Science Assessment

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    • ideaUp until recently, extinction was rare; humans have caused the majority of extinctions (AAAS Project 2061, n.d.).
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  • Topic
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    • topicNatural Selection
    • id15
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    • topic_pubEvolution and Natural Selection
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      • id3362
      • codeEN14-2
      • ownerjflanaga
      • text<p> <font face="Times New Roman" size="3">Which of the following is TRUE about the extinction of species?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">Very few species have ever become extinct.&#160; Most continue to exist.</font> </li> <li> <font face="Times New Roman" size="3">There have been extinction events in which many species became extinct at about the same time.&#160; Aside from these, extinction is very rare.</font> </li> <li> <font face="Times New Roman" size="3">Up until recently, species rarely became extinct.&#160; Humans have cause the majority of extinctions.</font> </li> <li> <font face="Times New Roman" size="3">Many species have become extinct throughout the history of life on earth.&#160;</font> </li> </ol>
      • version2
      • titleMany species have become extinct throughout the history of life on earth.
      • date2019-05-19 11:13:02
      • topic_id15
      • notesapproved for field testing 2-3-10
      • sourceJCF/GDB/JER
      • attribution
      • answerD
      • answer_typeS
      • response_count4
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      • contexthow often do extinctions happen?
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          • ideaThere are similarities and differences between organisms living today, and between organisms living today and those that lived in the past, both within the same species and between species.
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          • ideaOnly a few of the many species of organisms that lived in the past are now extinct. Most of the species of organisms that lived in the past are still alive today (AAAS Project 2061, n.d.).
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      • ideaThere are similarities and differences between organisms living today, and between organisms living today and those that lived in the past, both within the same species and between species.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Although many species have undergone little change for many millions of years, and a few appear to have changed very little since the early history of life, most species living today did not exist when life first began on earth. </li> <li>Extinctions have occurred throughout the history of life and continue to occur. </li> <li>Fossils can be used to study the anatomical features of extinct species, and to compare their features with those of existing species. </li> <li>Fossils include the remains of, or impressions left by, organisms that lived in the past and that have been preserved in rock or gradually replaced by rock. </li> <li>If available, DNA can be analyzed to learn about species from the past. </li> <li>Scientists have found similarities and differences among existing species, among extinct species, and between existing and extinct species. </li> <li>Traits can vary between different species and between organisms of the same species. </li> </ol> <p> Students should be able to: </p> <ol> <li>Read a bar graph that shows variation in a trait within a population. </li> </ol> <p> <i>Boundaries</i>: </p> <ol> <li>Students are not expected to know the different kinds of fossils. </li> <li>Students are not expected to know the fossilization process. </li> </ol>
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  • 1
    • id1
    • titleOriginal Project
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  • 2
    • id2
    • titleASPECt Project
    • internal_notes
    • descriptionThe goal of the Assessing Students' Progress on the Energy Concept (ASPECt) project was to develop a set of three tests that can be used to diagnose what students in grades 4 through 12 know about energy and to monitor their progress along a learning progression. Support materials are provided to help users interpret students' scores to learn more about what energy ideas students do and do not know and what misconceptions they may have.
    • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120138 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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    • id3
    • titleEvolution Project
    • internal_notes
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    • deleted0
  • 4
    • id4
    • titleTHSB Project
    • internal_notesThis tab is currently only visible to administrators.
    • descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.
    • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
    • complexity0
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  • 5
    • id5
    • titleMEGA Project
    • internal_notesThis tab is currently only visible to administrators. <br>
    • descriptionThe Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.
    • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
    • complexity0
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  • 7
    • id7
    • titleLinguistics Project
    • internal_notesThis tab is currently only visible to administrators.
    • descriptionIn 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference. <br><br> We combed the research literature for likely candidates and systematically narrowed the possible item features based on our own statistical analyses. In the end, we were unable to find anything that could reliably explain that seven percentage point difference. None of our cognitive or linguistic measures proved to be statistically significant predictors of the performance of native-English-speakers, English learners, or the difference between them. <br><br> We were left with the conclusion that the most likely explanation for the difference between the scores of the two groups was their understanding of the science content itself and, in turn, their opportunity to learn this content. This conclusion was confirmed toward the end of the project when we administered a sample of the test questions to students in a single school taught by the same teacher where about half of the students were native-English speakers and half were native-Spanish speakers. In this case, where the native-Spanish speakers received the same instruction from the same teacher side-by-side with the native English-speakers, there was no difference in performance. <br><br> Under this tab, you will find a variety of materials from this study. These include: <br><br> • A final technical report of the study, which describes the study and its results in their entirety. <br><br> • A report on a validation study that compared EL and non-EL student performance on two sets of items that had been revised to either make access to the items less or more challenging for EL students. <br><br> • Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics. <br><br> • A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items. <br><br> • Conference presentations made throughout the course of the project
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  • descriptionMisconception ENM049: Up until recently, extinction was rare; humans have caused the majority of extinctions (AAAS Project 2061, n.d.).
• title_for_layoutTopics ~ Evolution and Natural Selection ~ Misconception ENM049
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        • topic_pubInterdependence in Ecosystems
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        • topic_pubMatter and Energy in Living Systems
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        • topic_pubReproduction, Genes, and Heredity
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    • namePhysical Science
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        • topic_pubAtoms, Molecules, and States of Matter
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        • topic_pubEnergy Changes
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        • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
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        • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
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        • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
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        • topic_pubForce and Motion
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        • topic_pubSubstances, Chemical Reactions, and Conservation of Matter
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    • nameEarth Science
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        • topic_pubPlate Tectonics
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        • topic_pubWeather and Climate I: Basic Elements
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        • id32
        • topic_pubWeather and Climate II: Seasonal Differences
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        • id26
        • topic_pubWeathering, Erosion, and Deposition
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    • nameNature of Science
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        • topic_pubControl of Variables
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        • topic_pubModels
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