5 Science Achievement Results

This chapter presents student performance on the multiple-choice items testing science. For each grade, performance in science is described by content and process reporting category, as well as by test total, and includes the ratings of the Interpretation Panels (see Chapter 2 for Interpretation Panel procedures). A complete description of the achievement instruments is provided in Chapter 2. An examination of the relationships between achievement and student background variables and attitudes may be found in Chapter 6.

5.1 How the Results are Reported

The results for the multiple-choice items are reported by goal, and, in some cases, by objective within goal. Two statistics are used in this report to describe student performance on the assessment: the Mean Percent Correct and the Item Percent Correct. The Mean Percent Correct (MPC) refers to the average percentage correct attained by all students on all items in a given topic. For each topic within a strand, an MPC has been calculated for the set of items measuring that topic. In addition, the MPC for a strand has been calculated based on all items for that strand. Although not reported by individual item in this report, the percentage of students that correctly answered each item has been calculated and is referred to as the Item Percent Correct (IPC). For example, if 60% of the students correctly answered Item 1 of Topic X, the IPC for that item would be 60%. If 70% of the students correctly answered Item 2 of Topic X, the IPC for that item would be 70%. Hence, if Topic X has only these two items, then the average score on Topic X is 65%, and the Mean Percent Correct for Topic X is therefore 65%.

.2 Grade 4 Science Achievement Results

Since the science curriculum had not changed since 1991, the table of specifications which had been developed for the 1991 science assessment (Bateson et al., 1991) formed the basis for the 1995 table of specifications. Some minor changes were made to simultaneously provide comparisons with the 1991 British Columbia Science Assessment and the Third International Mathematics and Science Study (TIMSS). It should be noted that a new science K-7 Curriculum was introduced in 1995 with full implementation in the 1996-97 school year. This assessment provides a summative analysis of the old curriculum as well as baseline data for the new science curriculum. The table of specifications was designed around the goals of the British Columbia Elementary Science Curriculum Guide, Grades 1-7 (1981). There are four goals:

• Goal A (Scientific Attitudes)
• Goal B (Science Skills and Processes)
• Goal C (Scientific Knowledge)
• Goal D (Higher Level Thinking/Cognitive Processes)

This portion presents the results of the Grade 4 assessment for the English program and interpretation of those results. It should be noted that, although students in Grade 4 completed the instruments that are reported in this section, the goal of this part of the assessment was to assess students in science at the end of their primary years.

Two types of items were used in this section. First, 118 multiple choice items were divided among four booklets A, B, C, and D (two items were repeated to allow 30 items per booklet). Each booklet contained 30 science items plus five science core items. The table of specifications for the Grade 4 component is shown in Chapter 2.

5.2.1.1 Goal B (Science Skills and Processes)

This section details the results for the objectives within Goal B (Science Skills and Processes) from the British Columbia Elementary Science Curriculum Guide, Grades 1-7 (1981).

In addition to the five basic processes which are considered appropriate and recommended in the curriculum guide for the primary grades and Grade 4 (Observation, Classification, Quantification, Communication, and Inference), the skills of safe use of materials, location and documentation of information, and problem solving were included in this assessment. Within Goal B, 66 items were included to measure these processes and skills, reflecting the importance of having young children actively experience science. Table 5.1 shows the number of items per objective, the Mean Percent Correct, and the Interpretation Panel ratings for each objective.

Table 5.1 Goal B (Skills and Processes): Grade 4 Performance Summary (5K)

The Mean Percent Correct for this goal was 60.5%, and the Interpretation Panel rated the performance of Grade 4 students on the Skills and Processes goal as strong. Performance on the various objectives within the goals was quite consistent, with only one objective being rated less than very Satisfactory. A discussion of the objectives within this goal follows.

5.2.1.1.1 Observation

The BC Elementary Science Curriculum Guide, Grades 1-7 (1981) defines observation as the perception of characteristics, similarities, differences, and changes through the senses. As children grow, they learn to make more detailed observations and to make finer distinctions between objects. Eleven multiple choice questions were used to assess this objective in this assessment.

Item Percent Correct values on the 11 items ranged from 43% to 92%, with a Mean Percent Correct value of 66.4%. The Interpretation Panel thought that four items were easy, three were of average difficulty, and four were hard. The panel's overall rating of performance in this area was strong.

Students should be given more opportunity to make precise observations using their senses. They should be engaged in learning activities that develop their skills in perceiving characteristics, similarities, differences, and change over time.

5.2.1.1.2 Classification

The process of classification is the organization of materials, events and phenomena into logical groupings. At the primary level, it consists of sorting, grouping, and identifying common characteristics. Many primary children can classify using two or three attributes.

The Mean Percent Correct for the 11 items testing classification was 60.9%. Item Percent Correct values ranged from 40% to 79%: three were less than 50%; six were between 51% and 75%; and two were greater than 75%. The Interpretation Panel rated two items easy, five average, and four hard. The performance of the students on this objective was rated strong by the Interpretation Panel. Given that the most of the items (seven of 11) were rated easy or average, it would be reasonable to expect most Grade 4 students to achieve success on these items. On the basis of the results, it appears that students need more opportunity to observe similarities and differences and to use characteristics to sort and classify objects and living things.

5.2.1.1.3 Quantification

The process of quantification is the comparison of objects or events to metric standard units of length, area, volume, mass, temperature, force, and time. This process begins with students making comparisons, arranging and recognizing series, realizing the need for standard units of measure, and learning the correct procedure for measurement. As children develop, they are able to use finer units of measure and to choose the appropriate units for the task at hand.

There were 11 items measuring this objective, and the Mean Percent Correct was 44.5%. Item Percent Correct values ranged from 19% to 67%. Of these, six Item Percent Correct values were 50% or less, and five were greater than 51%. The Interpretation Panel judged one item easy, six items average, and four items hard, and rated student performance for this objective satisfactory.

Example (8K)

Students were strongest in their quantification of time, temperature, and mass when they were presented as a single factor. Achievement dropped as the question became more complex, presenting two or more factors as in B55, above, where students were asked to relate three units (time, date, and temperature) to the correct instruments. Each of these units and instruments is commonly used in primary classrooms but students may be working in a group or classroom setting where they may not actually be doing the measuring or handling the instruments. Students also usually fill in a chart but are not often asked to interpret such data.

Grade 4 students were weakest in estimating mass. It is alarming that the lowest achievement was on an item that asked students to give the most likely body weight of a ten year old student (their own age, or very close to it). If students are using metric instruments to measure real objects, they are not making the connection to themselves and do not know the correct unit to use. The past three science assessments have recommended that students receive more experience measuring real objects with metric measuring devices. The Interpretation Panel stressed the importance of estimation as a concept and recommended that it be taught often and reinforced as much as possible in science activities.

The Interpretation Panel rated student achievement in this objective as Satisfactory. The panel recommended that the skills of estimating and using metric measurement receive more time and practice in elementary classrooms. This recommendation has been made on the previous three science assessments, and it is again recommended here

Recommendation 5.1

That primary teachers provide students with more opportunity to use metric instruments to measure mass, volume, and area, as well as time and temperature.

Students should be involved in activities that develop skills in estimating measurements as well as completing and interpreting charts. These activities should be relevant to the students so that they make the personal connection necessary for understanding and learning.

5.2.1.1.4 Communication

The process of communication in elementary science is the presentation and explanation to others of objects or events using various media. It includes the preparation and interpretation of charts, graphs, maps, and diagrams, and written and oral reports of activities and research.

Twelve items measured student performance on Communication. The Mean Percent Correct for this objective was 60.8% and the Item Percent Correct values ranged from 38% to 75%. Although there were two Item Percent Correct values less than 50%, the remainder fell between 50% and 75%. The Interpretation Panel had low expectations for student achievement in this objective after rating eight of the items as hard and the other four average. They were very pleased with students on this objective and rated student achievement as strong.

Panelists judged item A27 (shown on the following page) hard because they found the pictorial chart confusing. The chart has three columns to interpret and is simplified through the use of pictures. Students, however, found the item to be quite easy, with 75% of them choosing the correct answer. Student performance is in keeping with the simplicity of the pictures and 3x4 grid.

