Reflecting on the Role of Educators in Preparing Students for State Exams
LEAP 2025 Assessment Supports The Key Shifts in Science Instruction
The LEAP 2025 Biology test assesses student’s understanding of the LSSS for Science in high school Biology reflecting the multiple dimensions of the standards.
Apply content knowledge and skills (Disciplinary Core Idea, DCI)
Students answer questions which require content knowledge and skills aligned to PE bundles (groupings of like PEs) and the corresponding DCIs.
Investigate, evaluate, and reason scientifically (Science and Engineering Practice, SEP)
Students do more than answer recall questions about science; they apply the practices, or behaviors, of scientists and engineers as students investigate each real-world phenomenon and design solutions to problems.
Shift: Connect ideas across disciplines (Crosscutting Concept, CCC)
Sets of questions assess student application of knowledge across the domains of science for a comprehensive picture of student readiness for their next grade or course in science.
The journey of an educator is one of reflection. Our goal is not only to shape the minds that will solve tomorrow's challenges. In addition, we must prepare students for state exams. Therefore, creating a need for a bias-free and rigorous approach that aligns with the highest learning standards.
Recently, I participated on the LEAP 2025 Review Committee hosted by the Louisiana Department of Education and WestEd. The sole purpose of this committee is to review potential test questions for bias, sensitivity, and alignment with Louisiana Science Standards. When educators gather to review state exam questions, it is a profound exercise in responsibility and insight. It is a chance to ensure fairness and relevance in the assessments that serve as an indication of student understanding and readiness. For myself, this process led to a powerful moment of self-reflection. It made me consider the effectiveness of my teaching methods and how they impact my students' success.
I review the exams I administer to my students yearly, but there is always room for improvement. After participating on the committee, I realized I needed to review my exams and formative assessments for bias, sensitivity, and alignment. This was a humbling experience, and it represents growth.
The review and revision of exam content is important. Exams are a big piece of the educational puzzle that we are putting together. Formative assessments are essential in providing a true reflection of student understanding and ability at that time. I realize that I need to revise my assessments so students can think critically and apply their knowledge. This will push them beyond memorizing information to comprehension and application. I know that I cannot do this every day, but I do plan to do this as often as I can (or when the opportunity presents itself within the curriculum).
The rigor of classroom instruction is vital as well. Teaching the test is not sufficient; educators must utilize various teaching methods and materials that are comprehensive and challenging enough to assist students with the skills and knowledge needed to be successful on the exam. This preparation goes beyond state exams, it also sets the foundation for students' future academic and professional interests.
Our commitment to continuous reflection and improvement in educational practices is the foundation of developing capable, well-rounded students. It is a journey that demands flexibility and reflection from educators. The goal is to cultivate a learning environment where students are not just prepared for exams but are engaged, informed, and prepared to face challenges with confidence and competence. The pathway to achieving this is with educators who believe in the transformative power of education.
After participating on the committee, I decided to create my own “Gotta Have It Checklist” to review my exam questions and formative assessments:
o Are the questions 2 dimensional? (Questions must be two dimensions to be acceptable)
For example: DCI/SEP or DCI/CCC
o Is the stimulus or phenomena appropriate?
o Do the questions/stimulus align with the LSSS? Remember LDOE provides guidance with this. LSSS/NGSS Crosswalks, Appendix A: Learning Progression, and A Framework For K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
o Did I include a rubric and/or gotta have it checklist for my constructive response questions? Is it aligned with LSSS?
It is ok for students to bullet their answers.
Make sure that I add exemplars to my scoring notes. I will also provide students with exemplars with scaffolds if needed at the beginning of the year and slowly remove them.
I usually write my storylines. This is my first-year teaching OpenSciEd. After looking over my exams I decided to make the following changes:
Update my constructive response rubric.
Make a change to my C.E.R. so that it is aligned with LSSS.
I am thinking about adding scientific modeling back to my exams. I usually give students a different phenomenon that they can apply to all three dimensions. I did this in my physical science classes.
Add more DOK 3 and 4 questions.
Overall, my exam questions were not bad, but I can improve them. I will review the alignment and especially the clarification statement before we return. Most of them were two-dimensional and had appropriate stimuli/phenomena. Overall, this was a great experience for me. I was thrilled to be allowed to participate on a committee alongside some of the most respected science educators in Louisiana. To have the opportunity to sit down, engage in debates, and exchange ideas with fellow science educators is captivating to me. It is one thing to sit down and read a document; it is another level of understanding to engage in discussions about it. I process information more effectively through listening, participating in discussions, and visualizing concepts. In addition, participating in this process deepened my understanding of LEAP 2025 exam questions and how it applies to the multiple dimensions of the LSSS.
Other Key Moments:
Use high-quality resources to address learning gaps. The LDOE provides guidance for this as well. LEAP 2025 Assessment Guide for Biology
The committee review meeting highlighted a major concern in education: the need for high-quality science resources to address learning gaps. Learning gaps have appeared for multiple reasons, for example, the COVID-19 pandemic. These gaps can block the students' ability to achieve mastery and perform well on exams.
It is important to have a strategic approach to material selection and use high-quality resources in our classrooms. The use of high-quality resources that align with advanced or mastery levels on state exams (This is in the LEAP Assessment Guide to Biology under the Achievement Level Developer) is key for making sure that we are addressing learning gaps effectively. In conclusion, addressing learning gaps requires a multi-layered approach that combines high-quality resources, innovative teaching strategies, and support. By leveraging these tools and methods, educators can help students overcome obstacles and achieve academic success.
