Ohio Achievement Test

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Ohio Achievement Test Science Toolkit
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Goals

• Understanding the benchmarks
• Integrating content with process
• Using cognitive demand

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Curriculum Support for the OAT

• Welcome
• Consultant Introductions
• Table Introductions
• Overview of OAT Question Development
• OAT Toolkit Overview
• Building benchmark understanding
• Qualities of an aligned lesson
• OAT Results and Resources
• Questions and Discussion

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Aligning Content
Lets look at how these assessment items are
aligned to this benchmark at grade eight.
Standard Life Sciences Benchmark C Explain
how energy entering the ecosystems as sunlight
supports the life of organisms through
photosynthesis and the transfer of energy through
the interactions of organisms and the environment.
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Question Development and Technical Issues
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Ohios Academic Content Standards for Science

• Adopted by the Ohio State Board of Education on
  December 10, 2002.
• The adopted standards can be found on the ODE web
  site www.ode.state.oh.us

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Test Purpose

• For Grades 3 8
• The purpose for the achievement tests is
  established in Ohio Administrative Code
  3301-13-01. The tests are to measure the level of
  content and skills expected at the designated
  grade or grade band.

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Life of a Test Question
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• Contractor

Academic Content Standards
Train Question Writers
Contractor Reviews
Contractor Edits
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Ohio Department of Education
Academic Content Standards
Curriculum Office Internal Review
Assessment Office Internal Review
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Groups External to ODE and Contractor
Fairness/Sensitivity Committee
Fairness/Sensitivity Committee
Content Committee
ODE Internal Review
Field Test
Academic Content Standards
ODE Question Bank
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OAT Toolkit Overview Building Benchmark
Understanding
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National Resources
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Interpretation of Benchmarks
Focusing on Key Concepts in Science
What science concepts and skills are defined by
the benchmarks and indicators of the Ohio
Academic Content Standards (OACS)?
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OAT Toolkit Overview Qualities of an Aligned
Lesson
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Analyzing Benchmarks and Indicators

• The following information can guide the
  development and/or implementation of lessons so
  that students develop the content and skills
  needed to prepare for success at the next level.

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Aligning Content and Process
Science and Technology, Scientific Inquiry and
Scientific Ways of Knowing are standards that
describe how to do science through experiments
and investigations. The content of scientific
explorations is drawn from Earth and Space
Sciences, Life Sciences and Physical Sciences
standards.
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Aligning Content and Process
It has been proposed that integrated
instructional units connect laboratory
experiences with other types of science learning
activities...........framing research questions,
making observations, designing and executing
experiments, gathering and analyzing data, and
constructing scientific arguments and
explanations.- Americas Lab Report
Investigations in High School Science, National
Research Council (2006 p.4)

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Aligning Content and Process
Laboratory experiences provide opportunities for
students to interact directly with the material
world (or with data drawn from the material
world), using the tools, data collection
techniques, models, and theories of science. -
Americas Lab Report Investigations in High
School Science, National Research Council (2006
p.3)

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Aligning Content and Process

• Goals of Laboratory Experiences
• Enhancing mastery of subject matter
• Developing scientific reasoning
• Developing practical skills
• Understanding the nature of science
• Cultivating interest in science
• Developing teamwork abilities
• - Americas Lab Report Investigations in High
  School Science, National Research Council (2006
  p.3)

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Aligning Content and Process

• A New Place for Polar Bear
• Read the lesson
• Answer Q. 1 on WS
• Review the questions under Science Process
  Integration Points to Consider.

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Cognitive Demand

How can teachers ensure that science content is
taught at the depth of knowledge required by
Ohios Academic Content Standards?
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Cognitive Demand

• Recalling / Identifying Accurate Science
• Communicating Understanding / Analyzing Science
  Information
• Demonstrating Investigation Processes of Science
• Applying Concepts / Making Relevant Connections
  with Science

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Cognitive Demand


How is cognitive demand linked to effective
models of standards-based instruction for science?
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Cognitive Demand

• Effective instruction for science is
• designed with clear learning outcomes in mind
• thoughtfully sequenced into the flow of classroom
  science instruction

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Cognitive Demand

• Effective instruction for science is
• designed to integrate learning of science content
  with learning about the processes of science and
• Incorporate ongoing student reflection and
  discussion.

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Cognitive Demand


How can Ohios science cognitive demands be
utilized when developing classroom instruction
and assessment?
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Cognitive Demand

• A New Place for Polar Bear
• Review the lesson again and address your
  assigned cognitive demand question using the
  Guide to Using Cognitive Demand to Reflect on
  Teaching and Learning.

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OAT Results and Resources What We Know, How to
Access and Use the Data, SUCCESS, and IMS
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Analysis of OAT Data for Science

• There are no statistically significant
  differences in student performance across
• Standards
• Benchmarks within each Standard
• Item type (MC, SA, ER)
• Cognitive demand
• Cluster or passage-based format

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How to Use Data

• Within a standard, benchmarks are not equally or
  sufficiently sampled to indicate true areas of
  concern.
• Looking at individual questions can give you
  specific information limited to the content
  covered in the question, NOT the entire scope of
  the benchmark or standard.

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Released Item Analysis
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Released Item Analysis
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Data for Released Constructed Response Questions
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Scoring Released CR Items
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Improving Overall Student Achievement

• Understand the benchmarks using national
  documents
• Integrate scientific process standards into
  lessons
• Use a variety of cognitive levels in lessons and
  assessments

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Improving Overall Student Achievement

• Use metacognitive activities to help measure the
  success of the lesson (for both student and
  teacher)
• Professional development should be meaningful and
  directly applicable to the classroom
• Collaboration between teachers can enrich the
  curriculum and ensure scientific accuracy

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Improving Student Achievement in Constructed
Response Items

• Provide students with an opportunity to answer
  open-ended investigative questions
• Have students use and interpret graphic
  representation of data
• Students should make and justify scientific
  predictions

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Teacher Resources Grades 3-8

• OAT Toolkit
• http//ims.ode.state.oh.us/ode/ims/oattoolkit/
• Defines limits of assessment within each
  benchmark
• Provides in-depth comparison of Ohio standards
  and national science documents