Example (5K)

Students had difficulty interpreting a chart when the grid was enlarged, but far exceeded the Interpretation Panel's expectations when asked to select the best of four bar graphs to match a set of data. Students in the primary grades develop this skill in the mathematics program as well as in science; in fact, all of the concepts measured by the items in this objective are reinforced or taught in other subject areas in the primary grades. With the increased emphasis on all areas of the curriculum other than science in recent years in most classrooms in British Columbia and an apparent emphasis on language arts, it is alarming that the Mean Percent Correct for Grade 4 students is only 61% in communication. It is therefore recommended

Recommendation 5.2

That primary teachers provide students with more opportunities to communicate about science by presenting and explaining science topics, objects, and events using a variety of media suitable to their age and grade. Students should also prepare and interpret graphs, charts, maps and diagrams.

5.2.1.1.5 Inference

The process of inference is defined as the derivation of premises or conclusions concerning data, using past experience. At the primary level, it is closely related to observation. Having made an observation (e.g., the sidewalk is wet), one may make an inference (e.g., it may have rained).

The Mean Percent Correct of the seven items on this objective was 68.6%, and the Item Percent Correct values ranged from 44% to 81%. With the exception of one item, the Item Percent Correct values were 65% or better. The Interpretation Panel rated five items average and two items hard. Student performance was rated strong.

Items asking students to make an inference from a written description of an experiment (B1 is shown below as an example) were more difficult than items asking for an inference from written descriptions of past experiences.

Example (5K)

There is cause for concern with these results. It is apparent that many students are having difficulty in making appropriate inferences, possibly because of lack of experience in appropriate activities. Hands on, active science provides much-needed experiences for students and helps them to develop the capabilities they need for competently managing the inferential process. It is therefore recommended

Recommendation 5.3

That primary teachers provide students with more active involvement in hands on science and experiments to build the experiences necessary for making inferences in science-based situations.

Teachers must be provided with the materials and equipment as well as the print and audio-visual learning resources necessary to facilitate giving the students these experiences. The ministry and school districts need to provide the necessary funding and personnel to enable teachers to implement this recommendation. It is therefore recommended

Recommendation 5.4

That the Ministry of Education and school districts provide appropriate funding, personnel, and professional development activities to enable primary teachers to increase their capabilities to provide students with more active involvement in hands on science and experiments.

5.2.1.1.6 Safe use of...

This objective applies to the safe and appropriate use of equipment, materials, and techniques. The Mean Percent Correct for this objective was 75.0%. The Item Percent Correct values of the four items measuring this objective ranged from 67% to 80%, and the Interpretation Panel rated student performance as strong. Individual items were judged easy (one item) or average (three items).

The results for Item D51, below, are very disturbing. Students were asked about procedures for testing an unknown substance and only 67% answered correctly. This lack of knowledge of safe procedures could be life-threatening for students; that a third of Grade 4 students did not know the proper procedure should be considered appalling.

Example (3K)

Given the seriousness of the above result, it is recommended

Recommendation 5.5

That the Ministry of Education develop learning resources based on current symbols and safety standards in order that primary teachers have appropriate materials for teaching safety procedures to all students.

5.2.1.1.7 Information Processes

According to the curriculum guide, information processes include locating, organizing, evaluating, and documenting information. At the primary level this would include locating information in a dictionary, atlas, encyclopedia, or other library or classroom reference resources.

The Mean Percent Correct for the two items on this objective was 75% and the student performance was rated very satisfactory by the Interpretation Panel.

Two items are insufficient to give an accurate assessment of student achievement with respect to this objective. The first item, A33 (shown below), includes television as a possible source for locating information. The strength demonstrated through student achievement of 90% on this item is indicative of students' familiarity with television and its frequent use at home to obtain the daily weather forecast. It is not reflective of weather forecasting within the context of the primary classroom or curriculum. Using the television to forecast weather is more indicative of a passive second party receiver of information rather than of someone able to use local signs or sources.

Example (3K)

The second item, B43 (shown below), is more reflective of information sources found within the primary classroom and school library. Student achievement on this item (63%) was much lower than on the previous item and more indicative of Grade 4 students' comfort and familiarity with these sources of information. It is evident that students' familiarity with sources of information commonly found in elementary schools continues to need improvement. On future assessments, including more items on this objective would more accurately determine performance on locating information.

Example (5K)

5.2.1.1.8 Solve Problems

Problem solving is defined in the curriculum guide as the selection and use of appropriate methods to solve problems. At the primary level it consists of suggesting procedures or methods for answering questions and finding out more about objects and events. Students use their observations and experiences to suggest methods and possible answers and draw conclusions.

Seven items measured student performance for the objective Solve Problems. The Item Percent Correct values ranged from 39% to 75% with three of them falling below 50% and four of them falling above. The Mean Percent Correct for this objective was 54%, and the Interpretation Panel rated student performance very satisfactory. The Interpretation Panel rated five items as being of average difficulty and two as hard.

One item asked students to suggest a method for separating sand from iron filings. The Item Percent Correct value was 48%. This item requires experience with magnets and an understanding of their uses or applications. Magnetism and the uses of magnets are recommended topics for primary science programs, and there are many learning resources and teaching outlines available to teachers on this topic. Achievement of 48% should be considered weak in this context. It is, however, dependent on having magnets available for teachers and students to use, and this is often not the case, as all previous science assessments have pointed out. The 1991 assessment made very strong recommendations concerning the provision of such materials and equipment to elementary teachers and classrooms, and the 1995 results suggest that this has not been done with this particular equipment, magnets.

Item B5 (shown below) asked students to choose the best method for determining the effect of light on growing seeds, with achievement at 51%. Growing seeds and learning about their requirements for growth is a common activity in primary classrooms and should be in the past experiences of Grade 4 students. Given this context and the availability of seeds in nature as well as in many retail outlets, this score indicates a lack of opportunities to use beginning problem-solving strategies to find out the best methods for growing seeds and actively learn the needs of plants.

Example (5K)

Students had difficulty identifying the best method for solving a problem, and interpreting data in charts that exceeded a 3x3 grid. Student achievement was strongest on an item asking students to identify the cause of a problem with a leaky bicycle tire. This is not a likely experience within the context of the classroom but it is indicative of life or out-of-school experience. It is important to note that when students have the experience, they are able to successfully identify the cause of an effect.

Students need more opportunities to solve problems and develop the investigation skills of proposing various methods; identifying variables, causes, and effects; and using observable data to answer questions and reach conclusions. Materials and equipment must be readily available in classrooms to enable teachers to provide classroom experiences with a wide range of objects, events, and open-ended questions and investigations. Funding is needed at the school and classroom levels to provide adequate materials, equipment, personnel, and professional development activities.

5.2.1.2 Goal C (Scientific Knowledge)

Goal C (Scientific Knowledge) in the BC Elementary Science Curriculum, Grades 1-7 (1981) states that "The elementary school science program should develop in pupils scientific knowledge. The student should demonstrate knowledge of the following:

• facts, generalizations, concepts, principles, and laws;
• scientific vocabulary;
• relationships between various scientific disciplines;
• the history, philosophy, and nature of science."

It should be noted, again, that a new elementary science curriculum will be in place for the next provincial science assessment. Consequently, this will be the last provincial learning assessment based on the current B.C. Elementary Science Curriculum Guide. This assessment will provide baseline data for the next evaluation of the elementary science program.

The 1995 assessment included 46 items which measured six of the objectives from the curriculum guide under the goal Scientific Knowledge: Factual Knowledge, Scientific Vocabulary, Discipline Relations, Nature of Science, Applications and Limits, and Knowledge of Safety. It should be noted that the objective Factual Knowledge contains three sub-objectives (Knowledge Earth and Space Science, Knowledge Life Sciences, and Knowledge Physical Sciences) for which the results are reported separately. Table 5.2 summarizes the results for Goal C.

Table 5.2 Goal C (Scientific Knowledge): Grade 4 Performance Summary (5K)

The Mean Percent Correct was 67.8%, and the Interpretation Panel rated the performance of Grade 4 students on the Scientific Knowledge goal as very satisfactory. None of the objectives within the goal was rated less than satisfactory. A discussion of performance on each objective follows.

5.2.1.2.1 Factual Knowledge

There are three sub-objectives of the objective Factual Knowledge. Each sub-objective served as a separate reporting category the results for which are reported below.

