes c. Production of greenhouse gases d. Removal of ash and soot from smokestacks (“Test-wiseness”) Guidelines

Guidelines:

Example: Which of the following is a consideration when planning a nuclear power facility? a. Emission of chemicals that cause acid rain b. Disposal of nuclear wastes* c. Production of greenhouse gases d. Removal of ash and soot from smokestacks (“Test-wiseness”) Guidelines

Guidelines:

Example: According to the addition rule, the probability that either event ‘A’ (P(A)) or event ‘B’ (P(B)) will occur is equal to A. P(A) + P(B) B. P(A) – P(B) C. P(A) x P(B) D. P(A) / P(B) “Addition rule.., plus.., hmmm” Guidelines

Guidelines:

Example: According to the addition rule, the probability that either event ‘A’ (P(A)) or event ‘B’ (P(B)) will occur is equal to A. P(A) + P(B)* B. P(A) – P(B) C. P(A) x P(B) D. P(A) / P(B) “Addition rule.., plus.., hmmm” Guidelines

Guidelines:

2. Grammar & Vocabulary: Keep the readability appropriate. Guidelines

Guidelines:

A1.2.9 Know common formulas (e.g. slope, distance between two points, quadratic formula, compound interest, distance = rate x time), and apply appropriately in contextual situations. (Algebra II) Example: A credit union returns 5.5% per annum compounded quarterly on a 15-month CD. If $10,000 is deposited and the interest is accrued, what is the balance in the account after one year? (Any troublesome vocabulary here?) Guidelines

Guidelines:

3. (a) Avoid the use of “all of the above,” or “none of the above” in the options. Guidelines

Guidelines:

Example: What is the percent composition of carbon in carbon dioxide, CO2? A. 12% B. 32% C. 44% D. none of the above Guidelines

Guidelines:

Example: What is the percent composition of carbon in carbon dioxide, CO2? A. 12% A. 12% B. 32% B. 27% C. 44% C. 32% D. none of the above D. 44% Change to Guidelines

Guidelines:

Example: What is the percent composition of carbon in carbon dioxide, CO2? A. 12% A. 12% B. 32% B. 27% C. 44% C. 32% D. none of the above* D. 44% Change to Guidelines

Guidelines:

3. (b) Usually avoid the use of absolute terms, e.g. “always” or “never.” Guidelines

“Always” & “Never” – Exception:

Example: The earth’s moon is always much closer to the sun than it is to the earth always much closer to the earth than it is to the sun about the same distance from the sun as it is from the earth sometimes closer to the sun than it is to the earth and sometimes closer to the earth than it is to the sun Science Framework for the 2009 NAEP “Always” & “Never” – Exception

“Always” & “Never” – Exception:

Example: The earth’s moon is always much closer to the sun than it is to the earth always much closer to the earth than it is to the sun* about the same distance from the sun as it is from the earth sometimes closer to the sun than it is to the earth and sometimes closer to the earth than it is to the sun Science Framework for the 2009 NAEP “Always” & “Never” – Exception

Guidelines:

4. Make all the options the same length, with similar detail. Guidelines

Guidelines:

Example: A local car dealership wants to know how many people hear their advertisements on radio. Which method provides the most valid results? Survey the next 20 customers Survey all the people living within ½ mile Survey a large random sample of people living within the listening range of the radio station Survey customers at a nearby auto repair shop Guidelines

Guidelines:

Example: A local car dealership wants to know how many people hear their advertisements on radio. Which method provides the most valid results? Survey the next 20 customers Survey all the people living within ½ mile Survey a large random sample of people living within the listening range of the radio station* Survey customers at a nearby auto repair shop Guidelines

Guidelines:

5. Present numerical options consistently. Usually in ascending, or descending order. Don’t mix specific values with ranges, etc. Guidelines

Guidelines:

Example: In certain breeds of dogs, deafness is due to a recessive allele (d), and normal hearing is due to the dominant allele (D). What is the probability that the offspring of a normal heterozygous (Dd) dog and a deaf dog (dd) will have normal hearing? A. 100% B. 0.25 C. less than 1/3 D. One half Guidelines

Guidelines:

6. Make sure there is only ONE correct response. Guidelines

Guidelines:

Example: If Karen were to measure the length of each of the butterflies in her collection, which would be the best measurement unit to use? meter centimeter millimeter kilometer Guidelines

Guidelines:

Example: If Karen were to measure the length of each of the butterflies in her collection, which would be the best measurement unit to use? meter centimeter* millimeter* kilometer Guidelines

Slide53:

Jorge needs to evaluate the expression in order to finish his math homework. What should his answer be? To provide access to more students, take formulas, expressions, lists, etc. buried in text out of the text and center them on a single line. Jorge needs to evaluate the expression below in order to finish his math homework. What should his answer be? Consider this alternative: 7. Word Economy & Formatting

Slide54:

Carol asked her 4 best friends, Alice, Clark, Ruth, and Matt, if she could measure their heights in inches. She found that Alice was 58 inches tall; Clark was 62 inches tall; Ruth was 60 inches tall; and Matt was 61 inches tall. To the nearest inch, what was the mean height of Carol’s 4 friends? Consider this alternative: Carol measured the heights of each of 4 friends. Her results are shown below. Alice: 58 inches Ruth: 60 inches Clark: 62 inches Matt: 61 inches To the nearest inch, what is the mean height of Carol’s 4 friends? Use a chart, a bulleted list, a graphic, etc. to break up reading. 7. Word Economy & Formatting

Additional Guidelines ::

Additional Guidelines : Write questions that measure understanding, insight, and higher level skills. Don’t be trivial. (DOK) Use concise, straightforward language. Present the problem or question as clearly as possible in the stem. Don’t include unnecessary or redundant information. Don’t try to be tricky or cute. Avoid bias toward or against any group of individuals. Include multicultural contexts and names.

Additional Guidelines ::

When calling for a judgment or conclusion, the student must be able to infer the correct answer from the text. Don’t pose questions such as “What do you think? / What would you do?” because any option could be defensible. The stems should be worded “According to the author,” or “According to the selection,…” If possible, avoid using negative stems that ask the students to choose the one wrong answer, such as those that use the terms “except” and “not”. Additional Guidelines :

Six Criteria for Valid Items:

Six Criteria for Valid Items Adapted from Theron Blakeslee, Michigan Mathematics Leadership Academy (MMLA) The CONTENT of the item matches the CONTENT of the expectation. The PERFORMANCE required in the item matches the VERB of the expectation. “Underline the key concepts (important nouns and noun phrases) and circle the skills (the verbs).” Larry Ainsworth, Unwrapping the Standards, 2003 The item cannot be solved merely by TEST-WISENESS.

