Grade 11-Science Observer Checklists



Grade 11 – Science Observer ChecklistsAdministration and Data ReviewChecklist to be utilized by designated Observers of WA-AIM AdministrationToni Wheeler, Alternate Assessments Coordinator toni.wheeler@k12.wa.us | 360-725-4970High SchoolHS-ETS1-2 Engineering & Technology- Engineering DesignDate:Test Administrator:Student:Observer:Check the box next to the complexity level of Performance Task being administered and observe to ensure adherence to the requirements and restrictions. More Intermediate LessStudent will design a solution to a real-world problem by breaking the problem down into smaller, more manageable problems, designing potential solutions for each smaller problem, and describing how the combined solutions solve the overall problem and meet the criteria.Student will break a real-world problem down into smaller, more manageable problems and design potential solutions that meet given criteria for each smaller problem.Student will break a real-world problem down into smaller, more manageable problems and identify potential design solutions that meet given criteria for each smaller problem.Requirements:Every performance task must have at least five unique items/questions.Problem must be in a real-world context.Solution must be grounded in engineering.Task requires the student to:Break problem into smaller problemsDesign a solution for each smaller problemExplain how the overall problem is solved through each smaller problem solutionAddress criteria for each solutionIn a multiple choice item, a minimum of three answer options must be provided.Requirements:Every performance task must have at least five unique items/questions.Problem must be in a real-world context.Task requires the student to:Break problem into smaller, more manageable problems.Design a solution for each smaller problem.Address criteria with each solution.In a multiple choice item, a minimum of three answer options must be provided.Requirements:Every performance task must have at least five unique items/questions.Problem must be in a real-world context.Task requires the student to:Break problem into smaller problems.Identify potential solutions for each smaller problem.Address criteria for each solution.In a multiple choice item, a minimum of two answer options must be provided.Restrictions: NONERestrictions: NONERestrictions: NONEObservation NotesData Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: HS-ETS1-2 Engineering & Technology- Engineering DesignInformation is entered under the correct Access Point Level (More, Intermediate, Less.)Information matches what was observed during the administration of the Performance rmation is accurate in regards to the student’s independent performance on the Performance rmation documents adherence to the Requirement and Restrictions of the Performance Task.High SchoolHS-LS2-5 Life Sciences-Ecosystems: Interactions, Energy, and DynamicsDate:Test Administrator:Student:Observer:Check the box next to the complexity level of Performance Task being administered and observe to ensure adherence to the requirements and restrictions More Intermediate LessStudent will develop and use a model to illustrate the relationships between the components of a carbon cycle in terms of the inputs and outputs of photosynthesis and cellular respiration.Given the components of a carbon cycle model, student will describe the relationships between the components in terms of the inputs and outputs of photosynthesis and cellular respiration.Student will identify the components of a carbon cycle model in terms of the inputs and outputs of photosynthesis and cellular respiration.Requirements:Every performance task must have at least five unique items/questions.Each developed carbon cycle model must include: Photosynthesis: Plant, with sunlight and CO2 inputs and glucose/sugar/carbs/food outputsCellular respiration: Animal, with glucose/sugar/carbs/food inputs and CO2 outputsOne Earth sphere in addition to the biosphere, e.g., atmosphere, hydrosphere, geosphere Models may be physical, mathematical, simulations, or computer based.In a multiple choice item, a minimum of three answer options must be provided.Requirements:Every performance task must have at least five unique items/questions.Each given carbon cycle model must include: Photosynthesis: Plant, with sunlight and CO2 inputs and glucose/sugar/carbs/food outputsCellular respiration: Animal, with glucose/sugar/carbs/food inputs and CO2 outputsOne Earth sphere in addition to the biosphere, e.g., atmosphere, hydrosphere, geosphere In a multiple choice item, a minimum of three answer options must be provided.Requirements:Every performance task must have at least five unique items/questions.The set of five items may include:One model and five identified componentsMultiple models with different identified componentsEach given carbon cycle model must include: Photosynthesis: Plant, with sunlight and CO2 inputs and glucose/sugar/carbs/food outputsCellular respiration: Animal, with glucose/sugar/carbs/food inputs and CO2 outputsOne Earth sphere in addition to the biosphere, e.g., atmosphere, hydrosphere, geosphere In a multiple choice item, a minimum of two answer options must be provided.Restrictions: Carbon cycles should only include natural carbon consumers and producers (plants, animals, bacteria) No human-made or industrial consumers or producers of carbon should be included, e.g., factories or automobiles.Restrictions: Carbon cycles should only include natural carbon consumers and producers (plants, animals, bacteria) No human-made or industrial consumers or producers of carbon should be included, e.g., factories or automobiles.Restrictions: Carbon cycles should only include natural carbon consumers and producers (plants, animals, bacteria) No human-made or industrial consumers or producers of carbon should be included, e.g., factories or automobiles.Observation NotesData Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: HS-LS2-5 Life Sciences- Ecosystems: Interactions, Energy, and DynamicsInformation is entered under the correct Access Point Level (More, Intermediate, Less.)Information matches what was observed during the administration of the Performance rmation is accurate in regards to the student’s independent performance on the Performance rmation documents adherence to the Requirements and Restriction of the Performance Task.High SchoolHS-PS1-5 Physical Sciences- Matter and Its InteractionsDate:Test Administrator:Student:Observer:Check the box next to the complexity level of Performance Task being administered and observe to ensure adherence to the requirements and restrictions More Intermediate LessFor any given reaction, student will use evidence to explain how changing conditions (temperature and/or concentration of the reacting particles) affects the reaction rate.Given a change in temperature or concentration of the reacting particles, student will use evidence to explain how the reaction rate of a given reaction is affected.Student will use evidence to identify whether changing temperature or concentration of the reacting particles affects the reaction rate of a given reaction.Requirements:Every performance task must have at least five unique items/questions.Reactions can only have two reactants, but may occur in the presence of?other materials, such as in water or air, that do not participate in the reaction.The set of five items must include at least one item/questions that uses evidence to explain:A change in