5.2.1.2.1.1 Knowledge Earth and Space Science

Ten items were included on the objective Knowledge Earth and Space Science. The Interpretation Panel rated four of the items as easy and six as average. The Mean Percent Correct for the objective was 74.0%, and Item Percent Correct values ranged from 54% to 96% with the majority of them being greater than 70%. Student performance on this objective was rated very satisfactory by the Interpretation Panel.

Item A17, shown below, is an example of a hard item. Like the other items rated by the panel as hard, this item requires knowledge that relates to everyday life (e.g., knowing where metals are found, or knowing the temperatures of common substances).

Example (3K)

5.2.1.2.1.2 Knowledge Life Sciences

The Mean Percent Correct for this objective was 80.0%. Of the ten items on Knowledge Life Sciences, one item had an Item Percent Correct value of less than 50%, two were between 51% and 70%, three were between 80% and 90%, and four were greater than 90%. The Interpretation Panel rated student performance on this objective as strong.

The Interpretation Panel considered six items easy and four average in difficulty. Item C17 (shown below) was the most difficult item in this objective.

Example (3K)

Item C17 asked students to identify from which part of a plant seeds develop. Given the common perception of teacher comfort with the overall topic of plants, and the numerous local opportunities to collect and plant seeds, it is very disturbing that achievement on this item was 38%. It suggests that students are not using the many locally found plants to learn about the parts and functions of those life forms.

5.2.1.2.1.3 Knowledge Physical Sciences

There were nine items measuring the objective Knowledge Physical Sciences, and the Mean Percent Correct was 75.6%. The Item Percent Correct values ranged from 59% to 96%; five of the items had values greater than 75%. Student performance on this objective was rated strong by the Interpretation Panel.

The Interpretation Panel considered three items easy and six average in difficulty. Items requiring experience with equipment such as magnets did not elicit scores as high as items related to everyday life experience, such as knowing the cause of rainbows.

5.2.1.2.2 Scientific Vocabulary

A Mean Percent Correct of 47.5% was achieved by students on the four items on this objective. The Item Percent Correct value for one of the items was 35%, and the values for the other three items ranged from 50% to 54%. A satisfactory rating was given to student performance by the Interpretation Panel.

The Interpretation Panel considered two items average in difficulty and two hard. Item D52 (shown on the next page) was the one that proved the most difficult, with an achievement level of 35%. This item was on the 1991 assessment with an achievement level of 38%. The question seems straightforward, with an explanation and bold-face type for the key words. Most sidewalks, outside of the city, are built as a continuous sheet of asphalt without cracks or seams, making it is possible that students do not relate to cracks in sidewalks the same way previous generations do.

Example (5K)

The elementary science program should provide opportunities to develop better knowledge of science related vocabulary. The new K-7 Science Curriculum has prescribed learning outcomes with both a content and a process requirement.

5.2.1.2.3 Discipline Relations

The curriculum guide states that, within the goal of scientific knowledge, students should learn about the relationships among various scientific disciplines, and between science and other subject areas. Three items measured students' knowledge about such relationships; the Mean Percent Correct was 50.0%, and the Item Percent Correct values ranged from 33% to 70%. The Interpretation Panel rated student performance on this topic satisfactory.

The Interpretation Panel considered one item easy and two average in difficulty. Item D55 (shown below) was very difficult for Grade 4 students: only 33% gave the correct answer.

Example (3K)

Students need to be provided with a variety of examples of the relationships among the sciences. Where possible, teachers should invite working scientists into their classrooms and plan local field trips to visit working science-related facilities.

5.2.1.2.4 Nature of Science

The curriculum guide states that, within the elementary science program, students should learn about and understand the history, philosophy, and nature of science. There were four items on this objective; Item Percent Correct values ranged from 26% to 74%, with a Mean Percent Correct of 53.5%. Student performance was given a rating of strong by the Interpretation Panel.

The Interpretation Panel considered three items average and one hard in difficulty. Students' achievement, 26%, on item D46 (shown below) was the lowest for this objective. It demonstrates the lack of student understanding of the limitations of science and the ongoing nature of scientific inquiry.

Example (3K)

Performance on other items indicated a weakness in students' understanding of the nature and limitations of science and scientific endeavours. This can be linked to the previously documented lack of hands-on activities and varied science-related learning activities in elementary science programs, and to the outdated curriculum and learning resources currently experienced by many British Columbia students. Existing programs and learning activities are not exposing many students to the nature of science as an inquiry-based endeavour with limitations as well as benefits. The need for elementary schools to be properly equipped, resourced, and funded for a well-balanced, varied, and relevant science program is evident.

5.2.1.2.5 Applications and Limits

The curriculum guide states that students should know and understand the applications and limitations of science. Three items reflected this objective. The Mean Percent Correct was 47%, with Item Percent Correct values ranging from 41% to 51%.

The Interpretation Panel considered one item average and two hard in difficulty. The Interpretation Panel's expectations of the existing curriculum were low, and in this context student achievement was rated very satisfactory. The content of the three items, however, is within the everyday experience of students' lives; for example, the application of knowledge about the refrigeration of food is expected in item D57 (shown below). Only half of the Grade 4 students answered this question correctly, a poor performance of some concern, considering that application of this knowledge can be considered a safety issue with serious health ramifications.

Example (5K)

In the next assessment of science, the number of items testing this objective should be increased to reflect the importance given the applications of science in the new K-7 science curriculum. The Ministry of Education should develop and provide learning resources to support this objective so that students are more able to apply scientific knowledge to their daily lives.

5.2.1.2.6 Knowledge of Safety

The curriculum guide states that, within the goal of scientific knowledge, students should have a basic knowledge of safety as well as be able to safely and appropriately use materials and equipment. Three items measured students' safety knowledge. The Mean Percent Correct was 66.7%; Item Percent Correct values ranged from 40% to 80%, and the Interpretation Panel rated student performance as very satisfactory. The panel rated two items easy and one item hard.

Item B51 (shown below) tested students' knowledge of safety symbols commonly found on dangerous substances including household chemicals. Student achievement was weak at 40%, a alarmingly low level considering the widespread use and accessibility of potentially life-threatening household poisons.

Example (5K)

The Ministry of Education should develop a learning resource teaching unit to teach safety symbols to elementary students and ensure that all elementary students receive instruction in interpreting these symbols. Safety should be taught and reviewed frequently as part of the Applications of Science curriculum organizer in the new K-7 science integrated resource package.

5.2.1.3 Goal D (Cognitive Processes)

Cognitive processes (higher thinking skills) are the skills of critical thinking, which are defined in the Elementary Science Curriculum Guide, Grades 1-7 (1981) as the ability to evaluate central issues, to recognize underlying assumptions, and to evaluate evidence. In Grades 1 to 4, this goal includes three objectives: Creativity, Rationality, and Critical Thinking. Included in Creativity are the abilities to be fluent in generating a number of ideas or solutions, to be flexible in generating a number of ideas or solutions, and to be original in generating unique ideas or solutions. The most appropriate way to assess this objective is through items requiring students to generate responses, rather than select them. As a result, no multiple-choice items measuring creativity were used. The open-ended items are summarized in Chapter 8.

The 1995 assessment contained six items which measured rationality and critical thinking. The Mean Percent Correct for this goal was 60.0%, and the Interpretation Panel rated the performance of Grade 4 students on the Cognitive Processes goal as very satisfactory. Table 5.3 summarizes the results for Goal D.

Table 5.3 Goal D (Cognitive Processes: Grade 4 Performance Summary) (5K)

5.2.1.3.1 Rationality

Rationality is defined by the curriculum guide as the ability to look for natural causes of events. In the primary grades it means looking for natural causes and seeing the connections between events.

There were three items dealing with rationality. The Mean Percent Correct for these items was 56.7%, and the Item Percent Correct values varied from 33% to 82%. A rating of satisfactory was given by the Interpretation Panel for student performance on this objective. Two items were judged average; the other was considered hard.

Item B53, shown below, was considered hard by the panel and generated much discussion. Panelists commented that a killdeer will pretend to have a broken wing in response to anything that moves, and responses other than B, to attract a cat away from the killdeer's babies, are also reasonable. The panel discounted this item and based its satisfactory rating on the other two items.

