Gateway Success

1. Gateway Success Tyson Watkins The Georgia Center for Assessment The University of Georgia

2. Agenda 1) The domains: what is being measured? 2) Low / mid / high-range responses  what are the differences? 3) A couple of instructional tools 4) Do a bit of practice scoring 2

3. My objectives 1) Clear communication  stop me if something is fuzzy 2) This information is practical for YOUR needs 3) This becomes an engaging discussion 3

4. The Domains

5. Calculating the raw score: an example

6. Raw score ranges, by performance level

7. Development of Scientific Processes (DEV) Did you address all parts of the task? With what degree of focus/depth? Are there connections between and within parts of the task? Is your reasoning correct and explicit? 7

8. Science Practice Topic Cycling of Matter Scientific Background Modern science has greatly increased the understanding of cycling of matter, energy transfer, and the conservation of matter and energy. Writing Task Write an essay that explains the changes involved in the cycling of matter. In your essay, be sure to do the following. Describe a food web in detail, including at least three food chains. State the law of conservation of matter and energy and explain how this law applies to photosynthesis and cellular respiration. Describe how carbon is cycled between living organisms and their environment. (Documents A through C are related to this Writing Task.) 8

9. A framework for each sub-topic (bullet) GO GREEN! Main point Specific examples and details  Explain processes 9

10. A framework for each sub-topic (bullet) GO GREEN! Food web (what it is) 3 specific examples of food chains  Energy transfer across trophic levels  Common roles (producer, consumer, etc...) 10

11. Main point The food web is, essentially, a map of the food structure and organization within an existing ecosystem. 11

12. Main point >> specific examples >> energy transfer The food web is, essentially, a map of the food structure and organization within an existing ecosystem. An example of this would be a simple food web involving producers, primary consumers, and secondary consumers. The producers are the basis of the food web structure. They produce their own food. Included in this group would be tress, shrubs, and grass (Document A). These organisms are eaten by primary consumers, such as mice, deer, or rabbits (Document A). Any of these animals may eat some type of plant. This causes a transfer of energy from the plant to the consumer. The paragraph continues and describes energy transfer from primary to secondary consumers. 12

13. Bringing this framework to the classroom It can be helpful to discuss this framework with students, one step at a time.  This framework also works nicely on AP exams!  As well as the Milestones exams! (Note: facts and details may come from the reading passages) 13

14. 3-column notes: a nice complement

15. Development, in brief 1) No parts of the task explained 2) One part explained in some depth / two parts more limited; or, all parts limited 3) Two parts explained in some depth / one part more limited 4) Two parts fully explained / one part less so 5) All parts fully explained 15

16. High-end DEV The food web is, essentially, a map of the food structure and organization within an existing ecosystem. An example of this would be a simple food web involving producers, primary consumers, and secondary consumers. The producers are the basis of the food web structure. They produce their own food. Included in this group would be tress, shrubs, and grass (Document A). These organisms are eaten by primary consumers, such as mice, deer, or rabbits (Document A). Any of these animals may eat some type of plant. This causes a transfer of energy from the plant to the consumer. However, this energy is soon consumed by the secondary consumers. These organisms eat the primary consumers, and the energy that the primary consumers once had is now transferred to the secondary consumer. In this level, a snake may eat a mouse, a mountain lion may prey on a deer, or a hawk may consume a rabbit (Document A). These are all secondary consumers. As energy flows from producer to primary consumer to secondary consumer, only about 10% of the energy transfers. 16

17. Mid-range DEV The food web is a part of life for living organisms. The food web is a network of food chains all connected. A food chain is a link of animals living off one another from the biggest predator to the smallest prey. A food chain may only include herbivores, like a deer eating plants eaten by bacteria (Doc A). Most food chains contain carnivores and herbivore, like a snake eating a rabbit eating grass (Doc A). Other food chains have one carnivore that eats everything, like a mountain lion that eats rabbits, mice, and deer who eat shrubs and grass (Doc A). 17

18. Low-end DEV The food web containes five stages. It all starts out beneath the ground with funges. In the next level are actuall plants, and tress. Level three has the plant eaters for example a bat. The third level feed off of level two. The last level contains meat eaters and they consume all the levels below them. All of these living things need each other to survive. Without them plants, and meat eaters would be nothing. Therefore causing a more difficult life. 18

19. Expression of Scientific Knowledge (KNOW) How much prior knowledge (outside the docs)? How much Science vocab? How effective is the student’s use of documents (arbitrarily copied → effectively used to support ideas and expounded upon)? 19

