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Contributed by: Connecticut Academic Performance Test (CAPT)
CAPT SCIENCE FRAMEWORKThe CAPT Science Framework was developed by an advisory committee of Connecticut educators and is based on current research and theory about science instruction and assessment. The CAPT Science Framework is based on the idea that science is not only a body of knowledge, but also a way of thinking about the world around us and a concern how that knowledge is used. The framework thus addresses three major questions: What do students know in science? (Conceptual Understanding), What do students do with their scientific knowledge? (Application), and How do students know in science? (Experimentation). The content is drawn from three major areas (Life Science, Physical Science, and Earth/Space Science). The CAPT Science Framework was developed using the Connecticut Guide to Curriculum Development in science, as well as various national efforts in science education including Project 2061's Science for All Americans, the National Science Teachers Association's Scope, Sequence and Coordination's Content Core and the emerging National Science Education Standards. It should be noted that the science component of the CAPT is not a test of high school science content, but rather a cumulative assessment covering science content and skills that students should have acquired in grades K-10.Assessing Conceptual Understanding and Applications The goal of teaching scientific concepts is to increase students' understanding of the natural world around them. But what does it mean to understand a concept? For the CAPT, understanding a concept means going beyond the recall of facts to using one's knowledge to describe, explain and make predictions about various phenomena based on that knowledge. Questions focus on the most important concepts within the major content areas, including the major themes or "big ideas" of science such as understanding of energy, systems and patterns of change. Science does not exist in a vacuum. Rather, it is a vital part of today's world serving to inform and advance society. For this reason, students need to be able to apply scientific reasoning and knowledge to solve daily life and technological problems. In addition, students need to be able to communicate scientific understandings through words, graphs, charts and equations. The assessment of conceptual understanding and applications includes both multiple-choice and open-ended questions. One of the goals of science education is to prepare students for adult life. The means helping students make informed decisions about issues of society, the environment and technology. The CAPT Interdisciplinary Assessment assesses students' abilities to apply their scientific knowledge and skills along with what they have learned in other subject areas to these issues. (See CAPT Interdisciplinary Assessment 1996 Administration: Released Task and Scored Student responses for more information.) Assessing Experimentation Science is not a matter of belief; rather, it is a matter of conclusive evidence that can be subjected to the tests of observation and objective reasoning. Experimentation and the ability to apply scientific reasoning to solve problems is a major focus of the science assessment. To assess experimentation, students participate in a hands-on laboratory activity several weeks prior to the written test. This performance task asks students to design and carry out their own experiment to solve a problem and write about their results in an authentic format. Students are not scored on their actual performance on this task at the state level. Rather, teachers are encouraged to score their own students' work and provide students with feedback about their performance. On the written test, students are given follow-up questions which relate directly to the hands-on task. These questions are scored at the state level and become part of the student's score on the science portion of the CAPT. CAPT Science Processes
CAPT Science Content Areas
Description:Students design and conduct an experiment to explore the insulating abilities of different materials for keeping a liquid in a paper cup warm. A small group of lab partners test four different materials: black paper, white paper, aluminum foil and cloth to determine which would be most effective for insulating a paper cup.During this activity students work with a lab partner (or possibly two partners). Individuals keep their own lab notes because after the group finishes the initial activities, each student will work independently to write a lab report about the experiment. This task is designed to take students approximately 70-80 minutes to complete.
Overall Task Content Area:
Specific Knowledge Areas:
Performance Expectations:
National Science Education Standards: 8 B PS 3: Transfer of Energy: Grades 5-8 12 A SI 1: Ability necessary to do scientific inquiry:
Grades 9-12 1.4 Formulate and revise scientific explanations and models using logic and evidence. Student inquiries should culminate in formulating an explanation or model. Models should be physical, conceptual, and mathematical. In the process of answering the questions, the students should engage in discussions and arguments that result in the revision of their explanations. These discussions should be based on scientific knowledge, the use of logic, and evidence from their investigation. 1.6 Communicate and defend a scientific argument. Students
in school science programs should develop the abilities associated
with accurate and effective communication. These include writing
and following procedures, expressing concepts, reviewing information,
summarizing data, using language appropriately, developing diagrams
and charts, explaining statistical analysis, speaking clearly and
logically, constructing a reasoned argument, and responding appropriately
to critical comments. National Council of Teachers of Mathematics:AL1: Understand patterns, relations, and
functions: AL3: Use mathematical models to represent and understand
quantitative relationships: DAP1: Formulate questions that can be addressed with
data and collect, organize, and display relevant data to answer
them: PS2: Solve problem that arise in mathematics and in other
contexts: COM2: Communicate their mathematical thinking coherently
and clearly to peers, teachers, and others:
General Instructions to the Teacher:This task is designed to take students approximately 70-80 minutes to complete.Students will be working in groups of 2-3 for the experiment/activity part of this exercise. At the beginning of the activity students will be asked to clearly state a problem to investigate and to design an experiment to solve the problem. Before proceeding, students are instructed to show their design to their teacher for approval to begin their experiment. Approval does not necessarily mean that the experiment is well designed. It simply means that the design is not dangerous or likely to cause an unnecessary mess. Each student must record the information in his or her own booklet (test papers). Allow approximately 20 minutes to complete the group work, and a 30 minute time period for students to write their individual lab reports. An additional 20 minutes is required for students to do their individual answers to the 4 experimentation questions. Students should be ready to work as soon as the period begins. Group assignments should be made in advance. The materials should be set out at each lab station, if possible. A central supply area, if needed, should be easily accessible. All supplies should be clearly labeled. Materials:At this station students should have:
Advance Preparation:The hot water used in the experiment should be in the range of
60o to 70o Celsius. The water should not be
heated above 70o C for safety reasons. Safety:
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