Example (5K)

5.2.1.3.2 Critical Thinking Skills

This objective deals with students' abilities to identify central issues; to recognize underlying assumptions and to evaluate evidence; to recognize stereotypes and biases; to identify essential, verifiable, and adequate data; and to draw conclusions.

The Interpretation Panel considered the three items to be average in difficulty. The Mean Percent Correct was 65%; Item Percent Correct values ranged from 46% to 76%.

Item A38 (shown below) is an example of an item which the panel considered to require too much reading; however, student achievement of 72% on this item indicated that many students were able to comprehend this amount of reading in a multiple-choice test item.

Example (5K)

Of concern is the achievement level of 45% on item B57 (shown below). Public awareness and concern regarding the sun and skin cancer have become widespread in recent years, and one would expect this information to be part of most Grade 4 students' experience at home and in the community. It is hoped that, with the emphasis in the new curriculum on applications of science and the inclusion of health topics from K-7, improvements in this objective will be apparent on the next assessment.

Example (8K)

5.2.2 Grade 4 Science: Recommended Achievement Ratings

Table 5.4 provides a summary of the total Grade 4 assessment and also presents the ratings from the previous assessment in 1991. Details of change in achievement will be discussed in a section later in the report.

Table 5.4 Grade 4 Interpretation Panel Ratings for 1991 and 1995 (8K)

There appears to be considerable change in the judgments of the Interpretation Panels from 1991 to 1995. As described earlier (see Chapter 2), a different method of coming to judgments was used in 1991. In the 1995 Grade 4 panel, it became clear that panelists were making judgments about student performance rather than about program performance. When making their judgments, their basic consideration was whether or not students HAD BEEN provided with opportunities to learn the skills or knowledge, rather than whether or not students SHOULD be provided with the opportunities to learn. Thus, if panel members believed that students had had little opportunity to learn something, an item might be judged hard, and panel members' minimally acceptable and desirable levels were set quite low. When these levels were considerably exceeded by student performance, the judgment was frequently (and quite logically from the STUDENT perspective) judged to be very satisfactory or strong. Thus, for Grade 4, judgments were usually made from a student perspective rather than from the program perspective of previous assessments. It is therefore quite probable that the differences in the operational definitions in use in 1995 and 1991 were responsible for much of the ratings changes seen in Table 5.4.

Since the 1995 Grade 4 Interpretation Panel ratings are based primarily on a student-level perspective, it is necessary to refer to previous program-based judgments, combined with observed changes in achievement, to draw any conclusions about the primary science program. It is doubtful that the expectations of society with regard to the outcomes of science at the primary level have changed extensively over the four years since the 1991 assessment, and evidence from the 1995 assessment shows that actual student performance has declined for all goals in the past four years (see Chapter 7). If the ratings for the goals were based on a program assessment perspective, it is hard to believe that they would consistently exceed earlier ratings; the expectation would be that they would at best stay the same. The more likely result, given the magnitude of some of the achievement declines, is that they would be lower.

It is therefore the opinion of the Contract Team that the final goal ratings of the 1991 Grade 4 Interpretation Panel, rather than those of the 1995 panel, should be the basis for drawing conclusions about the effectiveness of the primary science program for 1995. There was clear concern in 1991 about student achievement in science at the primary grades and, given the decline in achievement in 1995 (see Chapter 7), the results indicate that science is still not being taught appropriately in many primary and Grade 4 classrooms of British Columbia. It is therefore recommended

Recommendation 5.6

That the Ministry of Education investigate the reasons for the marked decline in students' achievement in science at the Grade 4 level and institute measures designed to raise students' understanding of science.

In addition, the Contract Team is of the opinion that the fragmented state of the curriculum in the primary years has much to do with the lack of appropriate science teaching in many classrooms. It therefore further recommends

Recommendation 5.7

That the Ministry of Education charge the Curriculum Development Branch with the responsibility of developing a more common curriculum for primary science and that appropriate resources be allocated for the implementation of such curriculum.

The Ministry must ensure that future panels receive a clear written operational definition of all terms used in the interpretation process, particularly minimally acceptable and desirable, and that sufficient time is spent to enable all panelists to share a common understanding of each term. It is therefore recommended

Recommendation 5.8

That, in future assessments, Interpretation Panels be provided with explicit operational definitions and examples of key terms, and that sufficient time be allowed to ensure that all panelists are operating from a common understanding of those terms.

The weaknesses in the 1995 results in science skills and processes are extremely disturbing. Students have great difficulty with any processes that require active learning and past experiences with hands-on or minds-on involvement with materials, equipment, or real situations. It is obvious that the 1991 assessment recommendations, namely to provide funding for adequate materials and equipment and the necessary in-service for teachers, have not been implemented. These issues must be addressed if improvement in student achievement is to be expected with the introduction of the new science curriculum.

5.3 Grade 7 Science Achievement Results

Since the Grade 7 science curriculum had not changed since 1991, the table of specifications which had been developed for the 1991 science assessment (Bateson et al., 1991) formed the basis for the 1995 table of specifications. Some minor changes were made to simultaneously provide comparisons with the 1991 British Columbia Science Assessment and the Third International Mathematics and Science Study (TIMSS). It should be noted that a new science K-7 curriculum was introduced in 1995 with full implementation in the 1996-97 school year. This assessment provides a summative analysis of the old curriculum as well as baseline data for the new science curriculum. The table of specifications was designed around the goals of the BC Elementary Science Curriculum Guide, Grades 1-7 (1981). There are four goals:

Goal A (Scientific Attitudes)

Goal B (Science Skills and Processes)

Goal C (Scientific Knowledge)

Goal D (Higher Level Thinking/Cognitive Processes)

Grade 7 science achievement results for multiple-choice items are discussed in this section. The multiple-choice items appeared on four randomly rotated forms; each form contained six core science items plus an additional 30 science items. Descriptions of the multiple-choice achievement booklets and the table of specifications for the Grade 7 component can be found in Chapter 2. The core items are subsumed under several categories and are not reported separately. A description of results for each content reporting category follows.

5.3.1.1 Goal B (Science Skills and Processes)

Goal B (Science Skills and Processes) in the B.C. Elementary Science Curriculum Guide, Grades 1-7 (1981) relates to the development of the skills and processes of science.

Table 5.5 presents the results for Goal B and includes the number of items, the Mean Percent Correct, and the rating of the Interpretation Panel for each objective.

Table 5.5 Goal B (Skills and Processes): Grade 7 Performance Summary (5K)

It can be seen from the table that the 1995 assessment included items measuring nine of the objectives in the curriculum guide under the goal Science Skills and Processes: Classification, Communication, Prediction, Data Interpretation, Identify and Control Variables, Experimentation, Formulate Models, Safe Use of ..., and Information.

The Mean Percent Correct for the goal was 57.7%, and the Interpretation Panel rated the performance of Grade 7 students on the Skills and Processes goal as marginal. Within the goal, the ratings for the objectives were quite varied, ranging all the way from very satisfactory to weak. A description of the results for each objective follows.

5.3.1.1.1 Classification

The Elementary Science Curriculum Guide, Grades 1-7 (1981) defines classification as the organization of materials, events, and phenomena into logical groupings. Eight multiple-choice questions were used to assess this objective in this assessment.

The Interpretation Panel rated two of the items as easy and six as average. The Mean Percent Correct for the objective Classification was 62.5%. The Item Percent Correct values ranged from 45% to 79%: two were less than or equal to 50%; four were between 51% and 75%; and two were greater than 75%. The performance of students on this objective was rated satisfactory by the Interpretation Panel.

Example (18K)

Some discussion was generated by question C28 (shown above). The panel thought that students may have found this question easy for the wrong reason. Some students would simply look at "have webbed feet" and select that group without having followed the key. There is support for this argument from the 1991 science assessment where a variation of this question was used. In that assessment, students were asked to identify the correct group for a trout or salmon instead of a duck. The majority of students (63%) selected Group C in 1991 while only 31% selected the correct answer of Group B. It seems that 63% of the students in 1991 simply looked at the "lives in water" criteria and made their choice accordingly. If students are indeed not following the key, it may be due to a lack of exposure to this type of classification key. Given that only one question used this type of dichotomous key, this assessment is unable to determine whether that is the case.

