Toolkit98
In conjunction with national science reform efforts, the Science Framework for California Public Schools, Kindergarten Through Grade Twelve, provides the foundation for systemic reform in California. To ensure that all students are given the opportunity to receive a quality science education and to achieve scientific literacy, the Science Framework integrates curriculum, instruction, assessment, and professional development. When writing the Science Framework, teachers, science educators, and scientists worked together to create a thematic and conceptual framework for science education.
The role of CLAS is to implement the recommendations of the Science Framework in assessment at grades 5, 8, and 10. CLAS science assessments support good curriculum and instruction and allow students the opportunity to demonstrate conceptual understanding of the big ideas of science; to use scientific tools and processes; and to apply their understanding of the big ideas to solve new problems.
In 1991, as part of large-scale field tests of performance-based tasks, students in over 2,000 schools tried out hands-on science tasks at grades 5, 8, and 11. The scenario for the attached task was the investigation of the death of the fictitious James Obechki to see if a crime had been committed. Working in groups of three, students at grade 11 analyzed an array of evidence that required them to coordinate their science abilities from biology (use a microscope to investigate properties of different hair samples) with chemistry (conduct a chromatography test to determine who wrote a note on the body) and earth science (conduct profiles and pH tests on samples of soil found on the victim's shoe). The objective of this task was to assess students' abilities to (1) use scientific processes and tools; (2) communicate thinking processes; and (3) demonstrate understanding of concepts that are connected and integrated among the sciences.
CLAS science assessments are scored by teachers who act as readers, table leaders, and chief readers. CLAS consultants, working with testing contractors and psychometricians, provide training in the scoring process for the chief readers and table leaders, who then train the readers.
Science assessment results are reported via the CLAS Science Performance Standards, benchmark descriptions against which student work can be compared. They provide a basis for teachers to make judgments about the level of accomplishment demonstrated by student work.
New Directions in Assessment Menu
A dead body has been found, but the cause of death is unknown. You and your partners will be working as a team of forensic scientists to examine evidence, organize data, and draw conclusions. Using the scientific equipment provided, your team will try to determine if a crime has been committed.
In your team you will complete three investigations. In order to complete the three investigations, your team will need to do the following.
New Directions in Assessment Menu
Mr. James Obechki, age 39, has been found dead on the floor of his living room. A chair has been overturned, a broken lamp is on the floor, and the rug beneath his head has red stains on it. You will be examining a variety of clues found at the death site to determine if a crime has been committed and, if so, which of the several individuals known to Mr. Obechki could have been at the site at the time of his death. Detectives at the site have gathered a set of evidence from around Mr. Obechki's body and from the living room. As a forensic scientist, you will examine this evidence and decide what might have caused Mr. Obechki's death.
New Directions in Assessment Menu
| Personal Profile Chart |
|---|
| Name | James Obechki | Louise Magginity | Howard Jurgensen | Lester Simons |
| Address | 2204 Ocean Breeze Lane | 2206 Ocean Breeze Lane | 906 Sixteenth St., #31 | 13529 E. Ashland |
| Relationship | The deceased | Neighbor to victim, possible romantic relationship | Former business partner | Victim's cousin - owes victim $2000.00 |
| Occupation | Owner, waterfront ocean sportfishing gear rental shop. | Librarian, public library | Employee, Acme Cleaning Manufacturer - makes a cleaning product with borax. | Farmer |
| Clothing | Wearing white cotton shirt - torn pocket, brown argyle socks (hole in toe), no shoes. | Not known. | Ragged running shorts (grey/white), and terry cloth headband. | Overalls |
| Pets | Goldfish, grey-striped cat. | Dog. | Miniature sheep. | None. |
| Hobby | Fishing | Golf, photography, running | Growning plants in sand in a greenhouse and in the backyard. | Weightlifting |
| Vital Statistics |
| Sex | Male | Female | Male | Male |
| Age | 39 | 43 | 56 | 26 | Height | 5'10" | 5'6" | 6'1" | 6'4" |
| Weight | 188 lb. | 135 lb. | 203 lb. | 209 lb. |
| Hair | Black - straight | Black - curly | Brown - straight | Black - straight |
New Directions in Assessment Menu
1. What questions would you ask? Make sure you explain why you would ask each question.
New Directions in Assessment Menu
The detectives working on the case went over Obechki's living room with a fine tooth comb. They collected three bags of hair samples as evidence.
| BAG A "Human Hair" evidence |
BAG B "Unknown Hair" evidence |
BAG C "Animal Hair" evidence |
|---|
New Directions in Assessment Menu
In Mr. Obechki's hand, the detectives found a crumpled, torn piece of paper with some writing on it. Using the technique known as chromatography, you will test the ink in Mr. Obechki's pen to see if the words on the paper were written with his pen.
