• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
WV Science and the CSOs
 

WV Science and the CSOs

on

  • 2,832 views

WV Science and the CSOs

WV Science and the CSOs

Statistics

Views

Total Views
2,832
Views on SlideShare
2,828
Embed Views
4

Actions

Likes
0
Downloads
0
Comments
0

1 Embed 4

http://www.slideshare.net 4

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

WV Science and the CSOs WV Science and the CSOs Presentation Transcript

  • Aligning Assessment and Standards Key Considerations Science
  • Where to begin?
    • Begin With the End in Mind!!!
    • (Content Standards and Objectives)
  • Standards Curriculum Instruction Assessment
  • Goals = Content Standards
    • Nature of Science
    • Science History
    • Scientific Attitudes/Habits of Mind
    • Scientific Processes/Thinking Skills
    • Laboratory Investigations/
    • Hands-on Learning
    • Science Themes/Subject Matter
    • Science, Technology, & Society
    • Computer/Technology
    • History & Nature of Science
    • Science As Inquiry
    • Unifying Themes
    • Science Subject Matter/Concepts
    • Scientific Design & Application
    • Science in Personal & Social Perspectives
  • Objectives
    • Refined
    • Aligned
    • Reduced
    • Re-organized
    • Added Sub-headings
  • Grade 8 Standard 4: Subject Matter/Concepts Populations and Ecosystems 8.4.9 group unknown organisms based on observable characteristics (e.g., use dichotomous keys) 8.4.10 trace, matter and energy flow in a food web as it goes from sunlight to producers to consumers, design an in which the chemical and energy needs for the growth, reproduction and development of plants are met (e.g., food pyramids, decomposition)
  • Grade 8 Standard 4: Subject Matter/Concepts Motion and Forces 8.4.22 graph and interpret the relationships (e.g., distance versus time, speed versus time, acceleration versus time). 8.4.23 describe Newton’s Laws of Motion; identify examples; illustrate qualitatively and quantitatively drawing vector quantities. 8.4.24 illustrate quantitatively mechanical advantage of simple machines.
  • Grade 10 Science Content Standards
    • History and Nature of Science
    • Science as Inquiry
    • Unifying Themes
    • Science Subject Matter/Concepts
    • Scientific Design and Applications
    • Science in Personal and Social Perspectives
  • Performance Descriptors for Content Standards
    • Distinguished
    • Above Mastery
    • Mastery
    • Partial Mastery
    • Novice
  • Objective and Assessment Methods Must be ALIGNED
  • Standards and Descriptors
    • Examine the performance descriptors for the relevant standards
    • What must the student do to meet the Mastery level on this assignment?
  • RUBRICS Performance descriptors are easily adapted to rubric grading.
  • The Advantages of Rubrics
    • A rubric is an authentic assessment tool used to measure students' work.
      • A rubric is a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged.
    • A rubric enhances the quality of direct instruction.
    • Chocolate chip cookie rubric
    • The cookie elements the students chose to judge were:
    Grades of cookies :
      • Number of chocolate chips
      • Texture
      • Color
      • Taste
      • Richness (flavor)
    4 – Delicious 3 – good 2 – Needs Improvement 1 - Poor                                      
  • 4 - Delicious: A) Chocolate chips in about 75 percent of the bites taken. B) Chewy in the middle, but crispy on the edges either brown from overcooking, or light from being 25 percent raw. C) Quality store-bought taste. D) Medium fat content. 3 - Good: A) Chocolate chip in every bite B) Chewy C) Golden brown D) Home-baked taste E) Rich, creamy F) High-fat flavor Rubric Example
  • 2 - Needs Improvement: A) Too few or too many chocolate chips. B) Texture resembles a dog biscuit. C) Burned. D) Store-bought flavor with a preservative aftertaste – stale, hard, chalky Non-fat contents . 1 - Poor: A) Chocolate chips in 50 percent of the bites taken B) Texture is either crispy/crunchy from overcooking or doesn't hold together because it is at least 50 percent . C) Uncooked either dark brown from overcooking or light from undercooking D) Tasteless low-fat content. Rubric Example continued
  • Here's how the table looks:   Delicious Good Needs Improvement Poor Number of Chips Chocolate chip in every bite Chips in about 75% of bites Chocolate in 50% of bites Too few or too many chips Texture Chewy Chewy in middle, crisp on edges Texture either crispy/crunchy or 50% uncooked Texture resembles a dog biscuit Color Golden brown Either light from overcooking or light from being 25% raw Either dark brown from overcooking or light from undercooking Burned Taste Home-baked taste Quality store-bought taste Tasteless Store-bought flavor, preservative aftertaste – stale, hard, chalky Richness Rich, creamy, high-fat flavor Medium fat content Low-fat content Nonfat content
  • Advantages to using rubrics :
      • Teachers can increase the quality of their direct instruction
      • by providing focus, emphasis, and attention to particular
      • details as a model for students.
      • Teachers can reuse rubrics for various activities.
      • Students can use rubrics as a tool to develop their abilities .
      • Students have explicit guidelines regarding teacher
      • expectations.
  • Begin With the End in Mind
    • In order to prepare students :
      • Choose the standard.
      • Choose the objective.
      • Look at descriptors.
      • Design assessment.
      • Develop lesson.
  • Content Standards and Objectives Applied to Special Education
    • There are no separate or different content standards and objectives for special education.
    • The Content Standards and Objectives for WV Schools are the basis for development of Individualized Education Programs (IEPs).
    • All teachers are responsible for teaching the content standards to all students.
  • Technology Content Standards and Objectives
    • Provide a description of technology skills and competencies required for students in K-12
    • Are sequential and comprehensive
    • In each curricular area, “West Virginia teachers are responsible for integrating technology appropriately in the students’ learning environment.” (HB 4319)
  • West Virginia Content Standards and Objectives Modules Go to http://reinvent.k12.wv.us Click the GUEST button
  • West Virginia Content Standards and Objectives Modules Select the CSO icon
  • Reading and English Language Arts Science Mathematics Social Studies Health Physical Education Visual Art Music Foreign Language Theater Dance Driver Education West Virginia Content Standards and Objectives Modules Select
    • Science
      • Grades K-4
      • Grades 5-8
      • Grades 9-12
    West Virginia Content Standards and Objectives Modules Select
    • Science
      • Grades K-4
        • Module 2.1 (SC.4.4.19) Select
        • Module 2.2 (SC.1.2.3, SC.1.2.4, SC.1.4.9)
        • Module 2.3 (SC.2.1.1, SC.2.1.3, SC.2.3.1, SC.2.3.3)
        • Module 2.4 (SC.3.3.1, SC.3.3.2, SC.3.5.1, SC.3.5.2)
    West Virginia Content Standards and Objectives Modules
    • Science
      • Grades K-4
        • Module 2.1
        • Module 2.2
        • Module 2.3
        • Module 2.4
    West Virginia Content Standards and Objectives Modules Select (SC.4.4.19)
  • West Virginia Content Standards and Objectives Modules
  • School Improvement: A Continuous Cycle