W a s h i n g t o n S c h o o l s

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W a s h i n g t o n S c h o o l s
Assessment Results
2 0 0 3
- Science WASL
Dr. Terry Bergeson Superintendent of Public
Instruction
October 17, 2003
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Background of the Science WASL

• Recognized need for science literacy
• Business, state legislature and Congress
• Progressive assessment design
• Experts in science education and assessment
• Progressive science standards
• Refined Essential Academic Learning Requirements
• (EALRs) after national review
• Science Assessment Leadership Team (SALT)
• Washington science educators building our
  capacity for science assessment by developing
  realistic science scenarios and leading
  professional development to

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What have Bellevue Schools Done?

• LASER Institute in 1998
• Middle School Science Project since 1998
• 35 teachers, 4,945 hours of professional
  development in science,
• district science specialist
• Participants in state science leadership efforts
• More than 67 of Bellevue middle school students
  are proficient in the science EALRs as
  demonstrated on the WASL
• Odle Middle School 76 met science standard
• Science, Math and Technology Academy

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The Science EALRs and WASL
INQUIRY
Investigating Systems Nature of Science
Design Process Science, Technology, Society
Design
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Systems Scenarios and Questions

• Scenarios are descriptions of physical, earth,
  space, or living systems
• Students should know the inputs, outputs, and
  transfers of matter and energy in the system
• Students should be able to analyze what happens
  to a system when the parts are changed
• 40 of the exam

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Inquiry Scenarios and Questions

• Scenarios are descriptions of student
  investigations
• Students should know how to answer questions
  scientifically by setting up investigations,
  controlling variables, changing only one
  variable, and measuring the response
• Students should be able to write conclusions and
  plan new investigations
• 40 of the exam and the essence of science
  education

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Design Scenarios and Questions

• Scenarios are descriptions of student design
  process to solve a problem or challenge
• Students should know how to use inquiry and their
  understanding of scientific systems design
  solutions to human problems
• Students should be able describe the scientific
  concepts they use and design a new solution.
• 20 of the exam

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Developing Science Assessment Scenarios Items
Content Fairness Reviews
WA Teachers Plan Write Scenarios/Items
Pilot Testing, Scoring, Data Reviews
Using Results to Improve Student Learning
Operational Test, Scoring, Release Items
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The Science WASL

• 55 of all possible points come from written
  student responses
• Less than half of all possible points come from
  multiple choice questions

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Sample 8th Grade Inquiry Scenario Bubble vs.
Chewing Gum
A student did the following investigation
Type of Gum and Mass Lost
Question How does chewing affect the mass of
bubble and chewing gum? Prediction (Hypothesis)
The bubble gum will have less mass after chewing
because bubble gum has more sugar than chewing
gum.  Using materials listed and following a
four-step procedure, the following table of data
was collected
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Sample Questions
1. In Libbys investigation, which variable was
controlled (kept the same)?

• A. Number of chews
• B. Type of gum chewed
• C. Mass of gum after chewing
• D. Mass of gum before chewing

7.8 21.2 7.4 63.4
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Q. Write a conclusion that answers the
investigative question (2-point question). Be
sure to include data from the table and explain
how the data supports your conclusion. 33.9
earned 2 of 2 points 31.9 earned 0 of 2
points 30.7 earned 1 of 2 points 3.5 did not
respond
Q. Students required to plan a new investigation
(4-point question) 23.5 earned 4 of 4 points
(state mean was 2.1 points) General
observations 70.9 could make a prediction but
only 7.1 could provide a supporting reason for
the prediction Almost 50 of all students could
identify controlled, manipulated and responding
variables Only 17.7 knew the importance of
having repeated trials to ensure valid results
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Implementing the Science WASL
2001 Limited pilot test for grades five, eight
and 10.
2002 Statewide pilot test for grades eight and
10 limited pilot for grade five
2003 Voluntary operational for grades eight and
10 statewide pilot for grade five
2004 Required operational for grades eight
and 10 voluntary operational for grade five
2005 Required operational for grades five,
eight and 10
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Sample 8th Grade Inquiry Scenario Bubble vs.
Chewing Gum
Libby thought that bubble gum must have more
sugar than chewing gum. Both types of gum lose
sugar (mass) after chewing. With this
information in mind, Libby did the following
investigation.
Question How does chewing affect the mass of
bubble and chewing gum?
Prediction (Hypothesis) The bubble gum will have
less mass after chewing because bubble gum has
more sugar than chewing gum. 
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Sample 8th Grade Inquiry Scenario Bubble vs.
Chewing Gum
Materials
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three-gram pieces of bubble gum (all the same
brand), 3 three-gram pieces of chewing gum
(all the same brand), balance to measure mass,
stopwatch

• Procedure
• Chew a three-gram piece of bubble gum for 15
  seconds.
• Measure the mass of the chewed bubble gum and
  record.
• Repeat steps 1 and 2 for chewing gum.
• Repeat steps 1, 2, and 3 two more times with each
  type of gum.

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Sample 8th Grade Inquiry Scenario Bubble vs.
Chewing Gum
Data Type of Gum and Mass Lost
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Sample 8th Grade Inquiry Question Bubble vs.
Chewing Gum
1. In Libbys investigation, which variable was
controlled (kept the same)?
7.8 21.2 7.4 63.4

• A. Number of chews
• B. Type of gum chewed
• C. Mass of gum after chewing
• D. Mass of gum before chewing

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Sample 8th Grade Inquiry Question Bubble vs.
Chewing Gum
2. In Libbys investigation, which of the
following variables was the responding variable
(dependent)?

• A. Type of gum chewed
• B. Length of time chewed
• C. Mass of gum after chewing
• D. Mass of gum before chewing

14.5 17.1 63.0 5.0
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Sample 8th Grade Inquiry Question Bubble vs.
Chewing Gum
3. What could Libby do to be sure the results of
her investigation were valid?

• A. Change gum types
• B. Research the gum
• C. Change the variables
• D. Repeat her investigation

13.5 12.2 9.0 65.0
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Sample 8th Grade Inquiry Question Bubble vs.
Chewing Gum
4. Write a conclusion that answers the
investigative question.

• Be sure to
• Include data from the table.
• Explain how the data supports your conclusion.

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Sample 8th Grade Inquiry Question Results
Bubble vs. Chewing Gum
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Sample 8th Grade Inquiry Question Results
Planning a New Investigation 4-point Item
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Setting Science Performance Standards

• OSPI created two expert panels 8th and 10th
  grade
• OSPI used a nationally recognized process
• Panels established proficiency levels
• Panel subgroups articulated between grades 8 and
  10
• National Technical Advisory Committee reviewed
  results and approved process
• A Commission approved recommended proficiency
  levels

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OSPI Science WASL Teacher Survey Results

• Most teachers responded that they have
• Good understanding of science EALRs
• Curriculum and instructional materials aligned to
  EALRs
• Results indicate that teachers need to
• Use more classroom assessments aligned with the
  concepts and skills described in the EALRs
• Analyze WASL results to identify program
  strengths and areas for improvement

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Building Capacity to Improve Science Learning

• Development of Grade Level Expectations (GLEs)
• Annual release of science assessment items
• OSPI science assessment and professional
  development resources
• Fall assessment workshops (WASL Wagon), OSPI
  conferences and workshops

• Science Assessment Leadership Team (SALT)
• Scoring training in February, actual scoring in
  July
• Leadership and Assistance for Science Education
  Reform (LASER)

• OSPI math-science partnership grants
• 12 million National Science Foundation grant to
  Western Washington University

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Good science inquiry

Good science content

Applied in a real world context
Scientifically literate students