Summative Assessment Revision Framework Feedback

Science Frameworks Based on the Colorado Academic Standards

Colorado’s new science summative assessments are scheduled to begin in the spring of 2014. These assessments will be designed to measure Colorado students’ scientific understanding and abilities in each of the three standards (Physical Science, Life Science, and Earth Science) as well as Scientific Investigations and the Nature of Science (SI/NS) found in the Colorado Academic Standards (CAS). Please keep in mind that in line with the CAS, the frameworks for grades 5 and 8 are grade specific while the frameworks for high school are inclusive of all high school science standards. The concepts and skills in the CAS build across the years such that lower years’ standards are reflected in the standards for subsequent years. Due to this progression, concept and skill retention from previous years is inherent and will be expected. Therefore, it is important for students in all grades to have access to science concepts that build toward mastery.

The frameworks for these assessments prescribe the percent representation of each of the four reporting categories (Physical Science, Life Science, Earth Science and SI/NS) as reflected in the assigned number of score points. Additional sub-scores may also be developed as the test design develops more fully. Currently, all of the Evidence Outcomes are represented in the frameworks.

The proposed frameworks, as well as a feedback questionnaire, can be accessed by clicking on the links below. The questionnaire solicits feedback in two main areas: 1) the percent distribution of points; and 2) the appropriateness of the included Evidence Outcomes. Please use the questionnaire to provide feedback by Friday, January 18, 2013. Feedback received will inform refinements of the assessment framework. Final assessment frameworks that include feedback from the field  are expected to be released in late February.

For each of the standards (Physical, Life, Earth), items will be developed to measure students’ understanding and abilities at the level of the Evidence Outcome (EO) under the corresponding Grade Level Expectation as well as the SI/NS. Because the areas of scientific inquiry, science process skills, and content cannot be taught separately, the SI/NS were integrated in the CAS into the three science content standards. Within the frameworks, the Evidence Outcomes and the Nature of Science components are explicitly represented. The CAS include 21st Century skills, readiness competencies, inquiry questions, and relevance and application. These, although not explicitly identified on the frameworks, will provide context for the assessments.

Ask testable questions, make a falsifiable hypothesis, design an inquiry based approach to investigate

Use an inquiry approach to answer testable questions

Share results of experiments with others and discuss results

Differentiate among the use of the terms “law,” “theory,” and “hypothesis”

Use technology to perform calculations; to gather, view, analyze, interpret and report data; and to
    communicate information

Use and understand historical context to refine current understanding

Critically evaluate scientific models

Critically evaluate scientific claims generated by the media and by peers

Understand and critically evaluate scientific theory, experiments and experimental results; design
    scientific experiments

Recognize, describe and analyze the ethical traditions of science

Understand that scientists work from the assumption that the universe is a single system in which the
    basic rules are the same everywhere

Select and use appropriate tools

Find, evaluate, and select appropriate information from a variety of media sources to answer scientific
    questions

Understand and explore the interrelationships of science

An item that assesses SI/NS is developed within the context of a content standard. For score-reporting purposes, points attributable to SI/NS items will roll-up into two reporting categories: 1) SI/NS and 2) the content standard providing the context for the individual item. Similarly, points attributable to the content standards will come from two sources: 1) items developed to assess only content EOs and 2) SI/NS items developed within the context of that specific content standard.

This psychometrically approved strategy allows for a sufficient number of score points at each reporting category (SI/NS, Physical, Life, Earth) to report statistically valid sub-scores without the need for increasing the overall number of score points or the length of the test that would otherwise be necessary. This strategy also affirms the underlying principle that SI/NS concepts are inherently linked to the concepts included in the content standards. For more information about the science assessment frameworks, contact Glen Sirakavit at sirakavit_g@cde.state.co.us.

Frameworks

Proposed Grade 5 Science Framework
Proposed Grade 8 Science Framework
Proposed High School Science Framework

Feedback Questionnaire

Provide Feedback on the proposed Science Frameworks Based on the Colorado Academic Standards