CMT and CAPT Science

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					What all students should know in preparation for their individual
 lives and for their roles as citizens in this technology-rich and
                   scientifically complex world.
                                                        Framework 1-2

             Elizabeth Buttner, Science Consultant
           Connecticut State Department of Education
                        November 2011
   NRC Framework for K-12 Science Education

   Next Generation Science Education Standards

   Science in the Common Core ELA and Math Stds

   Future of national, state and local science

   States “cherry-picked” to write their own standards
    ◦ Result: a national hodge-podge of varied rigor and clarity
   Varied treatment of “politicized” issues
   Too much content to be learned well
   Inquiry widely interpreted; separated from content
   Bottom line: inconsistency and limited
    improvement in 15 years (NAEP and TIMSS)

   Lessons learned since NSES and AAAS
   Need for greater coherence
   New research on how students learn science
   International standing
   RTTT pressure toward common standards
    and assessments
   “Common Core” movement – get on board

   Stage 1: National Research Council develops a K-
    12 Framework. Published 7-18-11
    ◦ Project description -
    ◦ NRC Framework download:

   Stage 2: Achieve Inc. coordinates standards
    writing; Completion late 2012
   NOT called “Common Core”
    ◦ Standards written first; then states choose to adopt
    ◦ No federal money to entice adoption
   Achieve’s Standards Development Process:
• National Academy of Science: Imperative
  to “get the science right”
• Written by committees of expert scientists,
  science educators, cognitive scientists
• Bundles best pieces of earlier standards
• Establishes guidelines for state-led
  initiative to write standards

       base for
       for K-12

Building Capacity in State Science
               Education BCSSE
   Science AND engineering “practices” are combined and defined
    more explicitly;
   Shift from “inquiry” to “practices”:
    ◦ More emphasis on higher order thinking (e.g., modeling,
      designing, making evidence-based claims, critiquing
    ◦ Less emphasis on experimenting, naming variables, process
   Practices are used to deepen understanding of core ideas and
    crosscutting concepts;
   Engineering, Technology and Applications of Science as a 4th
    core disciplinary area
   Performance Expectations will blend core ideas, practices and
    crosscutting concepts

   Part I: A Vision for K‐12 Science Education
   Part II: 3 Dimensions -
    ◦ Scientific and Engineering Practices
    ◦ Core Disciplinary Ideas
    ◦ Crosscutting Themes

   Part III: Realizing the Vision
    ◦ Aligning policies, standards, curriculum,
      instruction, assessments, teacher prep and prof
“Students, over multiple years of school, actively engage in
science and engineering practices and apply crosscutting
concepts to deepen their understanding of each fields’
disciplinary core ideas.”
                                                   Framework 1.1
 Science learning is a developmental progression
 Children continually build on and revise their
  knowledge and abilities
 Coherent experiences over multiple years
                                        Framework 1.3
1. Asking questions and                5. Using mathematics and
  defining problems                      information and
                                         computer technology
2. Developing and using
  models                               6. Developing
                                         explanations and
3. Planning and carrying                 designing solutions
  out investigations
                                       7. Engaging in argument
4. Analyzing and
  interpreting data                    8. Obtaining, evaluating,
                                         and communicating
               Turn & Talk:
      Which are new? Which are we        information
      already doing well? Which will
         require more training for
                               NRC Framework
                       Patterns
                       Cause/Effect
                       Scale, Proportion, Quantity
                       Systems & system models
                       Energy & matter
                       Structure & function
                       Stability & change

         NSES Unifying Themes                    AAAS Common Themes
   Systems, order, and organization            Systems
   Evidence, models, and explanation           Models
   Change, constancy, and
    measurement                                 Constancy and change
   Evolution and equilibrium                   Scale
   Form and function                                     3/13/2012
   Funded by a grant from Carnegie Corporation
   Development coordinated by Achieve; supported by NSTA,
   Internationally benchmarked
   40 writers on teams (notable teachers and scientists)
    nominated or recommended
   26 Lead Partner States provide guidance and develop plans for
    adoption, transition and implementation
   Projected completion in late 2012
   Achieve’s Next Generation Standards Development web site:

   Feedback Opportunities:
    ◦ Dec. 2011 - 1st draft review by Lead States and State
      Education Agencies; writers respond.
    ◦ Winter 2012 - 2nd draft reviews on-line by organizations
      and general public; writers respond.
    ◦ Spring 2012 - 3rd draft review (SEAs and general public)
   Feedback will be published
   CSDE will convene several committees, including a standards
    review committee to participate in SEA draft reviews
    ◦ Districts, schools and individuals can provide feedback
      independently of CSDE
                                  BUDGET, ESEA REAUTHORIZATION

       2004 Science Framework, GLCs and GLEs in effect until at least 2013;
    ◦ Too early to rewrite district curriculum; wait until Next Gen Stds published;
    ◦ 2013: CT may adopt Next Gen Sci Stds
    ◦ CMT and CAPT Science assessments unchanged through 2015
    ◦ 2014-15: new ELA and Math assessments replace CMT and CAPT Reading, Writing and
      Math (“Smarter Balanced” Assessment Consortium – computer adaptive tests).
         SBAC High School ELA and Math assessed at Gr. 11
    ◦ 2016: New science assessments?
    ◦   End-of-Course assessments? Task Force studying issues; recommendations due Jan 2013

    ◦ 2013-15: Districts develop and transition to new science curriculum
    ◦ 2013-15: Development of new assessments (consortium-developed or state-developed)?

