Development of Science Core Curriculum

1
Development of Science Core Curriculum

• Steering Committee developed the process for
  revision
• Focus Group meetings were held with teachers in
  the Spring of 2000
• Research for content comes from AAAS Benchmarks
  for Science Literacy
• Intended Learning Outcomes drafted Spring 2000
• Advisory committee meetings were held to include
  public
• Writing occurred during the summer of 2000
• Draft was Piloted 2000-01 school year
• Hearings were held with teachers statewide fall
  of 2000
• Rewrite by pilot teachers December 2000 and March
  2001 based upon input from hearings and piloting
• Winter and Spring 2002 steering committee review
  for proper verbs and and ILO alignment of
  objectives reduced to accommodate the assessment
  blueprint
• CRT (end of level test) development June 2002
• TRB, Sci-ber Text and re-alignment of
  professional development
• Implementation of Biology, Chemistry, Physics
  Cores 2003-04 school year

2
Attributes of the Core

• Aligned to Benchmarks for Science Literacy
• Content Described in Science Benchmark
• Skill Described in Intended Learning Outcomes
• Standards, Objectives, Indicators detail the
  Instruction
• Science Language Students Should Use
• Skills Articulate Upward
• Content Spirals Across Grade-levels

3
Model for Instruction in UtahUsing Assessment of
Learning to Inform Instruction
Standards
Assessments
Classroom Assessments
Utah Core Curriculum Fine ArtsHealth/PE Social
Studies Information Technology TLC Library Media
Teacher Observation of Students
Instruction
Assessments Accompanying Instructional Materials

Integration of skills across the curriculum
Math Language Arts/ Reading Science
U-PASS
CRTs Stanford BSCT Direct Writing
4
Understanding the Science Core
Benchmarks
Intended Learning Outcomes (ILOs)

• .

I. Standards 1. Objectives a. Indicators
5
Retention of Knowledge

• What Knowledge is Retained from Instruction
• Logical
• Memorable
• Applicable
• Connected to prior knowledge
• Used as part of thinking
• Big Ideas

6
Test Questions Should Measure Students
Understanding of Retainable Knowledge as
Described in Core

• Write Questions That
• Align to the Core
• Measure Intended Learning Outcomes
• That you would expect a student to get correct 6
  months after instruction if they
• Attended class
• Received good instruction
• Did the assigned homework
• Paid attention in class
• Questions should assess students depth of
  understanding of the big ideas and themes found
  in both the-
• Science Benchmarks
• Intended Learning Outcomes
• Reflect good instruction

7
Writing Good Questions

• ü There is error in all measurement and your goal
  as a test writer is to reduce that error.
• ü A quality item requires a significant amount of
  time to write.
• ü Since we have very few items on the blue print
  to measure ILO 5 and 6, it is incumbent upon you
  to write items of high quality to give the best
  possible evidence of this goal.

8
Writing ILO 6 Items

• Identify Content Questions
• R. Content Correct
• S. Content Incorrect
• Identify Nature of Science Question
• U. Nature of Science Correct
• V. Nature of Science Incorrect

• What is the correct answer if
• R U a.
• S U b.
• R V c.
• S V d.

9
Construction of Question for Content and Nature
of Science
Content Question? (CQ) R. Correct response to CQ
S. Incorrect response to CQ
Nature of Science Question? (NSQ) U. Correct
response to NSQ V. Incorrect response

• Set up and Prompt
• Question ?
• R U Correct choice
• R V Distracter
• S U Distracter
• S V Distracter

10
Example

• Click here to see and example.