20. Good spots for PK / Vocab GO GREEN! Main point Specific examples and details  Explain significance/role 20

21. High-end KNOW The food web is, essentially, a map of the food structure and organization within an existing ecosystem. An example of this would be a simple food web involving producers, primary consumers, and secondary consumers. The producers are the basis of the food web structure. They produce their own food. Included in this group would be tress, shrubs, and grass (Document A). These organisms are eaten by primary consumers, such as mice, deer, or rabbits (Document A). Any of these animals may eat some type of plant. This causes a transfer of energy from the plant to the consumer. However, this energy is soon consumed by the secondary consumers. These organisms eat the primary consumers, and the energy that the primary consumers once had is now transferred to the secondary consumer. In this level, a snake may eat a mouse, a mountain lion may prey on a deer, or a hawk may consume a rabbit (Document A). These are all secondary consumers. As energy flows from producer to primary consumer to secondary consumer, only about 10% of the energy transfers. 21

22. Mid-range KNOW The food web is a part of life for living organisms. The food web is a network of food chains all connected. A food chain is a link of animals living off one another from the biggest predator to the smallest prey. A food chain may only include herbivores, like a deer eating plants eaten by bacteria (Doc A). Most food chains contain carnivores and herbivore, like a snake eating a rabbit eating grass (Doc A). Other food chains have one carnivore that eats everything, like a mountain lion that eats rabbits, mice, and deer who eat shrubs and grass (Doc A). 22

23. Low-end KNOW The food web containes five stages. It all starts out beneath the ground with funguys. In the next level are actuall plants, and tress. Level three has the plant eaters for example a bat. The third level feed off of level two. The last level contains meat eaters and they consume all the levels below them. All of these living things need each other to survive. Without them plants, and meat eaters would be nothing. Therefore causing a more difficult life. 23

24. KNOWLEDGE, in brief 1) Incorrect PK / no Sci vocab / docs misinterpreted 2) Mix of correct and incorrect PK / vocab and PK mostly limited to what is provided in the docs 3) Mostly correct PK / some vocab and PK beyond what is provided in the docs 4) Considerable correct PK and correct vocabused in most parts of the essay 5) Extensive correct PK and correct vocabused in all parts of the essay 24

25. Organization (ORG) 1) Formal introduction 2) Logical grouping of ideas 3) Logical sequencing of ideas and scientific processes 4) Effective, varied transitions 5) Conclusion free of repetition 25

26. Logical grouping Go one bullet at a time! Main point  Specific examples and details  Explain process 26

27. Logical sequencing Follow this framework. Main point  Specific examples and details  Explain process 27

28. An effective introduction See paper 1  Sets the stage for the development that follows. 28

29. An effective conclusion See paper 1  Provides effective summary without much repetition 29

30. Conventions (CONV) 1) Correctness/complexity/clarity of sentences 2) Correctness/complexity/clarity of usage (pronouns and s/v agreement) 3) Correctness/complexity of mechanics (punctuation) 30

31. Attending to Conventions Get to know these; avoid them! • Comma splice • Fused sentence • Usage errors

32. Comma Splice Happens when you try to join two sentences with a comma. Fault: Are you considering getting a tattoo, if so what would you get? Fix 1: Are you considering getting a tattoo; if so what would you get? Fix 2: If you are considering getting a tattoo, what would you get?

33. Fused Sentence Happens when you try to join two sentences without any punctuation. Fault: Are you considering getting a tattoo if so what would you get? Fix 1: Are you considering getting a tattoo; if so what would you get? Fix 2: If you are considering getting a tattoo, what would you get?

34. Usage Errors Fault 1—Subject/verb disagreement: The amount of studying you can expect to do most nights exceed 3 hours. Fix: The amount of studying you can expect to do most nights exceeds 3 hours. Fault 2—Ambiguous pronouns: The wealthy and the poor sat in different sections. They had a great view. Fix: The wealthy sat in the lower tiers. Though the poor sat in a different section, they still had a great view.

35. Resources The Georgia Center for Assessment at UGA http://gca.coe.uga.edu 2014/15 service offerings: a) Scoring services for Gateway supplemental assessments b) Scoring feedback from professional Gateway scorers c) Gateway trainers can review results with you. 35

36. Contact Tyson Watkins Program Coordinator II The Georgia Center for Assessment at UGA 706.542.4509 t28watk@uga.edu 36