Welcome to #NGSSchat We’re so excited you’re joining us! Please remember to include #NGSSchat in your tweets! Thanks to @Ted_NSTA for co-hosting tonight’s chat.
Hello, all! I’m Holly from CA, #STEM Administrator @OCDeptofEd. I’m also a member of the @cascience e-communications committee. Glad to be with you all tonight! #NGSSchat
#ngsschat hi. Adam Taylor here. I have my 4 step kids from @TdiShelton. Me and kids are at my biological daughters softball game. 7 offspring total here from the 2 of us.
Happy Thursday everyone! I’m Jenny from Vista, CA. I’m the STEM Specialist at @CasitaMagnet and @cascience Primary Director. Tweeting from Sacramento, CA with my science tribe. #NGSSChat
Steph, fmr MA MS science teacher and current science specialist w/@LabAids. Before teaching I started as a science editor/writer and worked on a lot of pre and first draft #NGSS assessments for various publishers #NGSSchat
The vision of the Framework and new state standards across the country has changed science instruction. Describe some specific areas of science teaching + Learning that have changed in your classroom or school. #NGSSchat
Q1 The vision of the Framework and new state standards across the country has changed science instruction. Describe some specific areas of science teaching + Learning that have changed in your classroom or school. #NGSSchat
A1 Big swing to Ss driven instruction, I need to include my Ss in pace, plan, and assessment I also found I am doing more by going over less actual material #NGSSchat
Welcome to #NGSSchat We’re so excited you’re joining us! Please remember to include #NGSSchat in your tweets! Thanks to @Ted_NSTA for co-hosting tonight’s chat.
A1 A big change I’m seeing is that students are the ones constructing knowledge over time using SEPs and CCCs to build understanding of phenomena and DCIs – changing the role of teacher from disseminator to facilitator #NGSSchat
A1: Students showing proficiency by engaging in performances that Integrate practices, core ideas. and crosscutting concepts. Put on your 3D glasses, everyone. #Ngsschat
Q1 The vision of the Framework and new state standards across the country has changed science instruction. Describe some specific areas of science teaching + Learning that have changed in your classroom or school. #NGSSchat
A1: I think two (of many) of the biggest changes are really grounding student learning in science phenomena and ensuring that students own their learning throughout the process. #NGSSchat
A1: From what I hear, a big shift is that science is even being taught regularly at K-2 especially. I also hear K-5 Ss say that before, they were just reading about science- now they’re doing science. #ngsschat
The vision of the Framework and new state standards across the country has changed science instruction. Describe some specific areas of science teaching + Learning that have changed in your classroom or school. #NGSSchat
Q1 The vision of the Framework and new state standards across the country has changed science instruction. Describe some specific areas of science teaching + Learning that have changed in your classroom or school. #NGSSchat
Q1 The vision of the Framework and new state standards across the country has changed science instruction. Describe some specific areas of science teaching + Learning that have changed in your classroom or school. #NGSSchat
I teach in a School of Education (@cueducation) and one way my own teaching has shifted is that I am using the @nextgenstoryli1 approaches in all my classes. Plus, we are orienting teacher candidates toward the #NGSS, even though CO has not yet adopted #NGSSChat
Q1 The vision of the Framework and new state standards across the country has changed science instruction. Describe some specific areas of science teaching + Learning that have changed in your classroom or school. #NGSSchat
A1. One big change has been the shift, particularly at the secondary level, to see science as multi-dimensional. No longer does content rule the roost. #NGSSchat
A1 significantly less telling/worksheet/cookbook lab at end of unit and replaced with more Ss questions/activity/argument/real labs/application #NGSSchat
Q1: My room is busier and more fun. Kids are learning all sorts of things and best of all I hear "Wow, I didn't know that or I am so excited to learn that or lets see if we can figure this out or I can help you with that..." and similar things every day! #NGSSchat
A1: For me, the idea of storylining and coherence within instruction was a huge change but made all the difference. Luckily the @nextgenstoryli1 crew coached me up well. #NGSSchat
Q1 The vision of the Framework and new state standards across the country has changed science instruction. Describe some specific areas of science teaching + Learning that have changed in your classroom or school. #NGSSchat
A1: In professional development with teachers, I use the @nextgenstoryli1 approach, immersing Ts in the experience of phenomena and designing storylines to support their learning #NGSSchat
Q1 The vision of the Framework and new state standards across the country has changed science instruction. Describe some specific areas of science teaching + Learning that have changed in your classroom or school. #NGSSchat
I've completely changed my approach to coaching teachers in the classroom, providing PD, and designing instructional materials - everything has changed
#ngsschat
A1: Simply put - students are the ones doing the REAL science. Competing ideas based on evidence, trying to model the mechanistic reasons for events in the world, TRULY figuring things out & working to develop their sensemaking skills... #NGSSchat#NGSS