5.3.1.1.2 CommunicationIn the Elementary Science Curriculum Guide, Grades 1-7 (1981) the process of communication is defined as the presentation and explanation to others of objects or events using various media. There were six communication items, and the Mean Percent Correct was 58.3%. Item Percent Correct values ranged from 37% to 75%. Of these, two Item Percent Correct values were less 40%, and four were greater than 60%. Two items were rated easy, three were rated average, and one was rated hard by the panel. Student performance for this objective was rated marginal. Accordingly, it is recommended

Recommendation 5.9

That intermediate teachers provide students with more practice interpreting graphs which require interpolation.

Further, since it is apparent that students had considerable difficulty with items requiring them to interpret tables and symbols, it is also recommended

Recommendation 5.10

That intermediate teachers provide students with more practice interpreting tables and symbols.

Item B47 (shown below) generated discussion among the panel members. Initially, panelists thought that this should be an easy question.

When looking more closely at it, however, they determined it to be of an average level of difficulty due to the fact that students must use the x-axis to determine the correct answer. The panel members thought that students are most often asked to use the y-axis to determine the reading from the graph. Another variable which may make this question difficult for students is the requirement of interpolation to obtain the correct answer. In 1991, students scored 38% on this same item, compared to 37% in 1995. Students should be able to use either axis on a graph, and interpolation where necessary, to determine the correct reading. It is therefore recommended

Recommendation 5.11

That intermediate teachers provide students with more practice interpreting graphs which require interpolation and the use of the y-axis to determine the correct answer.

Example (8K)

5.3.1.1.3 Prediction

Prediction is defined in the Elementary Science Curriculum Guide, Grades 1-7 (1981) as the use of existing data, information, perceptible patterns, and trends to suggest non-observed or future outcomes and occurrences. Six multiple choice items were used in this assessment to evaluate this objective. The Interpretation Panel judged three of the items to be easy, two to be average, and one to be hard. The Mean Percent Correct was 60%, Item Percent Correct values ranged from 30% to 85%, and the Interpretation Panel rated student achievement on this objective as marginal.

Some discussion regarding question B49 (shown on the next page) took place. It was felt by some panel members that the question would be easier if the "?" and "30" were removed from the last box. Others thought that having a break in between the boxes to show that some were missing would have made this a better question. Finally, some thought it was a very good question the way it was presented. In 1991, a form of this question was used that had dotted lines to indicate the missing boxes in the pattern. Students scored 42% in 1991 compared with 30.2% in this assessment, giving support to the argument that showing the break in the chart makes it easier for students to obtain the correct answer.

Example (5K)

5.3.1.1.4 Data Interpretation

In the Elementary Science Curriculum Guide, Grades 1-7 (1981), data interpretation is defined as the identification of trends in order to predict and to formulate hypotheses. Eight multiple-choice items were used to assess this objective, only one of which was thought easy by the Interpretation Panel. Three items were judged average, and four were thought to be hard. The Mean Percent Correct was 60%. Item Percent Correct values ranged from 36% to 83%. The Interpretation Panel found student performance to be very satisfactory on this set of items.

5.3.1.1.5 Control of Variables

In the Elementary Science Curriculum Guide, Grades 1-7 (1981), control of variables is defined as the identification and manipulation of variables influencing the outcome of an experiment. Six multiple choice items were used to assess this objective. All were considered easy (two items) or average (four items) by the Interpretation Panel, which considered student performance satisfactory. The Mean Percent Correct was 65%; Item Percent Correct values ranged from 53% to 78%.

Example (5K)

Item A42 (shown on the preceding page) was one of only two items rated as easy by the Interpretation Panel, yet it had the lowest percentage correct of this set of items. This item was also used in the 1991 assessment when the student achievement was 4% higher, at 57%.

5.3.1.1.6 Experimentation

In the Elementary Science Curriculum Guide, Grades 1-7 (1981), experimentation is defined as the testing of predictions and hypotheses using appropriate procedures. Six multiple-choice items were used to assess this objective, one of which was rated easy, two average, and three hard by the Interpretation Panel. Item Percent Correct values ranged from 32% to 57%; five values were below 45%, however. The Mean Percent Correct was 42%.

Student achievement on this objective was 7% below that of the 1991 assessment (see Chapter 7). The 1991 Interpretation Panel rated this area as weak and made a recommendation that more hands-on experimental activities should be encouraged. It seems obvious from the decreased student achievement on this objective that this recommendation was not acted upon. The 1995 Interpretation Panel supported the recommendation

Recommendation 5.12

That intermediate teachers place greater emphasis on having students design and conduct more hands on experiments.

Further, since these sorts of activities require equipment and supplies, and specialized knowledge, it is also recommended

Recommendation 5.13

That the Ministry of Education and school districts provide intermediate teachers with professional development activities and resources to increase their ability to assist students with designing and conducting more hands on experiments in science classes.

5.3.1.1.7 FORMULATE MODELS

In the Elementary Science Curriculum Guide, Grades 1-7 (1981), formulate models is defined as the creation of analogies to demonstrate or explain an idea. Four multiple-choice items were used to assess this objective; their Mean Percent Correct was 53%. Item Percent Correct values ranged from 34% to 80%. The Interpretation Panel judged student performance satisfactory on this objective.

Example (5K)

Item A30, above, generated much discussion among the panel members. Some argued that distracter C, hitting a row of marbles, could be thought of as correct, depending upon a student's understanding of the molecular structure of air. It is unlikely, however, that this would account for the large number of students (29%) who selected distracter B, a rocket launching. The achievement on this item is more likely reflective of the low priority that teachers place on this objective in their science classes. Teachers should extend their use of analogies to develop models in their science classes, and attempt to increase students' capabilities in this regard.

5.3.1.1.8 Safety Skills

In the Elementary Science Curriculum Guide, Grades 1-7 (1981), safety skills are defined as the safe and appropriate use of equipment, materials, and techniques. Five multiple-choice items were used to assess this objective. The Interpretation Panel considered all of the items to be either easy (two items) or average (three items) in difficulty and rated student performance weak. The Mean Percent Correct was 54%; performance on individual items ranged from 23% correct to 94% correct.

There was some discussion about item B53, below. It was suggested that many students may not be familiar with the meaning of the word waft, and hence would eliminate the correct answer. Discussion also occurred about the meaning of the word gas in two of the distracters. If students interpreted the word gas to mean natural gas, then leaving the area would be the correct answer. It should be noted, however, that the intent of the question is clearly to assess student's knowledge of safe lab techniques, not their general awareness of safety issues related to natural gas.

Example (5K)

The very low achievement on this particular item illustrates that students either have not been taught this simple lab technique when using chemicals, or that they have not had the opportunity to learn it because they are not doing experiments which require this lab technique. In either case, there is concern about the level of student involvement with experiments and the instruction of safety issues pertaining to the experiments. It is therefore recommended

Recommendation 5.14

That intermediate teachers provide students with more practice with hands on experiments, emphasize safety, and make safety contextually relevant for students.

5.3.1.1.9 Information Skills

In the Elementary Science Curriculum Guide, Grades 1-7 (1981), information skills are defined as the location, organization, evaluation, and documentation of information. Two multiple-choice items were used to assess this objective. Both items were rated easy by the Interpretation Panel, which felt that the Mean Percent Correct of 50% constituted weak performance.

Item B51, below, provided a challenge to many students. Only 37% were able to successfully answer this question while distracter A (an index) was selected by 32% of students. The low results on this item are particularly surprising given that this is not just a science related skill. Students are asked to complete reports in other subject areas as well as science. Either teachers are not asking students to list their references, or they are not using the term bibliography when listing the references. This question was also used in the 1991 assessment; with similar results. The Interpretation Panel commented that information skills are important skills for students to have in today's society and indicated that greater emphasis needed to be placed on accessing and managing information from a variety of sources. The panel also thought that team-teaching with teacher-librarians could occur more frequently to assist students with developing good information skills.

Example (5K)

5.3.1.2 Goal C (Scientific Knowledge)

Table 5.6 summarizes the results for Goal C.

