A Glance at Scoring MSA Science.


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A Gander at Scoring MSA Science. Ann Hermann aherrmann@msde.state.md.us Paul Katula pkatula@msde.state.md.us MAG Meeting 2007 November 14, 15, 16 2007. Meeting Targets. To talk about the Scoring process for MSA To survey the MSA science rubric
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Slide 1

A Look at Scoring MSA Science Ann Hermann aherrmann@msde.state.md.us Paul Katula pkatula@msde.state.md.us MAG Conference 2007 November 14, 15, 16 2007

Slide 2

Meeting Objectives To examine the Scoring procedure for MSA To audit the MSA science rubric To add to a comprehension of MSA science things To survey test MSA science things with understudy reactions To talk about effect on direction Questions and answers

Slide 3

MSA Science Scoring Process Students take the MSA science test. Field test things experience rangefinding. Scoring materials are created utilizing rangefinding reactions. Scoring chiefs set up a Scoring Guide, 2 Training Sets, 3 Qualifying Sets, and Validity Sets. Scoring happens at the vendor’s site in Jacksonville, FL.

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Each reaction is perused by two scorers. On the off chance that they differ by more than 1 score point a third read is done (0-2; 1-3) Scoring executives and group pioneers read behind all scorers. MSDE scoring staff are nearby all through scoring venture. Legitimacy papers are sent through to perusers as a check to make sure that all scorers are on target.

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MSA Science Rubric Defines every score point insignificant; general; full and complete Provides a system for what is normal proof; amalgamation; wording Allows for a scope of reactions inside of every score point

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MSA Science Rubric

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Score Level 0 There is confirmation that the understudy has no comprehension of the inquiry or issue. The reaction is totally off base or unessential or there is no reaction.

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Score Level 1 There is confirmation in this reaction that the understudy has insignificant comprehension of the inquiry or issue. The supporting exploratory confirmation is insignificant. The reaction gives almost no amalgamation of data, for example, information, reason impact connections, or other gathered confirmation. The exact utilization of investigative phrasing may not be available in the reaction. An application, if endeavored, is minimal.* * On the Maryland School Assessment, the utilization of an idea to a commonsense issue or true circumstance will be scored when it is needed in the reaction and asked for in the thing stem.

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Score Level 2 There is proof in this reaction that the understudy has a general comprehension of the inquiry or issue. The supporting logical proof is for the most part finish with some mix of investigative ideas, standards, and/or abilities. The reaction mirrors a few blend of data, for example, information, reason impact connections, or other gathered confirmation. The precise utilization of exploratory wording is available in the reaction.

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A use of the idea to a handy issue or genuine circumstance uncovers a general comprehension of the logical standards. * On the Maryland School Assessment, the use of an idea to a functional issue or certifiable circumstance will be scored when it is needed in the reaction and asked for in the thing stem.

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Score Level 3 There is confirmation in this reaction that the understudy has a full and complete comprehension of the inquiry or issue. The supporting investigative confirmation is finished and exhibits a full combination of exploratory ideas, standards, and/or abilities. The reaction mirrors a complete blend of data, for example, information, reason impact connections, or other gathered proof. The exact utilization of investigative wording reinforces the reaction.

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A powerful use of the idea to a reasonable issue or true circumstance uncovers a complete comprehension of the experimental principles.* * On the Maryland School Assessment, the use of an idea to a down to earth issue or genuine circumstance will be scored when it is needed in the reaction and asked for in the thing stem.

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Any inquiries regarding the MSA science rubric?

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MSA Science Items Grade 5 things depend on the VSC for evaluations 4 and 5 Grade 8 things depend on the VSC for evaluations 6, 7, or 8 BCR things will dependably have some sort of boost or specialized section Students must address the all-encompassing inquiry. Slugs assist understudies with tending to the overall inquiry Answer spaces are once in a while isolated to assist understudies with sorting out their reaction.