A1: Really focusing on the SEPs and how we can start adding them to to current lessons. Focusing on activity before content, and using phenomena to get kids asking questions. #NGSSchat
A1: We are trying to generate quizzes and tests that allow students to draw models electronically in response to at least 2-dimensional prompt. #NGSSChat
A1: I shift I am noticing centers around student empowerment. The movement from "learning about" to application & figuring out- together. Science as a collaborative endeavor #NGSSchat
A1: The major shifts in NGSS is seen when our students DO science. Rather than rote memorization of scientific facts, they practice as a scientist and engineer in inquiry based experiential learning. #NGSSChat
A1: one big shift is having to be the knower of everything to being ok with not knowing everything and being ok with letting Ss have productive struggle with me #NGSSchat
A1: As I entered into NGSS I found that the class became more student lead with me acting as a facilitator to the students journey for knowledge. #NGSSchat
A1: For me, the idea of storylining and coherence within instruction was a huge change but made all the difference. Luckily the @nextgenstoryli1 crew coached me up well. #NGSSchat
A1 A big change I’m seeing is that students are the ones constructing knowledge over time using SEPs and CCCs to build understanding of phenomena and DCIs – changing the role of teacher from disseminator to facilitator #NGSSchat
A1: Students showing proficiency by engaging in performances that Integrate practices, core ideas. and crosscutting concepts. Put on your 3D glasses, everyone. #Ngsschat
Q1 The vision of the Framework and new state standards across the country has changed science instruction. Describe some specific areas of science teaching + Learning that have changed in your classroom or school. #NGSSchat
A1: I have seen lots of districts take this opportunity to revisit how they group standards in grades 6-8 to attempt and make the strands more integrated. I see the spiral becoming more common #NGSSchat
A1: shift to students figuring out instead of being told. Students apply new knowledge in engineering and science practices. Emphasis on students learning, doing, thinking. #NGSSChat
Biggest change is students developing explanatory models. Creates opportunity for rich student talk, comparing your ideas with the ideas of others. #NGSSChat
Seeing students figure out the science. The look on their face when that Ah Ha moment hits is priceless. So much better than looking at a ppt.#NGSSchat
Q2: With new state standards often comes new state tests. What benefits does statewide assessment provide for teaching/learning? What are the challenges? #NGSSchat
A performance expectation integrates all 3 dimensions and has students engaging in doing something with their science understandings. It provides a way to see their learning of all 3Ds. #NGSSchat
Yes. Same here. Instead of "hands-on” labs confirming what the teacher said was true. Investigations are used to gather evidence so Ss can support their claims. Huge shift. #NGSSchat
A1: From what I hear, a big shift is that science is even being taught regularly at K-2 especially. I also hear K-5 Ss say that before, they were just reading about science- now they’re doing science. #ngsschat
The vision of the Framework and new state standards across the country has changed science instruction. Describe some specific areas of science teaching + Learning that have changed in your classroom or school. #NGSSchat
A2 biggest challenge is that sometimes the classroom hasn't caught up with the test OR the test hasn't caught up with the classroom. It takes time to make a meaningful transition to NGSS #NGSSchat
@richbacolor great point. As we examined many collegiate acceptance criteria we noticed they allow themselves latitude to analyze the learning experience for incoming students. Many are moving away from "have 1 year Biology..." to " 3 courses of lab based science" #NGSSchat
In reply to
@richbacolor, @jhubb546, @FredEnde, @Ted_NSTA, @richbacolor
Agreed, Anthony! Coherence is a big challenge, but having a couple of years of this under our belts has made a huge difference in the quality of our instruction, especially while we are writing our own curriculum. #NGSSChat
Q1 The vision of the Framework and new state standards across the country has changed science instruction. Describe some specific areas of science teaching + Learning that have changed in your classroom or school. #NGSSchat
A2 State assessments help push the envelope to ensure LEAs are providing equitable access to high quality education. That being said, it’s the interpretation of the standards (like our CA Science Framework) that should guide the teaching and learning #NGSSchat (1/2)
A2: Bias is still an issue. We need diverse test developers. I am still bitter over an MCAS question that had my urban Ss trying to identify a poorly drawn sea star as if that’s a common organism or important to know. Other examples are more significant #NGSSchat
Q2: With new state standards often comes new state tests. What benefits does statewide assessment provide for teaching/learning? What are the challenges? #NGSSchat
A2. When done right, statewide attendance can provide a means to determining resource need and allocating those resources in a more equitable manner. Challenges? Design can be compromised, rollout can be bumpy, buy-in can be absent. . . #NGSSChat
A2 The challenge is that many try to teach to a test rather than focus on the interpretation of standards provided by something like a state curriculum framework. If the tests are truly aligned to the standards, you shouldn’t be teaching to a test #NGSSchat (2/2)