Table 5.6 Goal C (Science Knowledge): Grade 7 Performance Summary (5K)

The 1995 assessment included items which measured five of the objectives from the curriculum guide under the goal Scientific Knowledge: Factual Knowledge, Scientific Vocabulary, Nature of Science, Applications and Limits, and Knowledge of Safety. The objective Factual Knowledge contains three sub-objectives: Knowledge Earth and Space Science, Knowledge Life Sciences, and Knowledge Physical Sciences, for which the results are reported separately below.

The Mean Percent Correct for the 57 items on this goal was 63%, and the Interpretation Panel rated the performance of Grade 7 students on the goal Scientific Knowledge as satisfactory.

5.3.1.2.1 Factual Knowledge

The objective Factual Knowledge has three sub-objectives. The results for each sub-objective are reported separately below.

5.3.1.2.1.1 Knowledge Earth and Space Science

Fourteen items were included on the objective Knowledge Earth and Space Science. A rating of easy was given to eight of items, yet the results on these items ranged from 35% to 88% correct. The Interpretation Panel thought that these items were easy because they were, or should have been, basic Earth/Space Science knowledge questions which the students either would or would not know, depending upon whether they had been taught that knowledge or not. The wide range of achievement appears to support their thinking.

The Mean Percent Correct for the objective was 54%, and Item Percent Correct values ranged from 30% to 88%. Six of the Item Percent Correct values were less than 40%, one was between 40% and 50%, two were between 51% and 60%, and four were greater than 70%. Student performance on this objective was rated weak by the Interpretation Panel. Given the particularly low scores on items testing geological terms and processes (most Item Percent Correct values below 40%), it is recommended

Recommendation 5.15

That intermediate teachers provide more instructional emphasis on geological processes and terminology.

Example (3K)

The large number of students who selected the I don't know option on some of the questions also indicated that earth/space sciences may not be receiving as much attention in the curriculum as it should. Because the questions used were from two different sources (i.e., TIMSS and 1991 science assessment), the questions do not all have the I don't know option. However, on the two items which do have this option, and which also have low student achievement, a large number (27% and 19%) of students selected the I don't know option. Students who select this option usually do so not because they are unsure of the correct answer, but because they have not been taught the material in class. In the case of Item A32, above, only 30% of the students selected the correct option, D, while 27% of the students selected I don't know.

This situation was also found in the 1991 assessment. In that assessment, teachers were asked to indicate whether students had had the opportunity to learn the knowledge being tested for each item. When asked about the formation of metamorphic rock, 49% of teachers reported that their students did not have the opportunity to learn this material, and 21% indicated that it would not be taught at all.

5.3.1.2.1.2 Knowledge Life Science

The Mean Percent Correct for this objective was 62.3%. Of the 13 items on Knowledge Life Sciences, two items had Item Percent Correct values that were less than 50%, seven were between 51% and 75%, and four were greater than 76%. The Interpretation Panel rated 11 of the items easy and the other two average. Student performance on this objective was rated marginal. It is recommended

Recommendation 5.16

That teachers provide more instructional emphasis on the concepts and terminology of the life sciences.

Item D60, below, provided some discussion among the Interpretation Panel. Some panelists were surprised at the low achievement (41%) on this item. It was thought that students who were initially unsure of the correct response, should, through a process of elimination, be able figure it out without great difficulty. Obviously, this was not the case. This item was also used in the 1991 assessment, when 46% of the students responded correctly.

Example (3K)

5.3.1.2.1.3 Knowledge Physical Sciences

There were 13 items measuring the objective Knowledge Physical Sciences, and the Mean Percent Correct was 67.7%. The Item Percent Correct values ranged from 49% to 88%. The Interpretation Panel rated three items easy, eight average, and two hard. Only one of the items had an Item Percent Correct value less than 50%; seven of the items had values greater than 70%. Student performance on this objective was rated satisfactory by the Interpretation Panel.

Item C41 (shown below) generated some discussion among the Interpretation Panel. The comment was made that it depends upon which way shape C is dropped. However, only 8% of students selected this distracter, indicating that not many took into consideration the way it was dropped. It is interesting that one-quarter of the students thought that all of the shapes would drop at the same rate. While that may be true in a vacuum, it certainly would not happen in water. This item produced similar results on the 1991 assessment.

Example (5K)

5.3.1.2.2 Scientific Vocabulary

A Mean Percent Correct of 60.0% was achieved by students on the five items (four rated average, one rated easy) on this objective. The Item Percent Correct value for one of the items was 24%, while the values for the other four items ranged from 57% to 76%. Mean Percent Correct was 60%. A satisfactory rating was given to student performance on this objective by the Interpretation Panel.

Example (5K)

The panelists commented about the difficulty of item D48 (shown on the previous page). While the term cilia is not an everyday term, students need only memorize it, which is not a difficult thing to do. It is more likely that the low achievement is an indication of the degree to which microscopic life has been taught in the intermediate grades. This is substantiated by the fact that almost one-quarter of the students selected the I don't know option.

Regardless, the distribution of student responses to this item indicates there is substantial confusion among Grade 7 students regarding this term. It is therefore recommended

Recommendation 5.17

That intermediate teachers emphasize to a greater extent the topic of microscopic life.

5.3.1.2.3 Nature of Science

The Item Percent Correct values for the four items on this objective ranged from 44% to 81%; the Mean Percent Correct was 60.0%. The Interpretation Panel rated two items easy and two items average. Student performance was given a rating of satisfactory.

The Interpretation Panel commented that there is a need for students to interact with real scientists in order to develop a better understanding of what scientists do and how they approach problems. Panelists also stated that teachers should be asking students questions such as "What is a scientist?" and "What is science?" Questions such as these would assist students in developing an age-appropriate understanding of the nature of science. The K-7 Personal Planning curriculum was also mentioned as possibly providing integrative strategies to assist in the development of this objective.

5.3.1.2.4 Applications and Limits

Four items were included on the objective Applications and Limits. Two items were rated easy by the Interpretation Panel and two were rated average. The Mean Percent Correct for the objective was 65.0%, and the Item Percent Correct values ranged from 53% to 75%. The Interpretation Panel rated student performance satisfactory.

5.3.1.2.5 Knowledge of Safety

Four multiple-choice items were used to assess this objective. All received easy ratings from the Interpretation Panel. The Mean Percent Correct was 82.5%; Item Percent Correct values ranged from 70% to 93%, and the Interpretation Panel rated student performance very satisfactory.

Example (3K)

The panel commented that while students' knowledge about safety may be very satisfactory, their safety processes are weak. Strengths were noted in students' ability to recognize hazardous substance symbols. Item B60, above, showed a dramatic drop of 15% from 85% to 70% in student achievement from the 1991 assessment. Perhaps this indicates that teachers are generally keeping fewer animals in their classrooms than has previously been the case, and students are consequently not as aware of the hazards associated with animals.

5.3.1.3 Goal D (Cognitive Processes)

The development of thinking skills in the science curriculum was assessed by 15 multiple choice items and 20 open-ended items. All open-ended items used were from TIMSS, and the results of these items are reported in Chapter 8.

The 1995 assessment measured two of the objectives from the curriculum guide under the goal Cognitive Processes: Critical Thinking and Solve Abstract Problems. Table 5.7 presents the results for this goal. The Mean Percent Correct for the goal was 56.7%, and the Interpretation Panel rated the performance of Grade 7 students on the goal Cognitive Processes as satisfactory.

Table 5.7 Goal D (Cognitive Processes): Grade 7 Performance Summary (5K)

5.3.1.3.1 Critical Thinking

The Elementary Science Curriculum Guide, Grades 1-7 (1981) defines critical thinking as "the ability to identify central issues, to recognize underlying assumptions, and to evaluate evidence; recognize stereotypes and biases; identify essential, verifiable and adequate data; and to draw conclusions."

The Mean Percent Correct for the 11 critical thinking items was 55.5%; Item Percent Correct values ranged from 23% to 75%. Four items had Item Percent Correct values of 50% or less; the other seven were between 51% and 75%. A rating of average was given to eight of the items, while a rating of hard was given to the remaining three items. Student performance was rated satisfactory by the Interpretation Panel.

Weakness was noted in students' ability to use ratio and proportion, as seen in item B59 (shown below). This same item was used in the 1991 assessment with comparable results (25%), indicating that ratio and proportion are not adequately taught during the intermediate years. Greater emphasis needs to be placed on these topics and on improving the overall level of critical-thinking skills.