Two other pens, one belonging to Howard Jurgensen and one belonging to Louise Magginity, have been legally obtained with a search warrant. These two pens will also be tested to see if the note was written with one of them.
Chromatography is a technique used to separate the chemical parts of a solution based on the solubility of each part in a solvent which, in this case, is water.
Directions
1. Which pen, if any, matches the ink found on Mr. Obechki's note?
2. How do you know?
New Directions in Assessment Menu
Clumps of soil were found on Mr. Obechki's living room rug. Soil samples were removed from his shoes, which were found by the back door to the kitchen. Soil samples were legally obtained from Howard Jurgensen's running shoes and Lester Simon's boots on the day of Mr. Obechki's death.
Test 1: Soil Profile Test
Test 2: pH Test
1. Compare the soil sample taken from the rug next to Mr. Obechki's body with the other samples of soil. What conclusion can you draw from your results?
2. What evidence supports your conclusion?
New Directions in Assessment Menu
1. What conclusions can you make based on the evidence you have gathered? Support your answer, using the results of your investigations.
2. What additional data would you like to gather? Why?
New Directions in Assessment Menu
Level 4
The student demonstrates a clear understanding of the problem and investigations performed. The student's observations are valid and demonstrate attention to detail. The quality of the data collected reflects their success at performing each experiment. The design of experiments suggested by the student are well thought out and scientifically accurate. All data is presented in an organized fashion, utilizing appropriately designed tables and charts. Answers to questions are well thought out and supported by experimental data. In general, there are no false assumptions or misleading statements made by the student. The student recognizes the need for additional testing and provides appropriate suggestions related to the problem. The conclusions reflect the student's ability to analyze experimental data and draw appropriate conclusions. The student successfully proposes an explanation which clearly shows a relationship between their data and their final conclusion.
Level 3
The student demonstrates an understanding of the problem and investigations performed. The student's observations are valid and demonstrate some attention to detail. The quality of the data collected generally reflects their success at performing each task. The experiments suggested by the student are well thought out, but may have flaws in scientific design. Most data is presented in an organized fashion, utilizing appropriately designed tables and charts. Answers to most questions are well thought out and supported by experimental data. In general, there are few false assumptions or misleading statements. The student recognizes the need for additional tests, but is unable to provide appropriate suggestions related to the problem. The conclusions reflect the student's ability to analyze experimental data and draw conclusions. The student successfully proposes an explanation which generally shows a relationship between their data and their final conclusion.
Level 2
The student demonstrates some understanding of the problem and investigations performed. The student's observations are vague and lack attention to detail. The quality of the data collected reflects limited success at perfuming the tasks. Some tasks may have been omitted. The experiments suggested by the student are unclear or riddled with flaws in scientific design. The data is recorded in a disorganized fashion, with tables and charts that are poorly designed or missing. Answers to questions are not well thought out or supported by experimental data. In general, the student makes both false assumptions and misleading statements. The student fails to recognize the need for additional tests. The student has difficulty analyzing experimental data and drawing conclusions. The student fails to propose an explanation which shows a relationship between their data and their final conclusion.
Level 1
The student demonstrates little or no understanding of the problem or investigations perfumed. The student's observations are poor or missing and show no attention to detail. The quality of the data collected reflects little or no success at perfuming the tasks. The experiments suggested by the student were difficult to follow, or missing. The data collected is haphazardly recorded, or missing. Answers to questions are implausible and not related to the experimental data. In general, the student makes many false assumptions and misleading statements. The student fails to recognize the need for additional tests. The student is unable to analyze experimental data or draw conclusions. The final conclusion is unrelated to the tasks performed, or missing.
New Directions in Assessment Menu
Toolkit Menu
This document's URL is:
Home
| Up & Coming
| Programs & Projects: Assessment
| People
| Products & Publications
| Topics
© 2001
Northwest Regional Educational Laboratory
Email Webmaster
Tel. 503.275.9500