Six Criteria for Valid Items:

4. The item addresses ONLY ONE content expectation (may not be required in some instances). 5. ALL the content in the expectation is addressed in the item bank. 6. The CONTEXT of the item is APPROPRIATE and ENGAGING. Six Criteria for Valid Items

1. The CONTENT of the item matches the CONTENT of the expectation (i.e., “Alignment”):

1. The CONTENT of the item matches the CONTENT of the expectation (i.e., “Alignment”) Chemistry prerequisite HSCE: P4.p2D Recognize that the properties of a compound differ from those of its individual elements.

1. The CONTENT of the item matches the CONTENT of the expectation:

P4.p2D Recognize that the properties of a compound differ from those of its individual elements. Example: Which of the following is true for chemical compounds that have been detected elsewhere in the universe? A. They have a greater average density than the same compounds found on Earth. B. They are composed of the same elements that are found on Earth. C. They are less reactive chemically than the same compounds found on Earth. D. Those with the greatest molar masses are found furthest away from our solar system. Question: How well-aligned is this item to the Content Expectation? 1. The CONTENT of the item matches the CONTENT of the expectation

1. The CONTENT of the item matches the CONTENT of the expectation:

P4.p2D Recognize that the properties of a compound differ from those of its individual elements. Example: Which of the following is true for chemical compounds that have been detected elsewhere in the universe? A. They have a greater average density than the same compounds found on Earth. B. They are composed of the same elements that are found on Earth. * C. They are less reactive chemically than the same compounds found on Earth. D. Those with the greatest molar masses are found furthest away from our solar system. Question: How well-aligned is this item to the Content Expectation? 1. The CONTENT of the item matches the CONTENT of the expectation

1. The CONTENT of the item matches the CONTENT of the expectation:

P4.p2D Recognize that the properties of a compound differ from those of its individual elements. Example: Which of the following is a property of water that differs from its individual elements? A. Water is combustible in air B. Water is metallic C. Water is less dense D. Water is a liquid at room temperature (Getting closer…) 1. The CONTENT of the item matches the CONTENT of the expectation

1. The CONTENT of the item matches the CONTENT of the expectation:

P4.p2D Recognize that the properties of a compound differ from those of its individual elements. Example: Which of the following is a property of water that differs from its individual elements? A. Water is combustible in air B. Water is metallic C. Water is less dense D. Water is a liquid at room temperature* (Getting closer…) 1. The CONTENT of the item matches the CONTENT of the expectation

Slide64:

Based on the information in the table above, which is a reasonable hypothesis regarding elements and their compounds? (NAEP item) An element retains its physical and chemical properties when it is combined into a compound. When an element reacts to form a compound, its chemical properties are changed but its physical properties are not. When an element reacts to form a compound, its physical properties are changed but its chemical properties are not. Both the chemical and physical properties of a compound are different from the properties of the elements of which it is composed. (Well-aligned)

Slide65:

The PERFORMANCE required in the item matches the VERB of the expectation:

The PERFORMANCE required in the item matches the VERB of the expectation

The PERFORMANCE required in the item matches the VERB of the expectation:

Expand (a+b)n ( a + b )n ( a + b ) n ( a + b ) n ( a + b ) n ( a + b ) n The PERFORMANCE required in the item matches the VERB of the expectation

The PERFORMANCE required in the item matches the VERB of the expectation:

A.2.2.3 Recognize whether a function (given in tabular or graphical form) has an inverse and recognize simple inverse pairs. F(x) = x1/3 What is the inverse of this function? A. g(x) = x + 3 C. g(x) = x3 B. g(x) = 3x D. g(x) = x3 + 3x + 3 The PERFORMANCE required in the item matches the VERB of the expectation

The PERFORMANCE required in the item matches the VERB of the expectation:

A.2.2.3 Recognize whether a function (given in tabular or graphical form) has an inverse and recognize simple inverse pairs. Which of these functions has an inverse? A. f(x) = │x│ C. f(x) = x3 B. f(x) = x2 D. f(x) = x4 The PERFORMANCE required in the item matches the VERB of the expectation

The PERFORMANCE required in the item matches the VERB of the expectation:

A.2.2.3 Recognize whether a function (given in tabular or graphical form) has an inverse and recognize simple inverse pairs. Which of these functions has an inverse? A. f(x) = │x│ *C. f(x) = x3 B. f(x) = x2 D. f(x) = x4 The PERFORMANCE required in the item matches the VERB of the expectation

The PERFORMANCE required in the item matches the VERB of the expectation:

P4.4A Describe specific mechanical waves (e.g. on a demonstration spring, on the ocean) in terms of wavelength, amplitude, frequency, and speed. Example: Calculate the speed of a wave with a wavelength of 3.0 m and a frequency of 15 Hz. A. 5.0 m/sec B. 12 m/sec C. 18 m/sec D. 45 m/sec (Poor Alignment) The PERFORMANCE required in the item matches the VERB of the expectation

The PERFORMANCE required in the item matches the VERB of the expectation:

P4.4A Describe specific mechanical waves (e.g. on a demonstration spring, on the ocean) in terms of wavelength, amplitude, frequency, and speed. Example: Calculate the speed of a wave with a wavelength of 3.0 m and a frequency of 15 Hz. A. 5.0 m/sec B. 12 m/sec C. 18 m/sec D. 45 m/sec* (Poor Alignment) The PERFORMANCE required in the item matches the VERB of the expectation

The PERFORMANCE required in the item matches the VERB of the expectation:

Example: The figure above shows some ocean waves. Which of the labeled distances represents the wavelength? (NAEP item) a. A b. B c. C d. D (Better Alignment) The PERFORMANCE required in the item matches the VERB of the expectation

The PERFORMANCE required in the item matches the VERB of the expectation:

Example: The figure above shows some ocean waves. Which of the labeled distances represents the wavelength? (NAEP item) a. A* b. B c. C d. D (Better Alignment) The PERFORMANCE required in the item matches the VERB of the expectation

Speaking of Verbs:

Speaking of Verbs Mathematics High School Content Expectations (all four content strands – Quantitative Literacy, Algebra, Geometry, Statistics & Probability) “Know” 11% “Solve” 10% “Identify” 7% “Describe” 5% “Write” 5% “Interpret” 5% “Construct” 4% (over 35 different verbs in all)