Example (8K)

5.3.1.3.2 Solve Abstract Problems

The Elementary Science Curriculum Guide, Grades 1-7 (1981) does not define solve abstract problems. For purposes of this assessment, an operational definition was established that defined solve abstract problems as "the ability to apply reasoning patterns to relationships and properties that are not directly observable; solve abstract problems by manipulating words and/or symbols." Four multiple choice items were used to assess this objective. The Interpretation Panel rated one item easy, two average, and one hard. The Mean Percent Correct was 60.0%, and the Item Percent Correct values varied from 39% to 77%. A rating of satisfactory was given by the Interpretation Panel for student performance on this objective.

Example (5K)

Item B10 (shown above) stimulated some discussion among panel members. It was suggested that student achievement was low on this item due to students' lack of experience with a variety of measuring instruments. This constituted another example of the need for students to be more involved with hands on science activities. The Interpretation Panel felt that students should be exposed to more real life opportunities with respect to developing their measurement skills, and that greater emphasis needed to be placed on having students design and conduct experiments.

Table 5.8 provides a summary of the total Grade 7 assessment and also presents the ratings from the previous assessment in 1991. Details of change in achievement will be discussed in Chapter 7.

Table 5.8 Grade 7 Interpretation Panel Ratings (10K)

The problems of operating from a student perspective, rather than from a program perspective, were not as evident at Grade 7 as they were at Grade 4, although it was apparent that the Interpretation Panel was sometimes operating from a student assessment perspective. This was particularly true with respect to the deliberations regarding Goals C and D.

For Goal B, and particularly for objectives 07.02.13 and 07.02.14 (the safe and appropriate use of equipment, materials, and techniques; and the location, organization, evaluation, and documentation of information), the discussions of the 1995 Interpretation Panel seemed to centre around whether these objectives were, or should be, important in the program, and therefore those judgments were basically made from a program assessment perspective. The Contract Team believes that for Goal B, the 1995 panel ratings should be used to make program evaluation decisions. However, for Goals C and D, based on the same arguments used at the Grade 4 level (see Section 5.1.4), and considering the changes in Grade 7 achievement (see Chapter 7), the decisions should be based on the 1991 panel's ratings. Based on the level of achievement evidenced with respect to Goal B (Science Skills and Processes), the Contract Team recommends

Recommendation 5.18

That the Ministry of Education and school districts ensure that sufficient in-service opportunities and resource materials related to "hands-on" science activities are available to intermediate teachers so that opportunities are provided to students for the development of the skills and processes of science.

Overall, there should be much concern for the intermediate science program. Actual student performance has gone down from 1991 in all goal areas (see Chapter 7). Based on the Grade 7 results, the alarm that was raised in 1991 should be more strongly voiced today. It is therefore recommended

Recommendation 5.19

That the Ministry of Education charge the Curriculum Development Branch with the responsibility of developing a more common curriculum for intermediate science, and that appropriate resources be allocated for the implementation of such curriculum.
 

There are four goals defined in the present Junior Secondary Science Curriculum Guide for British Columbia. These goals are:

• Goal A (Scientific Attitudes)
• Goal B (Science Skills and Processes)
• Goal C (Scientific Knowledge)
• Goal D ( Higher Level Thinking Abilities/Cognitive Processes)

Under each goal, there are several objectives, and sometimes sub-objectives. Each goal area and related objectives/sub-objectives is dealt with in a separate section. It should be noted that a new junior science curriculum will be in place for the next provincial science assessment. Consequently, this will be the last provincial learning assessment based on the current Junior Secondary Science Curriculum Guide (revised 1985). This assessment will provide base-line data for the next evaluation of the junior science program.

The following section is a discussion and evaluation of student performance on a range of learning objectives within each of the latter three goal areas. The results and interpretation of Goal A (Attitudes) is provided in Chapter 3.

In Grade 10, multiple-choice science achievement items appeared on four rotated forms and students responded to five science core items and 15 science items unique to each form. In total, then, each student answered 20 science questions. Results by reporting category are presented next.

Descriptions of the achievement instruments and the table of specifications for Grade 10 can be found in Chapter 2.

5.4.1.1 Goal B (Science Skills and Processes)

The 1995 assessment contained ten items measuring several of the curriculum guide objectives under the goal of Science Skills and Processes: one item dealt with classification, one with communication, one with data interpretation, one with identifying and controlling variables, four with experimentation, and two with problem-solving methods. As there were insufficient items for any one objective to render a meaningful judgment about a particular objective, the Grade 10 Interpretation Panel looked at the entire set of items measuring this goal as one unit. Table 5.9 presents the number of items, the Mean Percent Correct (66.0%) and Interpretation Panel's rating (satisfactory) for this goal. The Interpretation Panel considered two of the items to be easy, six to be average, and two to be hard.

Table 5.9 Goal B (Science Skills and Processes): Grade 10 Performance Summary (3K)

5.4.1.2 Goal C (Scientific Knowledge)

The 1995 assessment contained items which measured three of the curriculum guide objectives under the goal Scientific Knowledge: Factual Knowledge, Nature of Science, and Knowledge of Safety. The objective Factual Knowledge has six sub-objectives (Knowledge Astronomy/Space, Knowledge Earth Science, Knowledge Life Functions, Knowledge Ecology/Resource, Knowledge Changes in Matter, and Knowledge Energy) for which results are reported separately. Table 5.10 shows the results for this goal.

Table 5.10 Goal C (Science Knowledge): Grade 10 Performance Summary (8K)

5.4.1.2.1 Factual Knowledge

At the Grade 10 level, the objective Factual Knowledge has six sub-objectives. The results for each of these sub-objectives follow.

5.4.1.2.1.1 Knowledge Astronomy/Space

Four items were included in the assessment on Knowledge Astronomy/Space. Three of the items were judged by the Interpretation Panel to be easy; the fourth was considered to be average. The Mean Percent Correct was 60.0%, and the Item Percent Correct values ranged from 50% to 80%. The Interpretation Panel rated student performance on this objective satisfactory.

The Interpretation Panel indicated that students' knowledge of basic definitions is weak and that more importance should be given to major theories in this topic area. It is quite likely that this area is one which is sometimes neglected by teachers and perhaps poorly supported in the usual learning resources. Very few teachers deal with the topic of astronomy and space science in Grade 10, as it is normally a Grade 9 topic.

Only half of the students correctly responded to an item requiring knowledge of how night and day result from the spinning of the Earth. Over 43% of students chose distracters that indicated either a misunderstanding about the terms rotation and revolution or a complete lack of understanding about how night and day occur. Similar results were evident on item T44 (shown below). Almost 27% of students incorrectly chose D, and only 55% chose the correct response, C.

Example (5K)

5.4.1.2.1.2 Knowledge Earth Science

Three of the four items on this objective were judged by the Interpretation Panel to be of average difficulty, the fourth was considered to be easy. The Mean Percent Correct for this objective was 40.0%, and the Item Percent Correct values ranged from 31% to 44%. The Interpretation Panel rated student performance on Knowledge Earth Science as marginal.

Example (3K)

The results for Item U26, above, indicate that students do not know how sedimentary rocks are formed. They also experienced considerable difficulty on items dealing with plate tectonics and with the formation of mountains.

Overall, student achievement on this sub-objective was the lowest of all objectives in the 1995 Grade 10 assessment. The large number of I don't know responses to these items suggests that earth science is not a topic which receives much emphasis in Science 10 classrooms. The Interpretation Panel suggested that greater emphasis needs to be placed on providing students with a broad foundation of science. Every effort must be made to correct this seeming lack of importance being placed on the earth sciences. In a resource-based economy such as British Columbia's, these topics must be given more equitable treatment. It is therefore recommended

Recommendation 5.20

That teachers ensure a balance of content in Science 10 by providing more instructional emphasis on earth/space sciences.

5.4.1.2.1.3 Knowledge Life Functions

There were eight items measuring the objective Knowledge Life Functions, and the Mean Percent Correct was 65.0%. Five received Interpretation Panel ratings of easy, two were deemed average, and one was considered hard. Item Percent Correct values ranged from 37% to 85%; two of the values were less than 50%, and six were 60% or better. The Mean Percent Correct was 65%. A satisfactory rating was given to student performance on this objective.