Future unclear…many possibilities:
1. Legislative Task Force currently studying how to
   untangle end-of-course tests, CAPT and common
   Next Generation Sci Stds assessments
2. CT develops its own statewide assessment
   system that improves upon current single
   summative test.
3. Join existing or newly-formed state assessment
4. Purchase “ready-made” science assessments from
   testing contractors.
Outcomes depend on federal and state legislation and budgets;
                  as well as public opinion.            3/13/2012
   Part of CT Common Core Stds for ELA Gr.6-12
   Reading and writing in the content areas (these are not
    science standards)
   Reading “complex informational text”: primary source
    documents, journals, biographies, essays, editorials (not
    textbooks!). See examples at

   All teachers are teachers of literacy skills and strategies
   All students will read grade-level text (see examples in
   H-S-T standards will be tested in 2014-15
                    GET TO KNOW THEM NOW!
   Grade 5: “Write informative/explanatory texts
    to examine a topic and convey ideas and
    information clearly.”
   Grade 6: “Write arguments to support claims
    with clear reasons and relevant evidence.”
   Grade 8: “Produce clear and coherent writing
    in which the development, organization and
    style are appropriate to task, purpose and

   Grade 1: “Know and use various text features
    (e.g., headings, tables of contents, glossaries,
    electronic menus, icons) to locate key facts or
    information in a text.”
   Grade 4: “Integrate information from two
    texts on the same topic in order to write or
    speak about the subject knowledgeably.”
   Gr. 6-8: “Distinguish among facts, reasoned
    judgment based on research findings, and
    speculation in a text.”

   Gr. 2: “Measure to determine how much
    longer one object is than another, expressing
    the length difference in terms of a standard
    length unit.”
   Gr. 6: “Understand that a set of data collected
    to answer a statistical question has a
    distribution which can be described by its
    center, spread and overall shape.”

Past, Present and Future

   1985 Educational Enhancement Act
   Summative assessments; criterion-referenced
   Purpose: periodic checkpoints of student progress
   CMT designed to assess “mastery” of material after
    multiple years of instruction
   CAPT designed to assess “academic achievement”
    after multiple years of instruction
   NOT designed to inform timely instructional
    decisions, diagnose learning difficulties or evaluate
    teacher quality

   Raw scores, scale scores and strand scores
   Elementary and Middle Grades CMTs:
    ◦ Content knowledge
    ◦ Scientific Inquiry, Literacy and Numeracy
    ◦ Physical
    ◦ Life
    ◦ Earth
   CAPT:
    ◦ Conceptual Understanding
    ◦ Scientific Inquiry, Literacy and Numeracy
    ◦ Energy Transformation
    ◦ Chemical Structures and Properties
    ◦ Global Interdependence
    ◦ Cell Chemistry and Biotechnology
    ◦ Genetics, Evolution and Biodiversity

                                                  3/13/2012 (click on Teaching & Learning/Science)
 2004 CT Framework Expected Performances – knowledge and skills tested on
  CMT and CAPT Science

 2010 K-8 Curriculum Standards (GLCs and GLEs)

 Curriculum-Embedded Tasks & Teacher Manuals – inquiry pedagogy and
  sample task-related CMT questions

 CMT and CAPT Science Assessment Handbook – test blueprints,
  standards, effective teaching strategies, sample items, vocabulary lists
 Item Banks for making diagnostic and practice tests:
     NAEP Questions Tool
     TIMSS Released Items
     Performance Assessment Links in Science
     SCASS Item Bank: User: ctsci; Passwd: 5ct6mb
     AAAS Item Bank: (Gr.6-12)

   Tests administered in March – 3 months too early?
   Scores not reported until July
   Reports not specific enough to inform curriculum
   Scores not reported by content standard
   Data too late to inform instruction
   Items and stats not released
   Cumulative test with limited number of items per
   Other concerns?

Future unclear…many possibilities:
1. Legislative Task Force currently studying how to
   untangle end-of-course tests, CAPT and common
   Next Generation Sci Stds assessments
2. CT develops its own statewide assessment
   system that improves upon current single
   summative test.
3. Join existing or newly-formed state assessment
4. Purchase “ready-made” science assessments from
   testing contractors.
Outcomes depend on federal and state legislation and budgets;
                  as well as public opinion.            3/13/2012
How could our current state science assessment system be
improved to yield more useful info about student learning?

1. Should we add voluntary end-of-grade assessments to our
2. Should we add performance tasks (real or virtual) to the test?
3. Should curriculum-embedded tasks be separated from
   CMT/CAPT; just offered as sample lessons?
4. Should locally-scored student work factor into state
5. Should science count equally with reading and math tests when
   ESEA is reauthorized?

   Elizabeth Buttner, K-8 Science Standards
    Phone: 860-713-6849

   Jeff Greig, CMT/CAPT Assessment
    Phone: 860-713-6854


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