NGSS, 3-D Learning, and the Design and Use of Classroom...
Transcript of NGSS, 3-D Learning, and the Design and Use of Classroom...
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NGSS, 3-D Learning, and the Design and Use of Classroom
AssessmentsSania Zaidi & Brian Gane
University of Illinois at Chicago
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Session Goals1. Conceptualizing what to assess in a task: Unpacking Performance Expectations (12:35-12:55)
2. Tasks and rubrics: Eliciting evidence for what students know and can do (12:55-1:25)
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NGSS and “3-D Learning”
NGSS defines when students are proficient in science and engineering. Students should:
● Integrate the 3 dimensions ● Explain phenomena and design solutions to solves problems
● Develop deep understanding and skills over time and across disciplines
NGSS standards are expressed as Performance Expectations
Disciplinary Core Ideas
Science & Engineering Practices
Crosscutting Concepts
MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
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Next Generation Science Assessment Project
Harris, C. J., Krajcik, J. S., Pellegrino, J. W., & McElhaney, K.W. (2016). Constructing assessment tasks that blend disciplinary core Ideas, crosscutting concepts, and science practices for classroom formative applications. Menlo Park, CA: SRI International.
http://nextgenscienceassessment.org/
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“Unpacking” each of the three dimensions
The unpacking process enables you to
● Understand what each dimension really means● Identify the essential components of each dimension● Pinpoint the knowledge and capabilities students need to use in order to use and apply a given dimension
● Describe levels of performance for the dimensions at the grade level you are interested in. Always unpack with the student in mind.
This process is of high value because it
● Promotes consistency in your use of dimensions● Sustains the essential aspects of each dimension● Sets the stage for developing assessment tasks and rubric
MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
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Unpacking Disciplinary Core Ideas
● Elaborate aspects of a disciplinary idea● Define assessment boundary● Describe prior knowledge● Identify student challenges● Brainstorm relevant phenomena
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Unpacking Disciplinary Core Ideas
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Unpacking Crosscutting Concepts
● Describe essential features● Specify features of a high level of performance● Identify possibile intersections with other crosscutting concepts● Identify possibilities for integrating with science practices
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Unpacking Crosscutting Concepts
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Unpacking Science & Engineering Practices
● Describe the practice and its components● Identify the requisite knowledge and skills
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Activity 1: Conceptualizing what to assess in a task: Unpacking the NGSS Performance Expectations
We will engage in group/partner activity in which you will “unpack” one of two science practices, either:
a. Developing and Using Modelsb. Analyzing and Interpreting Data
Use Appendix F and the Unpacking Worksheet
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Activity 2: Tasks & Rubrics: Eliciting Evidence for what Students know
We will engage the audience in two related activities:
1. Critiquing one of the two tasks using the Criteria sheet. 2. Using the rubric to elicit evidence from a given response to the
task.
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Critiquing Tasks: Is the task measuring the intended learning? This task is measuring whether a student is able to do the following:Use a model as evidence to describe how multiple organisms can interact in ways where they mutually benefit from their interactionsin some way to meet their needs for survival. [mutually beneficial]
This task is measuring whether a student is able to do the following:Analyze and interpret patterns in data to determine that when certain organisms interact to meet their needs, some organisms benefit, while the other organisms (or their entire population) are harmed. [predator-prey]
Science & Engineering Practice: Use a model Science & Engineering Practice: Analyze & Interpret Data
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Fairness and Mindfulness Criteria for Designing & Evaluating Assessment Tasks for Formative Use
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SHARE OUT
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Using Rubrics to Elicit Evidence for What Students Know
Understanding the Rubric:1. Each Task is designed to measure a Learning Performance (LP) 2. Each Learning Performance is made up of multiple Aspects of Proficiency
○ Aspects of proficiency are the building blocks for the Learning Performance
● Page 1: Outlines the aspects of proficiency being measured by the tasks. ○ There are levels (Full, Partial, Begining) for each Aspect of Proficiency○ Each level (Full, Partial, Beginning) provides an inference for what a student can and
cannot do.
● Page 2: Criteria for Proficiency on Aspects○ This page lists the criteria used to gather evidence from a student’s response ○ The criteria is applied to the student’s response
● Page 3: Exemplar Response○ The criteria for proficiency is applied to an exemplar response ○ Diagnostic Feedback is provided (using the table on page 1 on what a student can do)
● Page 4: Response provided for audience to apply the criteria for proficiency on all aspects.
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Using Rubrics to Elicit Evidence for What Students Know
Birds, bees and cherry trees Locusts migrate toward cotton farms
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SHARE OUT
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Acknowledgements
Nonye Alozie
Chanyah Dahsah
Daniel Damelin
Krista Damery
Louis DiBello
Reina Fujii
Diksha Gaur
Christopher Harris
Phyllis Haugabook-‐Pennock
Joseph Krajcik
Jane Lee
Mon-‐Lin (Monica) Ko
Tiffany Leones
Krystal Madden
Kevin McElhaney
Kiley McElroy-‐Brown
James Pellegrino
Clara Ryan
Samuel Severance
Gauri Vaishampayan
Sania Zaidi
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Information
NGSA Tasks: https://ngss-assessment.portal.concord.org/
NGSA Project Website: http://nextgenscienceassessment.org/
Contact Information
Sania Zaidi: [email protected]
Brian Gane: [email protected]