Results for item T48 (shown below) suggest that genetics is not taught or not well taught in Grade 10. The concepts involved are relatively difficult, and this item was rated as hard by the Interpretation Panel. A move to shift curriculum topics down from higher grades will likely put more emphasis on this area in future years. Genetics is a current topic in society and one which should receive more emphasis during the instructional process. This is an area which should be tracked over the next several assessments.

Example (5K)

The results of other items suggest that students have a poor understanding of the function of blood cells and of the distinction between mitosis and meiosis. The 1995 results represent a significant improvement over the 1991 results (1991 Mean Percent Correct was 51%) and probably reflect a relatively stronger curriculum emphasis and teacher expertise on this topic as compared to for example, earth science. The emphasis on this area should be continued. Furthermore, in topic areas which have high personal value and relevance, such as those dealing with body processes, students should be encouraged to construct personal meaning through the instructional and learning process.

5.4.1.2.1.4 Knowledge Ecology/Resource

The Mean Percent Correct for the eight items on this objective was 53.8%, and the Item Percent Correct values ranged from 37% to 76%. Four of the Item Percent Correct values were less than or equal to 50%, and four were greater than or equal to 51%. Student performance was rated satisfactory on the objective Knowledge Ecology/Resource. Two items were considered easy, four were considered average, and two were considered hard.

The requirement for the general public to be able to make decisions on environmental issues is essential in today's society. In a society that is putting increased emphasis on the environment, it does not bode well for the future if students are not developing sufficient understanding of this important topic. The crucial nature of this topic requires that it receive more emphasis than it apparently does at present. In particular, concepts dealing with cause-and-effect relationships should be given more attention.

5.4.1.2.1.5 Knowledge Changes in Matter

The Item Percent Correct for the five items measuring this objective ranged from 34% to 71%, and the Mean Percent Correct was 56.0%. Two items were judged to be easy and three to be average. The Interpretation Panel rated student performance on this objective satisfactory.

Student performance on individual items suggests that students are not clear on the concepts of mass and weight, and do not have a clear understanding of the distinction between mixtures of compounds and elements. This latter weakness is surprising given the strong curricular emphasis in this basic area. Students also have difficulty working with subscripts.

The Interpretation Panel expressed concern that student understanding seems weak on chemistry, and felt that student responses were at best satisfactory, bordering on marginal. It was recommended that more items be used for this topic on future assessments.

Considering the amount of curriculum devoted to chemistry, the marginal to satisfactory result is disappointing. It is possible, as was suggested in the 1991 assessment, that the intimidating nature of this topic might impede achievement, that the topic may not receive adequate instructional time compared to what is prescribed in the curriculum, and that the concepts may be somewhat abstract. Another reason for the poor showing might be the lack of practical experience to support the development of the knowledge base. More laboratory experience related to the concepts at hand would greatly assist students in their interest and motivation, and in their understanding of the concepts, skills, and processes of science in this particular discipline. While this is only one area where emphasis on the so-called "hands-on, minds-on" approach to science seems to have decreased, a much greater emphasis needs to be placed on understanding the concepts, principles, skills, and processes of science through meaningful laboratory investigations.

An increased emphasis in this area is not simply the responsibility of science teachers; it is shared by school and district administration and support staff. A strong science program results from support at all levels. Teachers must be encouraged to utilize methods which permit more hands-on, minds-on science. Additional funding is always important to support expanding programs, but it is the allocation of existing funding which must be considered. For example, consideration must be given to providing every science lab with computer work stations. These areas should include multi-media computers with Internet capabilities for student research and reporting, lab-enhanced computers with peripheral devices (such as pH probes, light sensors, and temperature sensors) for data acquisition, and student-teacher work stations for individual assessment opportunities, testing, reporting, and project work. Laboratory preparation assistants continue to be a necessary aspect of a laboratory-centred science program, and the design of lab space, availability of supplies and equipment, and location of the science area in schools are all becoming increasingly important issues.

5.4.1.2.1.6 Knowledge Energy

The Mean Percent Correct for this objective was 59.0%. Of the 10 items on Knowledge Energy, three Item Percent Correct values were 40% or less, three were between 51% and 65%, and four were greater than 70%. The student performance on this objective was rated satisfactory by the Interpretation Panel, which rated three of the items easy, six average, and one hard.

Item R51, below, may be misleading for students in that the diagrams are incorrect; however, the results do not necessarily support this contention. In fact the results indicate a lack of ability to distinguish between double concave (diverging) and convex (converging) lenses. Since this topic is not considered to be a core item in the junior science program, and in recent years is rarely taught, perhaps the results are not surprising.

Example (5K)

On other items, students did not evidence a good understanding of current flow in simple circuits, demonstrating misconceptions regarding voltage and current flow. They also did not have a good sense of the concept of conservation of energy. Further, they lacked the ability to distinguish between potential and kinetic energy.

Students demonstrated adequate knowledge of levers but did less well with pulleys, and with weight/mass. While the former items are still commonly taught in schools as part of an extension unit on simple machines, the latter topic may be omitted by teachers as it is often taught in conjunction with discussions of gravity in relation to the Earth and Moon, and might be dropped when time is short. All items are Grade 9 curriculum topics. The question distinguishing weight and mass is fundamental to the unit on forces, motion, and mass.

5.4.1.2.2 Nature of Science

The Item Percent Correct values for the four items on Nature of Science ranged from 48% to 63%, and the Mean Percent Correct was 55.0%. A rating of satisfactory was given to student performance on this objective by the Interpretation Panel. The panel rated one item easy and the other three average.

The Nature of Science objective itself includes several areas of interest which are outside the realm of scientific knowledge about facts, principles, or skills related to scientific inquiry. Nature of Science includes students' knowledge about the language of science, students' conceptions about the origins of scientific knowledge, and students' understandings of science as a field of study. It was possible to include only a few items on this objective, and only with respect to students' knowledge of science as a field of research. The small number of items makes it difficult to draw any solid conclusions from the results.

The Interpretation Panel further suggested that item T49 (shown below) should not be used in future assessments due to the inclusion of astrologer in the item question. The panel indicated that a "clear distinction must be made between science and astrology" and that "it should be stressed that astrology is not a science." This issue is difficult to address without using terms like astrologer. With only 57% of students selecting the correct response to this item, the tension between science and personal belief systems might be an interesting topic to investigate separately. The recent revival of a "creationist science" movement in British Columbia underscores the need for educators of science to be aware of conflicting beliefs and to provide scientific explanations for scientific phenomena.

Example (5K)

The decline in results for item T49 since 1991 probably reflects a decreasing tendency of teachers to include any discussion about the nature of science, in particular, the study of science as a field of inquiry.

As a new curriculum is about to be released, the extent to which teachers include discussions about the nature of science (in particular, the study of science as a field of inquiry) would be worthwhile information to gather in future assessments. The push to reduce content, increase "hands-on, minds-on" science, and at the same time move topics down from higher grades, may continue to restrict the amount of time available to teachers to pursue discussions in this area. Within the nature of science domain, however, it is important to develop student competencies in scientific literacy, the history and philosophy of science, and the concept of science as a field of study and a way of knowing. These are areas which can be addressed using scientific inquiry as the vehicle.

5.4.1.2.3 Knowledge of Safety

The four items on Knowledge of Safety had Item Percent Correct values from 57% to 84%, and the Mean Percent Correct for the objective was 70%. Student performance on this objective was rated marginal by the Interpretation Panel.

Although the Mean Percent Correct for this cluster of items is relatively high, the marginal rating reflects the high expectations and desired levels of performance for this objective as set by the Interpretation Panel.

Item R47 (shown below) assesses students' knowledge of safe lab procedures. The number of students selecting incorrect choices is alarming, and suggests that safety issues must be constantly emphasized. It is possible that this dangerous lack of knowledge reflects a decline in the amount of lab related hands on science in science classrooms.

Example (5K)

After having had several years of improved achievement in the knowledge of safety, perhaps due to the WHMIS guidelines and the Ministry of Education's Laboratory Science Safety Manual, it seems that awareness and attention to lab safety have been neglec