Speaking of Verbs:

Science High School Content Expectations (all four content areas – Physics, Chemistry, Life Science, Earth Science) “Explain” 27% “Describe” 18% “Identify” 8% “Calculate” 5% “Predict” 3% “Compare” 3% “Recognize” 2% (over 20 different verbs in all) Speaking of Verbs

Problematic Verbs:

“Explain,...” “Describe,…” “Recognize,…” Example: Does every species have its own characteristic DNA? a. Yes b. No Problematic Verbs

Problematic Verbs:

“Explain,...” “Describe,…” “Recognize,…” Example: What kind of DNA does a garter snake have? a. goldfish DNA b. pine tree DNA b. E. coli DNA d. garter snake DNA Problematic Verbs

The item cannot be solved merely by TEST-WISENESS:

Example: Each of these is an example of a bird that flies, except an a. Ostrich b. Falcon c. Cormorant d. Robin Example: Which of the following are examples of birds that do not fly? a. Falcon b. Ostrich and penguin c. Cormorant d. Robin Examples taken from Richard Stiggins, et. al. Classroom Assessment for Student Learning, Educational Testing Service The item cannot be solved merely by TEST-WISENESS

The item cannot be solved merely by TEST-WISENESS:

Example: Each of these is an example of a bird that flies, except an a. Ostrich* b. Falcon c. Cormorant d. Robin Example: Which of the following are examples of birds that do not fly? a. Falcon b. Ostrich and penguin* c. Cormorant d. Robin Examples taken from Richard Stiggins, et. al. Classroom Assessment for Student Learning, Educational Testing Service The item cannot be solved merely by TEST-WISENESS

The item cannot be solved merely by TEST-WISENESS:

The item cannot be solved merely by TEST-WISENESS An initial population of 300 people grows at 2% per year. What will the population be in 10 years? 234 265 302 366

The item cannot be solved merely by TEST-WISENESS:

The item cannot be solved merely by TEST-WISENESS An initial population of 300 people grows at 2% per year. What will the population be in 10 years? 234 265 302 366*

The item cannot be solved merely by TEST-WISENESS:

Example: Nitrogen-fixing bacteria help cycle nitrogen through ecosystems. How do they do this? They change nitrogen into forms usable by plants. They convert organic compounds to inorganic compounds during decomposition. They release chemical energy during respiration. They convert sunlight into chemical energy during photosynthesis. The item cannot be solved merely by TEST-WISENESS

The item cannot be solved merely by TEST-WISENESS:

Example: Nitrogen-fixing bacteria help cycle nitrogen through ecosystems. How do they do this? They change nitrogen into forms usable by plants.* They convert organic compounds to inorganic compounds during decomposition. They release chemical energy during respiration. They convert sunlight into chemical energy during photosynthesis. The item cannot be solved merely by TEST-WISENESS

The item addresses ONLY ONE content expectation:

The item addresses ONLY ONE content expectation Example: How is our solar system similar to an atom? The force of gravity holds planets and electrons in their orbits. Nuclear fusion constantly occurs in the sun and in the atom’s nucleus. Electrons and planets both travel in well-defined paths. The solar system and the atom are mostly empty space. What have we learned if a student misses this item?

The item addresses ONLY ONE content expectation:

The item addresses ONLY ONE content expectation Example: How is our solar system similar to an atom? The force of gravity holds planets and electrons in their orbits. Nuclear fusion constantly occurs in the sun and in the atom’s nucleus. Electrons and planets both travel in well-defined paths. The solar system and the atom are mostly empty space.* What have we learned if a student misses this item?

The item addresses ONLY ONE content expectation:

Is it … or The item addresses ONLY ONE content expectation

ALL the content in the expectation is addressed in the item bank:

ALL the content in the expectation is addressed in the item bank B3.4d Describe the greenhouse effect and list possible causes. Example: Which of the following is the main contributor to the earth’s greenhouse effect? A. the earth’s distance from the sun B. the gases in the earth’s atmosphere C. the tilt of the earth’s axis D. the number of active volcanoes on earth Will this item adequately assess the entire CE?

ALL the content in the expectation is addressed in the item bank:

ALL the content in the expectation is addressed in the item bank B3.4d Describe the greenhouse effect and list possible causes. Example: Which of the following is the main contributor to the earth’s greenhouse effect? A. the earth’s distance from the sun B. the gases in the earth’s atmosphere* C. the tilt of the earth’s axis D. the number of active volcanoes on earth Will this item adequately assess the entire CE?

ALL the content in the expectation is addressed in the item bank:

B3.4d Describe the greenhouse effect and list possible causes. Example: Which of the following facts about the earth’s temperature is due mainly to the greenhouse effect? Earth’s average temperature is about 30o C warmer than expected. Earth’s oceans warm and cool much more slowly than its land masses. Earth’s average summer temperature is about 15o C warmer than its winter temperature. Earth’s temperature at the poles is cooler than at the equator. ALL the content in the expectation is addressed in the item bank

ALL the content in the expectation is addressed in the item bank:

B3.4d Describe the greenhouse effect and list possible causes. Example: Which of the following facts about the earth’s temperature is due mainly to the greenhouse effect? Earth’s average temperature is about 30o C warmer than expected.* Earth’s oceans warm and cool much more slowly than its land masses. Earth’s average summer temperature is about 15o C warmer than its winter temperature. Earth’s temperature at the poles is cooler than at the equator. ALL the content in the expectation is addressed in the item bank

ALL the content in the expectation is addressed in the item bank:

B3.4d Describe the greenhouse effect and list possible causes. Example: Which of the following atmospheric gases is NOT considered a “greenhouse” gas? A. oxygen B. carbon dioxide C. water vapor D. ozone ALL the content in the expectation is addressed in the item bank

ALL the content in the expectation is addressed in the item bank:

B3.4d Describe the greenhouse effect and list possible causes. Example: Which of the following atmospheric gases is NOT considered a “greenhouse” gas? A. oxygen* B. carbon dioxide C. water vapor D. ozone ALL the content in the expectation is addressed in the item bank

5. ALL the content in the expectation is addressed in the item bank.:

5. ALL the content in the expectation is addressed in the item bank. A2.2.3 Recognize whether a function (given in tabular or graphical form) has an inverse and recognize simple inverse pairs. Which of these functions has an inverse? A. f(x) = │x│ C. f(x) = x3 B. f(x) = x2 D. f(x) = x4 Will this item adequately assess the entire CE? What is the MINIMUM number of items needed to adequately assess this entire HSCE?