A2: Will be a little contrarian and say that the only benefit is as a signal as to what's important to teach; classroom assessment is where it should all be at. The need for a score is a challenge: We can improve learning only by attending to student thinking #NGSSChat
Q2: With new state standards often comes new state tests. What benefits does statewide assessment provide for teaching/learning? What are the challenges? #NGSSchat
A2: I think the state assessments give us a benchmark to measure our progress against on a macro scale. Are we improving? Challenges? Communicating outcomes with parents, assessing 3-dimensionality, understanding that the assessment is one part of a broader system… #NGSSchat
Students figuring out the science and physics of a phenomenon without ever explaining to them how it works after modeling and creating various experiments to understand how it works! #Ngsschat
A2 In Il I am personally hoping the state test will bring science to the forefront of Edu. esp at elementary. to many Ss not getting any Sci until MS...sad #NGSSchat
A2: It is really hard to make up standardized tests that adequately assess NGSS. I know, I have reviewed questions on the CA state test on 2 occasions. #NGSSChat
a2 Direction & equity measurement is goal the challenge is developing an authentic assessment IL is still working on the The ISA is not cutting it #NGSSchat
I teach in a School of Education (@cueducation) and one way my own teaching has shifted is that I am using the @nextgenstoryli1 approaches in all my classes. Plus, we are orienting teacher candidates toward the #NGSS, even though CO has not yet adopted #NGSSChat
Q1 The vision of the Framework and new state standards across the country has changed science instruction. Describe some specific areas of science teaching + Learning that have changed in your classroom or school. #NGSSchat
Soo.... I have some different beliefs around testing.. What are we testing and what are we looking for..mastery of science or mastery of thinking?? #ngsschat
A2: I also see schools struggle with the transition to electronic testing with technology that it not suited for that or in the numbers needed #NGSSchat
Q2: Assessment benefits - they give learners an opportunity to build confidence around the value of their learning. If the assessment is 3D and the learning is 3D the assessment could be fun! #NGSSchat
Q1 The vision of the Framework and new state standards across the country has changed science instruction. Describe some specific areas of science teaching + Learning that have changed in your classroom or school. #NGSSchat
Indeed! Tasks should be accessible, and besides, if the task's focus on the ability to identify a specific organism, then that is is not NGSS! #NGSSChat
A2: Bias is still an issue. We need diverse test developers. I am still bitter over an MCAS question that had my urban Ss trying to identify a poorly drawn sea star as if that’s a common organism or important to know. Other examples are more significant #NGSSchat
A2. Another challenge that NY is facing is coming to grips with an established system (Regents testing) that doesn't mesh well currently with newly adopted standards. A change will be necessary! #NGSSchat
Soo.... I have some different beliefs around testing.. What are we testing and what are we looking for..mastery of science or mastery of thinking?? #ngsschat
A2 My hope is that when hesitant Ts see example test ?s for science now they’ll think “hmmm, vocab lists won’t cut it” and they’ll change. I hope the shift will be obvious for teachers then. Not to teach to the test but to realize Ss need more to really problem solve. #NGSSchat
A2: benefit is having science be emphasized at each grade level, each classroom, support from district with materials, professional development. #NGSSChat
A2: If done well, they provide a great exemplar/benchmark for what Ss should be capable of. Challenges: it req’s Ss writing and reading at levels unseen before...the tests themselves can be inequitable...getting all Ts informed statewide is difficult. #ngsschat
Q2: With new state standards often comes new state tests. What benefits does statewide assessment provide for teaching/learning? What are the challenges? #NGSSchat
A2: In states without strong guidance about how the standards require instructional shifts, assessment will have an outsized effect on instruction. A well designed statewide assessment can have a positive influence.
In CT, state science test will count equal to math and reading for accountability. CT is piloting 3D state test this year. Test scores counts next year. What seeing is more elementary schools either beginning to teach science or beginning to teach more science. #ngsschat
A2: It is really hard to make up standardized tests that adequately assess NGSS. I know, I have reviewed questions on the CA state test on 2 occasions. #NGSSChat
The higher ed angle is why I suspect that we will continue to have disciplinary classes. Also, I think there are conceptual reasons to maintain disciplines. #NGSSchat
Previous state science assessments were often focused on facts. The focus of #NGSS or 3D learning is on the integration of knowing + doing. What does this look like in the classroom and how would you like to see this mirrored on standardized tests? #Ngsschat
I'm appreciating how resources like R+P Collaboratory and @STEMTeachTools 3D assessment resources & SEP/CCC assessment prompts oriented 2 scenarios/phenomena helping signal what's important!!! #NGSSchat (Todd Campbell from UConn w the TJ!)
