Strategic Instruction and Planning for the MEA

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Strategic Instruction and Planning for the MEA

• Grade 4 Science and Technology

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Universal Literacy Elementary for Deeper and More
Powerful Content Learning

• www.maine.gov/education.literacy
• www.literacyforme.org

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2008 2009 Assessment and the Revised Standards

• Maine Department of Education Regulation 131
  The Federal, State, and Local Accountability
  Standards
• Learning Results Parameters for Essential
  Instruction

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Grade 4 Test Science Design

• 25 of common points in each cluster
• Common items
• 32 multiple choice
• 4 constructed response
• Other items (research items from UM and Old MEA
  items)
• 8 multiple choice
• 1 constructed response

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Grade 5 Test Science Design

• 25 of common points in each cluster
• All Pilot items
• Items assist the Department of Education and
  Measured Progress in designing next years test.

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Before we begin in earnest
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MEA School Reports

• a satellite view

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School Summary Report
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Scaled Scores and Percentages at Each Achievement
LevelTwo years of data available. Fluctuations
in data for small schools are expected. Maine
pretty stable as a whole
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How many took the test? With or without
accommodations or PAAP?
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Detail by Content Area
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Guides for Setting Standards and Communicating
Student achievement
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Local, district and state distribution

• Exceeds
• Meets
• Partially meets
• Does not meet

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Student Performance by Cluster
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The Science Clusters
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Some Possible Questions

• How do the performances of different groups
  compare? You can get more detailed with the Class
  Analysis Roster (CAR).
• Are there survey answers that surprise you or
  confirm what you believe?

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When can you be confident that there is a
difference in performance between
groups?http//www.maine.gov/education/mea/0607me
ascores/finalrptguide.pdf
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The Class Analysis Report
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Legend whats inside? Just definitions
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Getting Information About Your School

• You will need to get a user name and password
  from your administrator for your students
• http//iservices.measuredprogress.org
• Provides interactive capabilities with the data.
  For example which items most of your kids get?
  Not get?

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Use the Interactive Report to Make Comparisons
from Your Kids to State Results

• On which items did the students in this school
  outperform the state?
• On which items did the students in this school
  perform at about state levels?
• On which items did the students perform below
  state levels?

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Class Analysis Report

• How did the school do by cluster? Are there
  stronger and weaker clusters?
• Which items might the teacher want to talk about
  with colleagues in her/his school to get some
  teaching ideas that they use?

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Turn to Question 1

• Page A-20

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What do the responses tell us?

• A. 2
• B. 89
• C. 2
• D. 6

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Turn to Question 4

• Page A-21

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What do the responses tell us?

• A. 4
• B. 15
• C. 17
• D. 65

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Turn to Question 5

• Page A-21

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What do the responses tell us?

• A. 27
• B. 65
• C. 7
• D. 2

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Turn to Question 7

• Page A-22

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What do the responses tell us?

• A. 7
• B. 63
• C. 14
• D. 15

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Turn to Question 8

• Page A-22

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What do the answers tell us?

• A. 5
• B. 21
• C. 54
• D. 19

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Turn to Question 15

• Page A-23

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What do the responses tell us?

• A. 13
• B. 23
• C. 44
• D. 20

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Looking back at previous years

• Interesting Items
• Statewide
• Locally

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Try your hand at it

• For students and teachers . . .
• Can you write four good choices, that is
• one correct response
• three logical, incorrect ones?

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Which form of energy does a cup of hot chocolate
give off?

• A.
• B.
• C.
• D.

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Compare your responses to question 11.

• 4 A. chemical
• 1 B. mechanical
• 1 C. electrical
• 94 D. heat

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Constructed-Response Item 17

• Item pages B-39
• Scoring Guide page B-40
• Training Notes page B-40

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Training Notes for Constructed-Response Item 17

• a. Bird 1 lives where there are lots of seeds.
  This bird has a thick beak with a strong grinding
  action. The thick, strong beak is good for
  cracking open tough seeds, and the grinding
  action is good for helping to break them down to
  eat them. The beak is probably more efficient for
  feeding on seeds than insects, so Bird 1 is well
  adapted to get enough food and survive on seeds.
  The bird must get food to survive.
• b. Bird 2 lives where there are lots of insects.
  This bird has a thin beak with a quick action.
  The thin beak is good for poking under bark or
  into the soil to get insects, and the quick
  action would also be useful in helping catch the
  moving insects. The beak is probably more
  efficient for feeding on insects than seeds, so
  Bird 2 is well adapted to get enough food and
  survive on insects. The bird must get food to
  survive.
• Note A 4 response needs to be well-developed.
  Simply re-using the
• descriptions provided in the graphics cannot get
  more than a 3.

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Based on the scoring guide and training notes

• Try scoring the following papers

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Score this sample
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Score this sample
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Score this sample
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Score this sample
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Score this sample
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Compare your scores to those on pages B-41, B-42,
and B-43

• What did you learn?

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Constructed-Response Item 18

• Item pages B-44
• Scoring Guide page B-45
• Training Notes page B-45

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Training Notes for Constructed-Response Item 18

• a. The adult will require a larger push to move.
• b. The child will go farther if both people are
  given the same push.
• c. With the same force, a smaller mass will move
  a greater distance.
• (Using the term weight is also acceptable for
  Gr 4 on this item.)
• Note that terms such as smaller without the
  term mass, not as big,or easier to push are
  incomplete explanations and should not get full
  credit.
• Note Although skates and ice are used to
  minimize the effects of friction, friction is
  still present. It is not expected that
  fourth-grade students treat the situation as an
  idealized frictionless condition. Student
  experience with ice or other smooth surfaces will
  apply to the given situation.

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Based on the scoring guide and training notes

• Try scoring the following papers

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Score this sample
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Score this sample
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Score this sample
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Score this sample
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Score this sample
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Compare your scores to those on pages B-46, B-47,
B-48 and B-49

• What did you learn?

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Where do training notes come from?

• Item authors plan for correct answers.
• Additional acceptable answers are collected from
  sampled student papers in the field test and then
  discussed in benchmarking.
• Additional acceptable answers are collected
  during field test scoring.
• Later correct answers are also correct.

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Instruction provides . . .

• Opportunity to Learn
• Opportunity to Practice
• Opportunity to Demonstrate

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Lots of Ways to Use MEA Items

• Science question of the day (mixed)
• Use in tests and quizzes (distributed practice)
• Use in (or as) homework assignments
• Quiz Bowls

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Provide Opportunities to Write Science
Explanations

• Practice writing/answering skills technical
  writing (literacy link)
• Write responses
• in teams or individually
• peer score/ peer edit
• score and revise
• Use sample responses to communicate expectations
  (score and revise sample responses)

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Learning About the Content and the Test Should Be
. . .

• Periodic
• Systematic
• NOT Last Minute

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The Research BaseHow People Learn (Principle
III)

• Metacognitive strategies help students to learn
  and to take control of their own learning
• They can be taught effectively in the context of
  subject matter

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Metacognitive Strategies

• Predicting outcomes
• Explaining to oneself
• Noting comprehension failures
• Activating background knowledge

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Tools for Teaching to Maximize Learning

• Project 2061
• National Science Education Standards
• Research on Student Cognition
• Teacher Understanding Of Content

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For more information

• 2007 Administration
• http//www.state.me.us/education/mea/admininfo.htm
  
• Released Items
• http//www.state.me.us/education/mea/mearelitems.h
  tm
• Anita Bernhardt anita.bernhardt_at_maine.gov
  624-6835
• General MEA number 624-6770