5. ALL the content in the expectation is addressed in the item bank.:

5. ALL the content in the expectation is addressed in the item bank. A2.2.3 Recognize whether a function (given in tabular or graphical form) has an inverse and recognize simple inverse pairs. Which of these functions has an inverse? A. f(x) = │x│ *C. f(x) = x3 B. f(x) = x2 D. f(x) = x4 Will this item adequately assess the entire CE? What is the MINIMUM number of items needed to adequately assess this entire HSCE?

5. ALL the content in the expectation is addressed in the item bank.:

5. ALL the content in the expectation is addressed in the item bank. A2.2.3 Recognize whether a function (given in tabular or graphical form) has an inverse and recognize simple inverse pairs. Which of these shows a simple inverse pair of functions? A. f(x) = 2x and g(x) = x/2 B. f(x) = x2 and g(x) = 1/ x2 C. f(x) = x + 2 and g(x) = -(x + 2) D. f(x) = 2x and g(x) = -2x

5. ALL the content in the expectation is addressed in the item bank.:

5. ALL the content in the expectation is addressed in the item bank. A2.2.3 Recognize whether a function (given in tabular or graphical form) has an inverse and recognize simple inverse pairs. Which of these shows a simple inverse pair of functions? A. f(x) = 2x and g(x) = x/2 * B. f(x) = x2 and g(x) = 1/ x2 C. f(x) = x + 2 and g(x) = -(x + 2) D. f(x) = 2x and g(x) = -2x

Activity #1:

“What is the minimum number of items needed to adequately assess each of these High School Content Expectations?” L4.1.1 Distinguish between inductive and deductive reasoning, identifying and providing examples of each (Consensus: 2) G1.2.3 Know a proof of the Pythagorean Theorem and use the Pythagorean Theorem and its converse to solve multi-step problems. (Consensus: 2-3) A2.10.2 Use the relationship between degree and radian measures to solve problems. (Consensus: 1) Activity #1

Activity #1:

“What is the minimum number of items needed to adequately assess each of these High School Content Expectations?” C4.8A Identify the location, relative mass, and charge for electrons, protons, and neutrons. (Consensus: 3) B2.5g Compare and contrast plant and animal cells. (Consensus: 1-2) P4.10f Calculate the amount of work done when a charge moves through a potential difference, V. (Consensus: 1) Activity #1

The CONTEXT of the item is APPROPRIATE and ENGAGING:

The CONTEXT of the item is APPROPRIATE and ENGAGING OXON HILL, Md. -- The school system in Prince George's County is apologizing to parents after a teacher gave students a math test filled with inappropriate questions. School administrators confirmed that a 10th-grade geometry teacher at Oxon Hill High School administered the test. Officials said the test contained phrases like "Jose has two ounces of cocaine," "Willie gets $200 for a stolen BMW," and "Raul gets six years for murder." nbc4.com September, 2004

The CONTEXT of the item is APPROPRIATE and ENGAGING:

The Danish astronomer Ole Roemer (1644-1710) was the first person to determine that light traveled with a measurable speed. As Earth revolved around the sun, he noticed a variation in the time Io emerged from behind Jupiter, and calculated that light took 22 minutes to cross a diameter of Earth’s orbit. If the diameter of Earth’s orbit is 3.0 x 1011 m, what value would Roemer have calculated for the speed of light? 4.4 x 10-9 m/sec 2.2 x 108 m/sec 3.0 x 108 m/sec 1.3 x 1010 m/sec (Inappropriate and confusing context) The CONTEXT of the item is APPROPRIATE and ENGAGING

The CONTEXT of the item is APPROPRIATE and ENGAGING:

The Danish astronomer Ole Roemer (1644-1710) was the first person to determine that light traveled with a measurable speed. As Earth revolved around the sun, he noticed a variation in the time Io emerged from behind Jupiter, and calculated that light took 22 minutes to cross a diameter of Earth’s orbit. If the diameter of Earth’s orbit is 3.0 x 1011 m, what value would Roemer have calculated for the speed of light? 4.4 x 10-9 m/sec 2.2 x 108 m/sec* 3.0 x 108 m/sec 1.3 x 1010 m/sec (Inappropriate and confusing context) The CONTEXT of the item is APPROPRIATE and ENGAGING

The CONTEXT of the item is APPROPRIATE and ENGAGING:

Some items require a context,… MEAP HST Math Released Items 2004 The CONTEXT of the item is APPROPRIATE and ENGAGING

The CONTEXT of the item is APPROPRIATE and ENGAGING:

“When items are written to particular content statements, such as the history and nature of science, they may be framed in these contextual components of science content.” Example: Ernest Rutherford found that when he fired alpha particles at a thin gold foil, some were scattered at large angles. What caused this scattering? A. The gold’s positive atomic nuclei attracted the negatively charged alpha particles. B. The gold’s negative atomic nuclei repelled the negatively charged alpha particles. C. The gold’s negative atomic nuclei attracted the positively charged alpha particles. D. The gold’s positive atomic nuclei repelled the positively charged alpha particles. Science Framework for the 2009 NAEP The CONTEXT of the item is APPROPRIATE and ENGAGING

The CONTEXT of the item is APPROPRIATE and ENGAGING:

“When items are written to particular content statements, such as the history and nature of science, they may be framed in these contextual components of science content.” Example: Ernest Rutherford found that when he fired alpha particles at a thin gold foil, some were scattered at large angles. What caused this scattering? A. The gold’s positive atomic nuclei attracted the negatively charged alpha particles. B. The gold’s negative atomic nuclei repelled the negatively charged alpha particles. C. The gold’s negative atomic nuclei attracted the positively charged alpha particles. D. The gold’s positive atomic nuclei repelled the positively charged alpha particles.* Science Framework for the 2009 NAEP The CONTEXT of the item is APPROPRIATE and ENGAGING

The CONTEXT of the item is APPROPRIATE and ENGAGING:

Some items require no context,… MEAP HST Math Released Items 2004 The CONTEXT of the item is APPROPRIATE and ENGAGING

The CONTEXT of the item is APPROPRIATE and ENGAGING:

Some items require no context,… MEAP HST Math Released Items 2004 The CONTEXT of the item is APPROPRIATE and ENGAGING