A2: Will be a little contrarian and say that the only benefit is as a signal as to what's important to teach; classroom assessment is where it should all be at. The need for a score is a challenge: We can improve learning only by attending to student thinking #NGSSChat
Q2: With new state standards often comes new state tests. What benefits does statewide assessment provide for teaching/learning? What are the challenges? #NGSSchat
Even if it’s a struggle, recognizing the need for 3 dimensions means that we’re all more critical and reflective when considering assessment. That’s a win, I’d think. #NGSSchat
Q3: Previous state science assessments were often focused on facts. The focus of #NGSS or 3D learning is on the integration of knowing + doing. What does this look like in the classroom and how would you like to see this mirrored on standardized tests? #NGSSchat
In CT, state science test will count equal to math and reading for accountability. CT is piloting 3D state test this year. Test scores counts next year. What seeing is more elementary schools either beginning to teach science or beginning to teach more science. #ngsschat
In CT, state science test will count equal to math and reading for accountability. CT is piloting 3D state test this year. Test scores counts next year. What seeing is more elementary schools either beginning to teach science or beginning to teach more science. #ngsschat
CA made the decision that test questions need to only incorporate 2 dimensions! Also, the kind of questions that I think are quality questions are either expensive to develop or expensive to grade. #NGSSChat
Q2: With new state standards often comes new state tests. What benefits does statewide assessment provide for teaching/learning? What are the challenges? #NGSSchat
A2: A benefit is the focus on overall scientific literacy- what are you able to DO with the SEP's and your knowledge from all disciplines. A challenge is helping staff, students & families understand this shift when our MD assessment was in a singular content prior #ngsschat
Q2: With new state standards often comes new state tests. What benefits does statewide assessment provide for teaching/learning? What are the challenges? #NGSSchat
A2: Early “NGSS” assessments I saw we’re focused more on higher DOK than 3D, so I think getting to a place where developers and states can agree on what 3D means and looks like in a statewide test will take time. Writing/administering tests are not cheap. #NGSSchat
A1: 🆕State Standards + Framework
➡️ There are better 📚books
(non-fiction) available to teach
Ss 🍎K-3. #NGSSchat
➡️ A2: State Tests help Ts assess whether the 🆕Standards + Framework are making a difference + how much of a difference.
A2: Science state testing holds an expectation for all teachers to teach science. The best prep for it... is good instruction! Quality instruction includes 3 dimensionality, phenomena based, and hold the spirit of nature of science. #SCIENCEallyearlong#NGSSChat
DOK is a problematic framework to be using for assessments of 3D. There are at least three different dimensions of depth. DOK is based on 1960s learning theory. It is outdated and inconsistent with #NGSS#ngsschat
A3: In the classroom, it’s active and interactive. It’s about testing ideas & one’s own conceptual understanding to continue to grow over time. How is the mirrored on a standardized assessment? Oh boy…to start, interactive simulations that can be used to generate data? #NGSSChat
A3: The "learning and doing" is driven by student questions about phenomenon in the classroom. I'd love to see kids "doing" something in a statewide test #NGSSchat
Q3: Previous state science assessments were often focused on facts. The focus of #NGSS or 3D learning is on the integration of knowing + doing. What does this look like in the classroom and how would you like to see this mirrored on standardized tests? #NGSSchat
In playing around with conceptual progression I found it natural to clump together PS, LS, and ESS.
#Ngsschat
Here is what I came up with.