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Sample test things with understudy reactions and scores

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What is this inquiry asking? 4.D.1.b – portray what happens to the properties of materials when a few materials are joined to make a blend Student needs to comprehend the properties of materials and what happens to these properties when they are blended Properties of materials Shape, shading, size, surface, taste, scent Change in properties Water – changed shading, taste Drink blend – changed composition, disintegrated Sugar – changed surface, broke down

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Score = 0 Before the properties are blend they have diverse sorts of sodium and distinctive chyrod (on the off chance that it had any chyrod in it). It simply had diverse foundations. After the properties are blend they sort of have the same sorts of sodium, however in the meantime, this blender makes an alternate beverage (not that anybody would drink it).

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Score = 0 Before the properties were blended they were simply water, sugar and beverage blend. After you blend all that you get another drink.

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Score = 1 Were dry and fine. After they were blended with water, they broke down halfway Are broken down mostly and are no more powder. They are wet precious stones and give the water flavor.

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Score = 2 Water: clear and dainty Drink blend: powder, hued and strong sugar: white and strong Water: difrent shading, taste and marginally thicker mix: has broken down into water making water difrent taste sugar: switter

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Score = 3 The water is obviously fluid before blending however the powdered beverage blend and sugar are both solids the water is clear the sugar is white and the beverage blend is in all likelihood hued. At the point when all fixings are blended the 2 solids are disolved into the water making it all fluid however the taste is still there. The beverage blend gives it a little flavor and the sugar makes it sweet. The water arrives to make it a fluid everything ends up being a shaded fluid

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What is the issue inquiring? 3.D.1.b Explain that in all situations life forms with comparative needs may rival each other for assets, including nourishment, space, water, air, and sanctuary. How rivalry influences this biological community The creatures that straightforwardly go after sustenance sources Why both plants and creatures vie for water

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Score = 0 rat eat sagebrush and the rat get eat by rapter is exactly how get eat by how and what the creature eats

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Score = 1 The motivation behind why plants and creatures vie for water is on account of they need it to survive, and there isn’t enough precipitation. The sagebrush, and Prickly Pear desert plant depend on the rat. The rat, reptile, and snake seek the raptor and Badger. Likewise the reptile rivals the rat for the snake.

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Score = 1 The creatures that go after the same nourishment source are that the snake and the badger vie for rodents and reptiles. The raptor eats everything. The plants and creatures go after nourishment on the grounds that that is the manner by which they develop, get their supplements and replicate.

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Score = 2 On Earth, every living thing, wether plants or creatures, need water to survive. This is particularly vital in the desert where water is rare. The raptor can get the rsources it needs simpler than whatever other creature in its surroundings on the grounds that it is not the prey of any creature. Alternate creatures should likewise contend with one another to acquire sustenance. Badgers, snakes, and raptors, for instance, all eat rodents, but since the raptor is at the highest point of its evolved way of life, it is well on the way to ge that rat.

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Score = 3 Animals in this biological system seek assets. Most importantly, the plants and creatures all need to seek water, without water, living beings can\'t survive. Second, creatures of distinctive species must contend foor sustenance. The snake, badger, and the raptor all must contend to eat the rat and the rodent. The raptor and the badger must contend to eat the snake. There is likewise rivalry between creatures of the same species. For instance, the greater part of the raptors must go up against one another for the rodents, snakes, and reptiles. In each biological system, every creature must contend to survive.

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Technical Passages Used to animate understudies earlier learning NOT utilized as a look for and discover movement Information from specialized section may be utilized to bolster reaction Both SR and BCR things may be founded on the entry

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What is the issue inquiring? 1.B.1.b Offer purposes behind discoveries Requires a clarification of WHY the normal times are diverse for the two items. To achieve this, the shots request data about the examination, mistakes in examination, how slips influence result, and how examination can be moved forward.

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Score = 0 The blunders in this examination isn\'t right. These slips influenced the out come in light of the fact that for the round shape they ought to have included the mass and the tallness it dropped. The examination ought to be enhanced by including the mass and the tallness the formed dropped and, by separating what number of numbers there is and the numbers you indicated get the answer.

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Score = 0 The article shape was round and rectangle and the mass was 100 and 115 and The Height Dropped was 10,10. normal of time to fall 10, 12.5

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Score = 1 The normal times to fall were diverse in light of the fact that one article is round and the other is a rectangular and a question that is round can roll the quickest and a rectangular will just slid.

Slide 40

Score = 1 The time was diverse in light of the fact that the shapes hases an alternate wie

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