Depth of Knowledge:

Can be applied to Standards (Content Expectations), AND to Assessment Items (Dr. Norman Webb, University of Wisconsin, 1997, 2002) Recall Skills and Concepts Strategic Thinking Extended Thinking Depth of Knowledge

Depth of Knowledge:

Level 1 – Recall The recall of information (fact, definition, or term), or performing a simple procedure (a “recipe”), or applying a simple algorithm or formula. Requires only a rote response, a well-known formula, or following a well-defined procedure that typically involves only one step. Key words include “identify,” “recognize,” “use,” “calculate” and “measure.” A student answering a Level 1 item either knows the answer or does not. The answer does not need to be “solved” or “figured out.” (Verbs like “describe” and “explain” can be used at different levels depending on the complexity of what’s being “described” or “explained.”) Depth of Knowledge

Depth of Knowledge:

B2.1A Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis. Level 1 Example: Which of the following is a product of the overall process of photosynthesis? A. Carbon dioxide B. Protein C. Glucose D. Water Depth of Knowledge

Depth of Knowledge:

E4.p2A Describe the composition and layers of the atmosphere. (prerequisite) Level 1 Example: Air is made up of many gases. Which gas is found in the greatest amount? A. Nitrogen B. Oxygen C. Carbon Dioxide D. Hydrogen Science Framework for the 2009 NAEP Depth of Knowledge

Depth of Knowledge:

E4.p2A Describe the composition and layers of the atmosphere. (prerequisite) Level 1 Example: Air is made up of many gases. Which gas is found in the greatest amount? A. Nitrogen* B. Oxygen C. Carbon Dioxide D. Hydrogen Science Framework for the 2009 NAEP Depth of Knowledge

Depth of Knowledge:

Level 2 – Skills & Concepts This level is more complex and involves mental processing beyond simply recalling or reproducing a response. Items require students to make some decisions and typically involve more than one step. Key words and activities include “classifying,” “organizing,” “estimating,” or “interpreting or comparing data” in tables graphs or charts. Depth of Knowledge

Depth of Knowledge:

Level 2 examples include: Explain the relationship between facts or variables; Describe examples and non-examples of science concepts; Select a procedure and perform it; Formulate a routine problem given data & conditions; and Organize, represent and interpret data. Depth of Knowledge

Depth of Knowledge:

From Science Framework for the 2009 NAEP Depth of Knowledge

Depth of Knowledge:

P2.1D Describe and analyze the motion that a position-time graph represents, given the graph. Example: The graph below shows the distance traveled over time by a student walking down a hall. During which time interval was the student moving the fastest? a. A b. B c. C d. D Depth of Knowledge From Science Framework for the 2009 NAEP

Depth of Knowledge:

P2.1D Describe and analyze the motion that a position-time graph represents, given the graph. Example: The graph below shows the distance traveled over time by a student walking down a hall. During which time interval was the student moving the fastest? a. A b. B c. C d. D* Depth of Knowledge From Science Framework for the 2009 NAEP

Depth of Knowledge:

Level 3 – Strategic Thinking This level is more demanding and requires planning, using evidence, and complex and abstract reasoning. In most instances, requiring students to explain their thinking is Level 3. Students are asked to draw conclusions, cite evidence, develop logical arguments, solve complex problems, explain concepts and justify their response. Depth of Knowledge

Depth of Knowledge:

Level 3 examples include: Identify research questions and design investigations; Solve complex, non-routine problems; Develop a scientific model; and Form conclusions from experimental data. Depth of Knowledge

Depth of Knowledge:

Level 3 Example: The main reason for Earth’s temperature being hotter in summer than in winter is: The earth’s distance from the sun changes. The sun is higher in the sky. The distance between the northern hemisphere and the sun changes. Ocean currents carry warm water north. Depth of Knowledge From Science Framework for the 2009 NAEP

Depth of Knowledge:

Level 3 Example: The main reason for Earth’s temperature being hotter in summer than in winter is: The earth’s distance from the sun changes. The sun is higher in the sky.* The distance between the northern hemisphere and the sun changes. Ocean currents carry warm water north. Depth of Knowledge From Science Framework for the 2009 NAEP

Depth of Knowledge:

B4.2B Recognize that every species has its own characteristic DNA sequence. Level 3 Example: Two sparrows are in the same species, but live in different areas in Michigan. How does their DNA compare? Their DNA is identical because all birds have the same DNA Their DNA is very different because they have different sources of food Their DNA is very similar because they are members of the same species Their DNA is very different because they live in different habitats Depth of Knowledge

Depth of Knowledge:

B4.2B Recognize that every species has its own characteristic DNA sequence. Level 3 Example: Two sparrows are in the same species, but live in different areas in Michigan. How does their DNA compare? Their DNA is identical because all birds have the same DNA Their DNA is very different because they have different sources of food Their DNA is very similar because they are members of the same species* Their DNA is very different because they live in different habitats Depth of Knowledge

Depth of Knowledge:

Level 4 – Extended Thinking This level requires complex reasoning, experimental design, and planning usually over extended periods of time. Students are asked to make connections within or among content areas. Level 4 tasks are typically assessed locally and often involve performance or open-ended assessments. Many on-demand instruments will not include any items at Level 4. Depth of Knowledge

Depth of Knowledge:

Level 4 examples: Based on provided data from a complex experiment that is novel to the student, deduce the fundamental relationship between several controlled variables Conduct an investigation, from specifying a problem to designing and carrying out an experiment, to analyzing its data and forming conclusions. Depth of Knowledge

Activity #2:

Determine the Depth of Knowledge (DOK) Level most appropriate for each of these Mathematics HSCEs L4.2.2 Use the connectives “NOT,” “AND,” “OR,” and “IF…,THEN,” in mathematical and everyday settings. Know the truth table of each connective and how to logically negate statements involving these connectives. (Consensus: DOK 3) A2.1.1 Recognize whether a relationship (given in contextual, symbolic, tabular, or graphical form) is a function; and identify its domain and range. (Consensus: DOK 1-2) G1.8.2 Identify symmetries of pyramids, prisms, cones, cylinders, hemispheres, and spheres. (Consensus: DOK 1) Activity #2

Activity #2:

Determine the Depth of Knowledge (DOK) Level most appropriate for each of these Science HSCEs B2.5i Relate cell parts/organelles to their function. (Consensus: DOK 1) C5.2e Identify the limiting reagent when given the masses of more than one reactant. (Consensus: DOK 2) P4.5C Provide evidence to support the claim that sound is energy transferred by a wave, not energy transferred by particles. (Consensus: DOK 3) Activity #2

Finding Items vs. Writing Items(Alignment Issues):

Finding Items vs. Writing Items (Alignment Issues) C5.2A Balance simple chemical equations applying the conservation of matter. Word Search NAEP website: “balance” OR “equation” __ C3H6 + __ O2  __ CO2 +__ H2O Example: When the equation above is balanced and all coefficients are reduced to their lowest whole-number values, the coefficient for H2O is A) 2 B) 3 C) 4 D) 6 (Acceptable Alignment) http://nces.ed.gov

Finding Items vs. Writing Items(Alignment Issues):

Finding Items vs. Writing Items (Alignment Issues) C5.7A Recognize formulas for common inorganic acids, carboxylic acids, and bases formed from families I and II. Word Search NAEP website: “acid” Example: When sulfuric acid, H2SO4, is broken down into separate elements, how many different elements result? A) Two B) Three C) Six D) Seven (Poor Alignment) http://nces.ed.gov

Finding Items vs. Writing Items(Alignment Issues):

Finding Items vs. Writing Items (Alignment Issues) C5.7A Recognize formulas for common inorganic acids, carboxylic acids, and bases formed from families I and II. Word Search NAEP website: “acid” Example: When sulfuric acid, H2SO4, is broken down into separate elements, how many different elements result? A) Two B) Three* C) Six D) Seven (Poor Alignment) http://nces.ed.gov

Finding Items vs. Writing Items(Copyright Issues):

Finding Items vs. Writing Items (Copyright Issues) Release of Spring 2007 MCAS Test Items June 2007 Massachusetts Department of Education © 2007 Massachusetts Department of Education Permission is hereby granted to copy for non-commercial educational purposes any or all parts of this document, with the exception of English Language Arts passages that are not designated as in the public domain. Permission to copy all other passages must be obtained from the copyright holder. Please credit the “Massachusetts Department of Education.”

“Jurying” and Editing Items::

Unnecessary information in the stem Mutually exclusive options Redundant options Alignment Issues (HSCEs) Vocabulary Issues (Companion Documents) Jurying with Pilot data “Jurying” and Editing Items:

“Jurying” and Editing Items:Examples (unnecessary information):

Body cells of fruit flies contain only 8 chromosomes, compared to human cells that contain 46. Scientists used studies of fruit flies to discover how egg and sperm cells (gametes) are formed. What did they observe? A. Body cells of the offspring flies had 16 chromosomes. B. Sperm cells from the male had 8 chromosomes. C. Egg cells from the female had 4 chromosomes. D. Body cells of the offspring flies had 4 chromosomes. Connecticut Released Item 2006 “Jurying” and Editing Items: Examples (unnecessary information)

“Jurying” and Editing Items:Examples (unnecessary information):

Body cells of fruit flies contain only 8 chromosomes, compared to human cells that contain 46. Scientists used studies of fruit flies to discover how egg and sperm cells (gametes) are formed. What did they observe? A. Body cells of the offspring flies had 16 chromosomes. B. Sperm cells from the male had 8 chromosomes. C. Egg cells from the female had 4 chromosomes.* D. Body cells of the offspring flies had 4 chromosomes. Connecticut Released Item 2006 “Jurying” and Editing Items: Examples (unnecessary information)

“Jurying” and Editing Items:Examples (unnecessary information):

“Jurying” and Editing Items: Examples (unnecessary information) California Released Item 2007

“Jurying” and Editing Items:Examples (mutually exclusive options):

Under what conditions will a substance be likely to enter a cell through diffusion? A. when the substance is a particle of food B. when a molecule of the substance is very large C. when the concentration of the substance is greater outside the cell than inside D. when the concentration of the substance is greater inside the cell than outside Connecticut Released Item 2006 “Jurying” and Editing Items: Examples (mutually exclusive options)

“Jurying” and Editing Items:Examples (mutually exclusive options):

Under what conditions will a substance be likely to enter a cell through diffusion? A. when the substance is a particle of food B. when a molecule of the substance is very large C. when the concentration of the substance is greater outside the cell than inside* D. when the concentration of the substance is greater inside the cell than outside Connecticut Released Item 2006 “Jurying” and Editing Items: Examples (mutually exclusive options)

“Jurying” and Editing Items:Examples (redundant options):

“Jurying” and Editing Items: Examples (redundant options) California Released Item 2007

“Jurying” and Editing Items:Alignment:

The atomic number of iron is 26, and the atomic mass is 55.847. What do these numbers mean in regard to protons, electrons and neutrons? A. There are 26 each of protons and neutrons, and the rest of the mass is the result of electrons. B. There are 26 protons and 26 electrons. Some atoms of iron have 29 neutrons; the .847 shows that there is more than one isotope of iron. C. There are 26 protons and 29 neutrons. Each particle has an atomic mass of 1. D. There are 26 protons and 26 neutrons. Since neutrons have slightly more mass than protons, the mass is greater than 52. Connecticut Released Item 2006 “Jurying” and Editing Items: Alignment

Items can NOT be juried in isolation – they must be aligned with a content expectation:

C4.10A List the number of protons, neutrons, and electrons for any given ion or isotope. The atomic number of iron is 26, and the atomic mass is 55.847. What do these numbers mean in regard to protons, electrons and neutrons? A. There are 26 each of protons and neutrons, and the rest of the mass is the result of electrons. B. There are 26 protons and 26 electrons. Some atoms of iron have 29 neutrons; the .847 shows that there is more than one isotope of iron. C. There are 26 protons and 29 neutrons. Each particle has an atomic mass of 1. D. There are 26 protons and 26 neutrons. Since neutrons have slightly more mass than protons, the mass is greater than 52. (Not Quite) Connecticut Released Item 2006 Items can NOT be juried in isolation – they must be aligned with a content expectation

Items can NOT be juried in isolation – they must be aligned with a content expectation:

C4.10A List the number of protons, neutrons, and electrons for any given ion or isotope. The atomic number of iron is 26, and the atomic mass is 55.847. What do these numbers mean in regard to protons, electrons and neutrons? A. There are 26 each of protons and neutrons, and the rest of the mass is the result of electrons. B. There are 26 protons and 26 electrons. Some atoms of iron have 29 neutrons; the .847 shows that there is more than one isotope of iron.* C. There are 26 protons and 29 neutrons. Each particle has an atomic mass of 1. D. There are 26 protons and 26 neutrons. Since neutrons have slightly more mass than protons, the mass is greater than 52. (Not Quite) Connecticut Released Item 2006 Items can NOT be juried in isolation – they must be aligned with a content expectation