https://t.co/r7Mh7XjkW0
In reply to
@tjscience, @jhubb546, @richbacolor, @FredEnde
A2 My hope is that when hesitant Ts see example test ?s for science now they’ll think “hmmm, vocab lists won’t cut it” and they’ll change. I hope the shift will be obvious for teachers then. Not to teach to the test but to realize Ss need more to really problem solve. #NGSSchat
A3 Ss should be engaging like scientists in the classroom and routinely constructing knowledge over time using SEPs and CCCs to build understanding of phenomena and DCIs. A test should measure the ability to do this and to gage depth of understanding in all 3D #NGSSchat
A2: Positive: assessment will reassure the need for 3D teaching & learning. Negative: many teachers are still at the beginning stages of shifting instruction & growing their practice #NGSSchat
Yes, there's always more than one way to get to the goal. Those assessments can model for reluctant teachers what the instruction can look like.#NGSSChat
A3 The classroom is a design studio where Ss can grow their knowledge thru the sci process Standardized tests should allow for Ss to show their learning progression #NGSSchat
Q3 - Like to see state tests that have storylines that are based upon phenomena. Where students actually have to figure it out and base their answers on evidence they came up with. Tests where they may not be one correct answer but could be several. #ngsschat
DOK is a problematic framework to be using for assessments of 3D. There are at least three different dimensions of depth. DOK is based on 1960s learning theory. It is outdated and inconsistent with #NGSS#ngsschat
A3: @tjheckyeah provided Michigan with this helpful blueprint. Finding new ways to collect evidence of learning will result in balanced assessments. But it’s a lot of work, especially when we are still learning the 3D vision. #NGSSchat
Performance assessments. The way you can orchestrate a lesson and provide activities and information "just in time" to keep the thinking and learning moving forward. One thing I would like to see is a point to revise thinking as part of a process of learning. #ngsschat
Previous state science assessments were often focused on facts. The focus of #NGSS or 3D learning is on the integration of knowing + doing. What does this look like in the classroom and how would you like to see this mirrored on standardized tests? #Ngsschat
A1: a big change is looking for rigor of integration of all 3 dimensions in existing lessons. The discussion around how we keep what's good & give permission to let go of "that which has always been." #freeing#NGSSchat
Q1 The vision of the Framework and new state standards across the country has changed science instruction. Describe some specific areas of science teaching + Learning that have changed in your classroom or school. #NGSSchat
Performance assessments. The way you can orchestrate a lesson and provide activities and information "just in time" to keep the thinking and learning moving forward. One thing I would like to see is a point to revise thinking as part of a process of learning. #ngsschat
Q3: Previous state science assessments were often focused on facts. The focus of #NGSS or 3D learning is on the integration of knowing + doing. What does this look like in the classroom and how would you like to see this mirrored on standardized tests? #NGSSchat
A2: Challenges of state testing is ‘teaching to the test’ and unintended consequence of anxiety on our teachers and students. We are all in this together and our kids deserve the best! #NGSSChat#CANGSS
It also means I’m now tired from running around the room all day and my Ss are tired from their brains being worked so hard. It’s the best kind of tired for both of us! #ngsschat
A3: I have shifted to all performance based assessments and can differentiate to meet students’ individual needs. How do you design a state assessment that can fairly assess all learners? #NGSSchat
Q3: I haven't found a set way to do this in the classroom, it is still a work in progress making 3D assessment, but I like the ability to follow up on student thinking not just giving a sum score. I worry about the lack of this on standardized state tests. #NGSSchat
A3: Tasks that ask students to do things like analyze data or model data at different scales or evaluate models, analyze mathematical thinking around a problem... the kinds of things they do while learning and figuring things out. #NGSSchat
A3: State assessments need to be part of a balanced, coherent, and fair SYSTEM of assessments. They need to be tied to curriculum, not just standards. To read about the system we are building in Denver, see: https://t.co/szbybijjEB#NGSSChat
Q3: Previous state science assessments were often focused on facts. The focus of #NGSS or 3D learning is on the integration of knowing + doing. What does this look like in the classroom and how would you like to see this mirrored on standardized tests? #NGSSchat
Q3: Previous state science assessments were often focused on facts. The focus of #NGSS or 3D learning is on the integration of knowing + doing. What does this look like in the classroom and how would you like to see this mirrored on standardized tests? #NGSSchat
You read my mind! I just popped in for a few minutes and was reading through the discussion. SEPs and CCCs seem to be the tie that binds. I'm thinking systems, structure & function, data analysis & interpretation, arguing from evidence. #NGSSchat
A3 Ss should be engaging like scientists in the classroom and routinely constructing knowledge over time using SEPs and CCCs to build understanding of phenomena and DCIs. A test should measure the ability to do this and to gage depth of understanding in all 3D #NGSSchat
A3 it would be really interesting to see with the advent of computer based testing if simulations and phenomena could be embedded for them to deal with #ngsschat
A3: I found this tool very helpful- item clusters of SEPs, CCCs, and DCIs around a phenomenon prompt. Used this during my curriculum editing to make Pre/Post test. https://t.co/TSzVx3ghi6#ngsschat
Q3: Previous state science assessments were often focused on facts. The focus of #NGSS or 3D learning is on the integration of knowing + doing. What does this look like in the classroom and how would you like to see this mirrored on standardized tests? #NGSSchat
A3: I really don’t know. They all come at a $ and I don’t know if that amount of money will be spent to make the information we get out of them truly meaningful #NGSSchat#cynicalmuch?