temperatureA change in concentrationIn a multiple choice item, a minimum of three answer options must be provided.Requirements:Every performance task must have at least five unique items/questions.Reactions can only have two reactants, but may occur in the presence of?other materials, such as in water or air, that do not participate in the reaction.The set of five items must include at least one item/questions that uses evidence to explain:A change in temperatureA change in concentrationCan use 1 experiment (phenomena) or multiple experiments (phenomena) for the 5 items.In a multiple choice item, a minimum of three answer options must be provided.Requirements:Every performance task must have at least five unique items/questions.Reactions can only have two reactants, but may occur in the presence of?other materials, such as in water or air, that do not participate in the reaction.The set of five items must include at least:One item that addresses a change in temperatureOne item that addresses a change in concentrationIn a multiple choice item, a minimum of two answer options must be provided.Restrictions: One investigation can be used to address change in temperature OR concentration, but not both.Restrictions: One investigation can be used to address change in temperature OR concentration, but not both.Restrictions: One investigation can be used to address change in temperature OR concentration, but not both.Observation NotesData Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions HS-PS1-5 Physical Sciences- Matter and Its InteractionsInformation is entered under the correct Access Point Level (More, Intermediate, Less.)Information matches what was observed during the administration of the Performance rmation is accurate in regards to the student’s independent performance on the Performance rmation documents adherence to the Requirement and Restrictions of the Performance Task.High SchoolHS-ESS2-2 Earth and Space Sciences- Earth’s SystemsDate:Test Administrator:Student:Observer:Check the box next to the complexity level of Performance Task being administered and observe to ensure adherence to the requirements and restrictions More Intermediate LessStudent will organize and interpret data to make a claim about how a change to Earth's surface caused change that made another Earth system more stable or more unstable.Student will organize and interpret data to make a claim about the impact of a change to Earth's surface on another Earth system.Student will interpret given organized data and identify a claim about the impact of a change to Earth's surface on another Earth system.Requirements:Every performance task must have at least five unique items/questions.The set of five items must include at least:One item that interprets dataOne item that organizes dataIn a multiple-choice item, a minimum of three answer options must be provided.Requirements:Every performance task must have at least five unique items/questions.The set of five items must include at least:One item that interprets dataOne item that organizes dataStudent must use two analysis tools (e.g., charts, graphs, or tables) about at least one change to Earth's surface.In a multiple-choice item, a minimum of three answer options must be provided.Requirements:Every performance task must have at least five unique items/questions.Task must use two analysis tools (e.g., graphs) about at least one change to Earth's surface.In a multiple choice item, a minimum of two answer options must be provided.Restrictions: All graphs are limited to one dependent variable and one independent variable.Restrictions: All graphs are limited to one dependent variable and one independent variable.Restrictions: All graphs are limited to one dependent variable and one independent variable.Observation NotesData Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: HS-ESS2-2 Earth and Space Sciences: Earth’s SystemsInformation is entered under the correct Access Point Level (More, Intermediate, Less.)Information matches what was observed during the administration of the Performance rmation is accurate in regards to the student’s independent performance on the Performance rmation documents adherence to the Requirement and Restrictions of the Performance Task.High School HS-ESS3-4 Earth and Space Sciences- Earth and Human ActivityDate:Test Administrator:Student:Observer:Check the box next to the complexity level of Performance Task being administered and observe to ensure adherence to the requirements and restrictions More Intermediate LessStudent will use data to refine a technological solution and describe how the refined solution reduces a human impact on natural systems and meets the given criteria and constraints.Student will use data to refine a technological solution that reduces a human impact on natural systems and meets the given criteria and constraints.Student will use data to identify whether a technological solution reduces a human impact on natural systems.Requirements:Every performance task must have at least five unique items/questions.Student must consider at least five refinements to a technological solution based on constraints and criteria.Teacher provides the constraints and criteria.Data can refer to scientific knowledge, evidence, criteria, and tradeoffs.The set of five items must include:1 item about using data to determine how well the solution is working1 item identifying parts of the solution that need to be refined1 item explaining how to change the solution to make it betterIn a multiple choice item, a minimum of three answer options must be provided.Requirements:Every performance task must have at least five unique items/questions.Student must identify at least two refinements to a technological solution based on constraints and criteria.Teacher provides the constraints and criteria.Data can refer to scientific knowledge, evidence, criteria, and tradeoffs.The set of five items must include at least: 1 item using data to determine how well the solution is working 1 item identifying parts of the solution that need to be refined1 item explaining how to change the solution to make it betterIn a multiple choice item, a minimum of three answer options must be provided.Requirements:Every performance task must have at least five unique items/questions.Student must identify at least two refinements to a technological solution based on constraints and criteria.Teacher provides the constraints and criteria.Data can refer to scientific knowledge, evidence, criteria, and tradeoffs.The set of five items must include at least: 1 item using data to determine how well the solution is working 1 item identifying parts of the solution that need to be refined1 item explaining how to change the solution to make it betterIn a multiple choice item, a minimum of two answer options must be provided.Restrictions: NONERestrictions: NONERestrictions: NONEObservation NotesData Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: HS-ESS3-4 Earth and Space Sciences- Earth and Human ActivityInformation is entered under the correct Access Point Level (More, Intermediate, Less.)Information matches what was observed during the administration of the Performance rmation is accurate in regards to the student’s independent performance on the Performance rmation documents adherence to the Requirement and Restrictions of the Performance Task.Except where otherwise noted, this work by Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. 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