“Jurying” and Editing Items:Alignment?:

“Jurying” and Editing Items: Alignment? California Released Item 2007 “The Coriolis effect is the apparent deflection of moving objects from a straight path when they are viewed from a rotating frame of reference.” http://en.wikipedia.org

“Jurying” and Editing Items:No Alignment to MI HSCEs:

E4.p2I Identify major global wind belts (trade winds, prevailing westerlies, and polar easterlies) and that their vertical components control the global distribution of rainforests and deserts. (prerequisite) E4.2A Describe the major causes for the ocean’s surface and deep water currents, including the prevailing winds, the Coriolis effect, unequal heating of the earth, changes in water temperature and salinity in high latitudes, and basin shape. E4.2f Explain how the Coriolis effect controls oceanic circulation. “Jurying” and Editing Items: No Alignment to MI HSCEs California Released Item 2007

“Jurying” and Editing Items:Vocabulary Issues:

B2.4e Explain how cellular respiration is important for the production of ATP (build on aerobic vs. anaerobic). “cytokinesis?” Massachusetts Released Item 2006 “Jurying” and Editing Items: Vocabulary Issues

“Jurying” and Editing Items:Vocabulary Issues:

HSSCE Companion Document: “The companion document is intended to provide boundaries to the content expectations.” Unit 9 Cell Division Vocabulary: cancer carcinogenic jumping genes chromosome karyotype chromosome pair meiosis crossing over mitosis deletion mutation DNA replication new gene combinations diploid progeny duplication of genes recombination of haploid genetic material gametes sex cell genetic variation sex “Jurying” and Editing Items: Vocabulary Issues

“Jurying” and Editing Items:Vocabulary Issues:

California Released Item 2007 E3.1A Discriminate between igneous, metamorphic, and sedimentary rocks and describe the processes that change one kind of rock into another. “Jurying” and Editing Items: Vocabulary Issues HSSCE Companion Document Unit 4 Rock Forming Processes Vocabulary: contact metamorphism magma cooling metamorphic rocks crystallization metamorphism deposition molten rock erosion non-foliated texture extrusive plate tectonic context Foliation regional metamorphism grain shape rock cycle grain size rock sequence igneous rocks sedimentary rocks Intrusive sedimentation lithification weathering

“Jurying” and Editing Items(with Pilot data):

“Jurying” and Editing Items (with Pilot data)

“Jurying” and Editing Items:

“Jurying” and Editing Items

“Jurying” and Editing Items:

“Jurying” and Editing Items

“Jurying” and Editing Items(with Pilot data):

2. When in use, the heating element in a toaster glows and gives off heat. This is because atoms within the heating element _____________. A. undergo chemical reactions B. are excited by the flow of electrons C. gain electrons and increase in temperature D. conduct light and heat from the outlet Expected Performance: D 5. Explain how electricity is used to produce heat and light in incandescent bulbs and heating elements. Connecticut Released Item 2007 “Jurying” and Editing Items (with Pilot data)

“Jurying” and Editing Items:

2. When in use, the heating element in a toaster glows and gives off heat. This is because atoms within the heating element _____________. A. undergo chemical reactions (11%) B. are excited by the flow of electrons (22%) C. gain electrons and increase in temperature (39%) D. conduct light and heat from the outlet (26%) Expected Performance: D 5. Explain how electricity is used to produce heat and light in incandescent bulbs and heating elements. Connecticut Released Item 2007 “Jurying” and Editing Items

“Jurying” and Editing Items:

2. When in use, the heating element in a toaster glows and gives off heat. This is because atoms within the heating element _____________. A. undergo chemical reactions (11%) B. are excited by the flow of electrons* (22%) C. gain electrons and increase in temperature (39%) D. conduct light and heat from the outlet (26%) Expected Performance: D 5. Explain how electricity is used to produce heat and light in incandescent bulbs and heating elements. Connecticut Released Item 2007 “Jurying” and Editing Items

“Jurying” and Editing ItemsExamples:

E5.2C Describe how nuclear fusion produces energy in the Sun. “Jurying” and Editing Items Examples California Released Item 2007

“Jurying” and Editing ItemsExamples:

Guideline #1: Incomplete Stem  Complete Stem: The fusion of hydrogen to helium is a nuclear reaction that releases an enormous amount of heat energy. Where does nuclear fusion commonly occur? A the Sun and other typical stars B the ionosphere and thermosphere C Earth’s outer core of molten iron D a comet’s tail of ionized gases E5.2C Describe how nuclear fusion produces energy in the Sun. “Jurying” and Editing Items Examples California Released Item 2007

“Jurying” and Editing ItemsExamples:

Guideline #1: Incomplete Stem  Complete Stem: The fusion of hydrogen to helium is a nuclear reaction that releases an enormous amount of heat energy. Where does nuclear fusion commonly occur? A the Sun and other typical stars* B the ionosphere and thermosphere C Earth’s outer core of molten iron D a comet’s tail of ionized gases E5.2C Describe how nuclear fusion produces energy in the Sun. “Jurying” and Editing Items Examples California Released Item 2007

“Jurying” and Editing ItemsExamples:

Which of the following statements does not explain how scientists infer that the Earth has internal layers with discernable properties using patterns of primary (P) and secondary (S) seismic wave arrivals? A. Seismic waves will bend and reflect at the interfaces between different materials. B. P waves will travel through solids and liquids while S waves will only travel through solids. C. P waves travel at different but predictable speeds than S waves through specific materials. D. Seismic waves will bring samples of the Earth’s internal layers to the surface for scientists to study directly. E3.2B Explain how scientists infer that the Earth has internal layers with discernable properties using patterns of primary (P) and secondary (S) seismic wave arrivals “Jurying” and Editing Items Examples

“Jurying” and Editing ItemsExamples:

Guideline #14: Avoid the use of negative stems (e.g. NOT). Come up with three “plausible” incorrect stems. Which of the following statements does not explain how scientists infer that the Earth has internal layers with discernable properties using patterns of primary (P) and secondary (S) seismic wave arrivals? A. Seismic waves will bend and reflect at the interfaces between different materials. B. P waves will travel through solids and liquids while S waves will only travel through solids. C. P waves travel at different but predictable speeds than S waves through specific materials. D. Seismic waves will bring samples of the Earth’s internal layers to the surface for scientists to study directly. E3.2B Explain how scientists infer that the Earth has internal layers with discernable properties using patterns of primary (P) and secondary (S) seismic wave arrivals “Jurying” and Editing Items Examples

“Jurying” and Editing ItemsExamples:

A rock is dropped from the top of a cliff. How far did the rock travel in 3.0 s? (Use the 10.0 m/s/s as the acceleration due to gravity.) A. 30. m B. 45. m C. 90. m D. 120 m P2.1g Solve problems involving average speed and constant acceleration in one dimension. “Jurying” and Editing Items Examples

“Jurying” and Editing ItemsExamples:

Guideline #10: Present problem clearly (Which 3 seconds??) Guideline #2: Verb tense A rock was dropped from the top of a cliff. How far did the rock travel during the first 3.0 s? (Use the 10.0 m/s/s as the acceleration due to gravity.) A. 30. m B. 45. m C. 90. m D. 120 m P2.1g Solve problems involving average speed and constant acceleration in one dimension. “Jurying” and Editing Items Examples

“Jurying” and Editing ItemsExamples:

Guideline #10: Present problem clearly (Which 3 seconds??) Guideline #2: Verb tense A rock was dropped from the top of a cliff. How far did the rock travel during the first 3.0 s? (Use the 10.0 m/s/s as the acceleration due to gravity.) A. 30. m B. 45. m* C. 90. m D. 120 m P2.1g Solve problems involving average speed and constant acceleration in one dimension. “Jurying” and Editing Items Examples

“Jurying” and Editing ItemsExamples:

A physics book is sitting on a table. Identify the action and reaction forces acting on the book. A. The book pushes down on the table. The table pushes up on the book. B. The book pulls up on Earth. Earth pulls down on the book. C. The table pulls the book down. The book pushes the table down. D. There are no action and reaction forces acting because the book is at rest. P3.3A Identify the action and reaction force from examples of forces in everyday situations (e.g., book on a table, walking across the floor, pushing open a door). “Jurying” and Editing Items Examples

“Jurying” and Editing ItemsExamples:

Guideline #6: Make sure there is only one correct answer. (A and B) A physics book is sitting on a table. Identify the action and reaction forces acting on the book. A. The book pushes down on the table. The table pushes up on the book. B. The book pulls up on Earth. Earth pulls down on the book. C. The table pulls the book down. The book pushes the table down. D. There are no action and reaction forces acting because the book is at rest. P3.3A Identify the action and reaction force from examples of forces in everyday situations (e.g., book on a table, walking across the floor, pushing open a door). “Jurying” and Editing Items Examples

“Jurying” and Editing ItemsExamples:

Guideline #6: Make sure there is only one correct answer. (A and B) A physics book is sitting on a table. Identify the action and reaction forces acting on the book. A. The book pushes down on the table. The table pushes up on the book.* B. The book pulls up on Earth. Earth pulls down on the book. C. The table pulls the book down. The book pushes the table down. D. There are no action and reaction forces acting because the book is at rest. P3.3A Identify the action and reaction force from examples of forces in everyday situations (e.g., book on a table, walking across the floor, pushing open a door). “Jurying” and Editing Items Examples

“Jurying” and Editing ItemsExamples:

On a pool table the first shot is called the break. Motion of the balls in the break would be considered which type of motion? A. linear B. two-dimensional C. periodic D. circular P2.1E Describe and classify various motions in a plane as one dimensional, two dimensional, circular, or periodic. “Jurying” and Editing Items Examples

“Jurying” and Editing ItemsExamples:

Guideline #12: Avoid bias On a pool table the first shot is called the break. Motion of the balls in the break would be considered which type of motion? A. linear B. two-dimensional C. periodic D. circular P2.1E Describe and classify various motions in a plane as one dimensional, two dimensional, circular, or periodic. “Jurying” and Editing Items Examples

“Jurying” and Editing ItemsExamples:

Guideline #12: Avoid bias On a pool table the first shot is called the break. Motion of the balls in the break would be considered which type of motion? A. linear B. two-dimensional* C. periodic D. circular P2.1E Describe and classify various motions in a plane as one dimensional, two dimensional, circular, or periodic. “Jurying” and Editing Items Examples

“Jurying” and Editing ItemsExamples:

16. Look at the two pictures below. They show what happened when two solid blocks were each put in a jar containing a liquid. Based just on what you can see in the pictures, what can you say about the blocks and the jars? A) The liquid in the jars must be water. B) The block in jar 1 weighs more than the block in jar 2. C) The block in jar 1 is floating lower in its liquid than is the block in jar 2. D) The block in jar 1 must be made of metal and the block in jar 2 must be made of wood. NAEP Released Item http://nces.ed.gov “Jurying” and Editing Items Examples

“Jurying” and Editing ItemsExamples:

Guideline #13: When calling for a judgment or conclusion, the student must be able to infer the correct answer from the text. Don’t pose questions such as “What do you think? / What would you do?” because any option could be defensible. 16. Look at the two pictures below. They show what happened when two solid blocks were each put in a jar containing a liquid. Based just on what you can see in the pictures, what can you say about the blocks and the jars? A) The liquid in the jars must be water. B) The block in jar 1 weighs more than the block in jar 2. C) The block in jar 1 is floating lower in its liquid than is the block in jar 2. D) The block in jar 1 must be made of metal and the block in jar 2 must be made of wood. NAEP Released Item http://nces.ed.gov “Jurying” and Editing Items Examples

In ConclusionA Possible Objection::

“If teachers clarify the intended outcomes of their course and agree on how students are to be tested, won’t they teach to the test?” “The correct response is, of course, ‘That’s the idea!’ Teaching to the test is a perfectly appropriate and honorable thing to do,… when the test represents a valid assessment of the students’ acquisition of meaningful knowledge and skills.” - R. DuFour, R. Eaker, 1998 In Conclusion A Possible Objection:

Contact Information:

Contact Information Tom Wessels, Director Grand Traverse Regional Math and Science Center Traverse Bay Area Intermediate School District 1101 Red Drive PO Box 6020 Traverse City, MI 49682 231.922.7875 twessels@tbaisd.k12.mi.us

View More Presentations

Presentation Statistics

loading.....