I love that you brought of engineering! You are absolutely right, the authenticity of how engineers work is mirrored on the standards and translated to our classrooms. #NGSSChat
Previous state science assessments were often focused on facts. The focus of #NGSS or 3D learning is on the integration of knowing + doing. What does this look like in the classroom and how would you like to see this mirrored on standardized tests? #Ngsschat
A3 trying to have doing lead to the learning. So when my Ss come to a task on a test they think “okay I’ve done a lot and figured it out without my T telling me, I got this.” My heart wants their hearts to be okay during testing season. #lowerelteacher#confidencebuilding
They can, but they are expensive to develop. The simulations allow students to collect data and then develop explanations. They can be great 3D experiences. #ngsschat
A3 it would be really interesting to see with the advent of computer based testing if simulations and phenomena could be embedded for them to deal with #ngsschat
Q3: Previous state science assessments were often focused on facts. The focus of #NGSS or 3D learning is on the integration of knowing + doing. What does this look like in the classroom and how would you like to see this mirrored on standardized tests? #NGSSchat
Q4: #NGSS test items are often labor-intensive to create, so many states are sharing the ideas and working together. How have you mirrored this collaborative process in the classroom for formative and/or summative classroom assessments? #NGSSchat
Assessments that rise to the level of high quality transfer tasks do not just ask students for facts - but ask students to apply the 3Dimensions to a new scenario (All admins & teachers I've worked with LOVE the swallows example from @bpenuel et al.) #NGSSchat
Q3: Previous state science assessments were often focused on facts. The focus of #NGSS or 3D learning is on the integration of knowing + doing. What does this look like in the classroom and how would you like to see this mirrored on standardized tests? #NGSSchat
I was with admins today. We did a mini-lesson using a simple toy phenomenon and some modeling. They saw how much 3D science instruction IS embedded formative assessment. #NGSSchat
What if a task is difficult in terms of demands of the DCI, easy for the SEP, and medium hard for the CCC? What DOK is it? But the basic problem is underlying theory -- there is no single dimension of cognitive difficulty that is independent of subject matter #NGSSchat
A3. And, perhaps, a way to see if student approaches to thinking and problem-solving have changed. Many of my students are still pursuing "the one right answer," but many are really responding to the new ask -- to think and act like a scientist. #NGSSChat
A4: We have shifted how we think about assessment. Instead of being something at the end/ different...it's now embedded into the instruction, so collaboration on quality lessons is KEY #NGSSchat
Q4: #NGSS test items are often labor-intensive to create, so many states are sharing the ideas and working together. How have you mirrored this collaborative process in the classroom for formative and/or summative classroom assessments? #NGSSchat
A4 In TLC Lesson Studies we do in @K12Alliance we have teachers collaborate on moments in a lesson where we can assess and determine high/med/low responses – then discuss what adjustments could be made to a lesson to move kids up #NGSSchat
A3: @tjheckyeah provided Michigan with this helpful blueprint. Finding new ways to collect evidence of learning will result in balanced assessments. But it’s a lot of work, especially when we are still learning the 3D vision. #NGSSchat
A4: I’m out of the classroom now, but in much of our work, we encourage teams of teachers to come together to write and pilot items together. #BetterTogether#Ngsschat
A4: We CAN do this together! We only build tasks together, as part of collaborative design workshops and in PD. It takes a village to build, critique, and revise a task based on evidence from student work #NGSSchat
Q4: #NGSS test items are often labor-intensive to create, so many states are sharing the ideas and working together. How have you mirrored this collaborative process in the classroom for formative and/or summative classroom assessments? #NGSSchat
Do you mean how are we having students collaborate on assessments? or how have teaching professionals collaborated on assessments? Have done both, just clarifying. #NGSSchat
Q4: #NGSS test items are often labor-intensive to create, so many states are sharing the ideas and working together. How have you mirrored this collaborative process in the classroom for formative and/or summative classroom assessments? #NGSSchat
A4: Working together in our district around lessons and evaluating student work has become much more prevalent. We are moving out of our silo's.
#ngsschat
A4 I get regular feedback from Ss about formative & summative samples I try to have Ss share their thoughts on how they feel they should be assessed I included them in the evaluation process as well #NGSSchat
A4: We have shifted how we think about assessment. Instead of being something at the end/ different...it's now embedded into the instruction, so collaboration on quality lessons is KEY #NGSSchat
Q4: #NGSS test items are often labor-intensive to create, so many states are sharing the ideas and working together. How have you mirrored this collaborative process in the classroom for formative and/or summative classroom assessments? #NGSSchat
A4: I’m out of the classroom now, but in much of our work, we encourage teams of teachers to come together to write and pilot items together. #BetterTogether#Ngsschat
A4: teacher teams (PLCs) work on assessment prompts together. We lean towards tasks that allow students to use their understanding, knowing that it will differ somewhat kid to kid, somewhat open ended prompts that allow application of reasoning. #NGSSchat
A4: Formative & Summative assessments guide my instruction & being able to have built-in collaboration time or PLCs together allow my colleagues & I to bounce ideas off of each other to bring depth & rigor to assessments.Notebooks are a HUGE way to see our Ss’ thinking. #NGSSChat
Q4: We have refined assessments over time with some districts that are formative and summative. It always goes back to is the question we are asking prompting the answer we want...Questions are hard to craft #ngsschat
A3: Experiments 🔬.
