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CAPT SCIENCE FRAMEWORKAssessing 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
National Science Education Standards:12 A SI 1: Science as Inquiry: Grades 9-121.2 Plan and conduct an investigation. In the earliest years, investigations are largely based on systematic observations. As students develop, they may design and conduct simple experiments to answer questions. The idea of a fair test is possible for many students to consider by fourth grade. 1.4 Use data to construct a reasonable explanation. This aspect of the standard emphasizes the students’ thinking as they use data to formulate explanations. Even at the earliest grade levels, students should learn what constitutes evidence and judge the merits or strength of the data and information that will be used to make explanations. After students propose an explanation, they will appeal to the knowledge and evidence they obtained to support their explanations. Students should check their explanations against scientific knowledge, experiences, and observations of others. 1.5 Communicate investigations and explanations. Students should begin developing the abilities to communicate, critique, and analyze their work and the work of other students. This communication might be spoken or drawn as well as written. 4 D ESS 1: Properties of earth materials: Grades K-4 1.1 Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use. (Use the "hot" link on the PALS home page to check the full text of related National Science Education Standards, if desired.) National Council of Teachers of Mathematics:DAP1: Formulate questions that can be addressed
with data and collect, organize, and display relevant data to answer
them: DAP3: Develop and evaluate inferences and
predictions that are based on data: PS3: Apply and adapt a variety of appropriate
strategies to solve problems: RP3: Develop and evaluate mathematical arguments
and proofs: CNX3: Recognize and apply mathematics in contexts outside
of mathematics: CAPT Science Performance Task: Soiled Again
Soiled AgainThis item is intended to assess students' ability to define a scientific problem in their own words. In this experiment, there are two related problems that are being investigated; comparison of the rate of percolation of three different earth materials, and comparison of the neutralizing ability of the three earth materials. Response should clearly state the independent and dependent variables to be investigated. CAPT Framework Experimentation: Define the Problem. Item 2 This item is intended to assess students' understanding of the need to conduct controlled experiments when investigating the effect of one variable on another. The variables that need to be controlled in this experiment include the initial amount of acid rain solution poured through the materials, the initial pH of the acid rain solution, the amount of earth material, the size of the hole in the cup, and the amount of gauze used. CAPT Framework Experimentation: Design and conduct appropriate experiments. Item 3 This item is intended to assess students' understanding of what constitutes a complete and appropriate experimental design. In this case, students do not have all of the information that they need to replicate the experiment. Additional information that students would need to know includes how much earth material was used and how much acid rain solution was used. CAPT Framework Experimentation: Design and conduct appropriate experiments. Item 4 This item assess students' ability to draw conclusions based upon data and to consider the validity of those conclusions. For this experiment, the group's conclusion should not be considered valid because while both the sand and potting soil changed the pH of the acid rain solution from 3.0 to 3.5, the sand allowed more solution to pass through in the given time. It is also unclear whether or not the group controlled important variables such as those described in Item 2. This group's experiment also included only one trial which casts doubt on the validity of the results. CAPT Framework Experimentation: Make, record and interpret observations/Draw conclusions and discuss their validity. Safety
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