🤓ClassRM - Ss Assessments are based on their Experiments. (HighSchool)
🤓ElemEd 🍎ClassRM Science Experiments @ Science Fairs. #NGSSchat
Assessments that rise to the level of high quality transfer tasks do not just ask students for facts - but ask students to apply the 3Dimensions to a new scenario (All admins & teachers I've worked with LOVE the swallows example from @bpenuel et al.) #NGSSchat
A4: Holding PLG/Curriculum Pair, department and other teaming time sacred. We are working on doing a better job of reducing preps for 9-12 teachers and creating smaller teams to do this collaborative work. Not perfect but progress #ngsschat
A5 Performance task that is based on a #phenomenon
Pro: it can be more 3D in structure & Ss entries
Con: Since it would have to be rubric eval'd it would take $$ & time to review Do states have funds for that? #NGSSchat
A4 Lucky to have admin willing to provide the time and resources to get trained - and good training @tjheckyeah Also lucky to work with people willing to do the hard work #NGSSchat@wewright1234@MsRozema@ThurstonHS
A4: I'm excited to read the responses to this question as it is something we are trying to figure out! Thanks in advance for sharing all of your ideas! #GrowEachDay#NGSSchat
A5: the first different question type I saw publishers request more frequently as a writer was multiple choice Qs with multiple correct answers that had to be selected. This still addresses content more than other dimensions most often #NGSSchat
A4: Same here. We’ve brought teams of Ts from our region to help write curriculum. They pilot, and we revise based on feedback. We use STEM Teaching Tools to guide thinking often. #ngsschat
A4: I’m out of the classroom now, but in much of our work, we encourage teams of teachers to come together to write and pilot items together. #BetterTogether#Ngsschat
A5: We have a prompt with a set of about 10 ?s. Sometimes the prompt limits the questions and the test writers have to STRETCH to make them fit. #NGSSchat
A5: There should be a big chunk of them that are multicomponent tasks linked to a common scenario. The scenario presents a phenomenon and a design challenge #NGSSChat
A4 we have been working as a team and collaborating with other Ts from different districts to build assessment that measure thinking not memorization #NGSSchat
A2: Science state testing holds an expectation for all teachers to teach science. The best prep for it... is good instruction! Quality instruction includes 3 dimensionality, phenomena based, and hold the spirit of nature of science. #SCIENCEallyearlong#NGSSChat
A5: The @theNASEM consensus volume, 'Developing Assessments for the NGSS' includes recommendations for designing monitoring assessments: https://t.co/DT6MThkYcx#NGSSchat
A4: We've also used "Seeing Students Learn Science" as a book study 7-12 to help us look at our assessments. And I'd be remiss not to mention @STEMTeachTools#ngsschat
Q#4 - In CT, every school district is independent. Every district is working in isolation. In my district, I am training a team of teachers to work on this. I have reached out to neighboring towns. The job is too big to do on your own. NGSS PD is key to success . C #ngsschat
A5: There should be a big chunk of them that are multicomponent tasks linked to a common scenario. The scenario presents a phenomenon and a design challenge #NGSSChat
My ex’s father is a Professor
(Mathematics + Astronomy).
His books are read in GradSchool Classes. StephenHawkings passed away + was a friend + Colleague. 🤓📚. #NGSSchat
A6: Subordinated to classroom assessment, collaboratively designed, and constantly being studied and improved to avoid negative consequences of test use #NGSSChat
A5: assessment starts with the presentation of a phenomena & develop questions in a way that mimics how a storyline would unfold in a classroom #NGSSchat
A5: Phenomena must be infused. In CA science state assessments, I’ve seen scenarios include all 3 dimensions and an expectation of Ss must make a claim and have evidence to support their statements. #NGSSChat
A6: I think that all who have a pretty good understanding of the vision in the Framework understand know that we are not going to get a good sense of 3D science teaching and learning in 90 minutes with a handful of scenarios & questions #NGSSchat
A5: MO practice test has some MC, some CR, some extended tasks based around a long reading. It’s difficult to grade, and takes a long time for Ss to complete. Always equity concerns. But it assesses deeper than before. #ngsschat
A6 A real life scenario and an observation. Almost like when you get evaluated as a T. Present a phenomena and a question/purpose and let them go. Not computer or paper/pencil. #NGSSchat
Q5 -Would love to see phenomena driven storylines. Pro - would help mirror more closely what is occurring in the classroom. Use an online system, students use simulations to conduct investigations, gather data, and make an argument based upon evidence they gathered. #ngsschat
Hey all! Lior here, tweeting from @PennGSE in Philadelphia, PA. I'm an MSEd student passionate about teaching students science, and learning the learning sciences. Seeking to effect change while keeping it real always. ✊ #ngsschat#edchat
Q6 I doubt we'll ever see a perfect one but it should have variety: a mechanism for measuring all dimensions, sampling of ESS, LS, PS, ETS (not just 1), and ideally components that have Ss pull from 3D to explain phenomena in a way similar to a performance task #NGSSchat (1/3)
There's not an easy way to do this, even when you try, we know from studies. The point is these tests should not be consequential for individual students, or even teachers. We have a messed up model of accountability testing that makes tests mean more than they can. #NGSSChat
Q6 In California, we (@Cascience and other stakeholders) also fought hard to allow high schools to determine when to give their assessment so we could assess students at the end of their course of instruction #NGSSchat (2/3)
A6: This is a big change and it would be like trying to fix the water quality in a cup of water from a stream vs. the entire stream. We're only dipping our test-strip into the cup - not working on changing the health of the whole stream #NGSSchat
Q6 Although our elementary assessment assesses PEs from grades 3-5, we fought hard to have the following language included: “Includes foundational concepts that are addressed in kindergarten through grade two (K-2)” #NGSSchat (3/3)
A6
Look: Ss using SEPs to show understanding of target DCI & connecting CCCs for good measure
Sound: that humm when Ss are collaborating & into the fray of a #Phenomenon
Feel: It should be something of substance, not just pencil lead or a circle
#NGSSchat
I worked at a Private School - we worked in vertical collaboration in Science and other subjects. It works well. I consult if anyone wants 💡 on how to do this. #NGSSchat
A6: full transparency on who is developing assessment items so the same developers of a curriculum are not creating tests that favor schools who can afford to use it #NGSSchat
Maybe?! That leads me to think about the resources necessary to grade them and the importance of providing timely feedback to actually impact 3D teaching & learning #NGSSchat
If assessments are intended to tell us something about students and the enacted curriculum yet so few students are experiencing a 3D curriculum…cart before horse? #NGSSchat
Hi Marshall! I am so glad you are in Washington with the PRP sharing your expertise and building your capacity to review 3-d science lessons!!!! #NGSSchat
In reply to
@HunterARHPhy, @TdiShelton, @mrsljscience, @OfficialNGSS
A6 Wow, this is a big question. But I don't think that science understanding can really be assessed appropriately if you are only testing a gr 5,8 and HS
#NGSSchat
If we are going to hold schools accountable for learning, we also need to hold for-profit publishers accountable by showing their materials work with tests produced by someone else #NGSSchat
A6: full transparency on who is developing assessment items so the same developers of a curriculum are not creating tests that favor schools who can afford to use it #NGSSchat
That sounds a bit like the NECAP science assessments I heard about in a conference presentation. Anyone from the East Coast able to dive into that more? #Ngsschat
An assessment to measure Ss personal growth, it should have nothing to do w/teacher, school, dist. ability Its not about Ts, it has to be about Ss #NGSSchat
Q6 - a test that actually is 3D. That does not forget CCC. A test where students can actually do science. A test that students learn from, interactive, and students for the most part think that is fun to do. #ngsschat
Unfortunately, some won't advocate for or inact change until there is an assessment to force the issue...I have heard it from teachers and admin...#NGSSchat
I'd say at their best, state tests provide signals performance of students as a group at the system level, and NGSS tests will tell us almost nothing about individual students' abilities. That's because there are too many PEs to test all of them, so we need to sample #NGSSChat
A5. And it would be cool to make them dynamic -- when interesting phenomena occur in the news, I'd like to see the most current phenomena be turned into questions students can really dig their teeth into. #NGSSChat
If we are going to hold schools accountable for learning, we also need to hold for-profit publishers accountable by showing their materials work with tests produced by someone else #NGSSchat
A6: full transparency on who is developing assessment items so the same developers of a curriculum are not creating tests that favor schools who can afford to use it #NGSSchat
A5. And it would be cool to make them dynamic -- when interesting phenomena occur in the news, I'd like to see the most current phenomena be turned into questions students can really dig their teeth into. #NGSSChat
A6. "National Research Council documents call on Ts 2 ensure that classroom assessments be an integral part of instruction that reinforces learning envisioned in the Framework and NGSS (NRC, 2017)" #NGSShttps://t.co/j3Lj9gnHuX
