Hi Everyone! Glad to join tonight to learn more about assessment from all of you! Mary, from Michigan. Worked all day with our science and ELA consultants - - in the same room - - trying to figure out integration! #ngsschat
Welcome to #NGSSchat We are so excited you are joining tonight’s chat on tools for selecting better science assessments with @abadri09 from @Achieve@OfficialNGSS
Hi! Lori from SNOWY Las Vegas here! We have our first SNOW DAY in 10 years tomorrow! (I'm from the desert, so I'm allowed to be excited for a snowday!) I help with secondary science in Clark County & also am on the #SciencePRP and @nevadascience Membership Coordinator #ngsschat
Welcome to #NGSSchat We are so excited you are joining tonight’s chat on tools for selecting better science assessments with @abadri09 from @Achieve@OfficialNGSS
Hi there all you folks out in #ngsschat land.
Ted Willard here.
NSTA's Standards Geek
Educational Cartographer
3D Songster
Coming to you from the Willard Homestead in beautiful downtown Derwood Maryland
Evening all - Patrick from KY making a quick plea for anyone who might be willing to take on @NGSS_tweeps next week. Had a cancellation due to life and are looking for someone to step up. Any takers? There are some awesome folks out there doing NGSS. Who wants it? #NGSSchat
Hi all! John here, a research associate and former middle school science teacher with @MathforAmerica. Been looking at formative assessments in math and science, really excited to learn more tonight! #ngsschat
A1: They assess NGSS while other assessments assess other things.
But seriously, the key for NGSS assessments is assessing the three dimensions SIMULTANEOUSLY.
#ngsschat#aneeshafan
In #michigan our state assessment pilots got responses from the students that the test was sort of fun because they got to figure stuff out! Figuring out is one way — moving beyond memorization/regurgitation. @tjheckyeah#ngsschat
A1: Two things. Phenomena based and it is a transfer task. Something the S haven't seen before, but can figure out. It is what I always wanted assessment to be, but never could figure out how! #NGSSChat
A1: 3D, equitable #NGSS assessments are actually interesting to take. Who knew swallows in western Nebraska actually got smaller bc of I-80?! #NGSSchat
A1: A major shift is what we are asking kids to do to prove their proficiency. It's not enough to just "know the facts"; we need kids to prove they can DO something with their content knowledge. We need interaction, visible thinking, connection--all at once! #NGSSChat
A1: NGSS assessments are so different because they have to be so complex! Students have to be doing the SEPs and using the CCC and the DCI to explain a phenomenon or problem. It's not easy! #NGSSchat
In #michigan our state assessment pilots got responses from the students that the test was sort of fun because they got to figure stuff out! Figuring out is one way — moving beyond memorization/regurgitation. @tjheckyeah#ngsschat
A1: NGSS assessment requires students to use all three dimensions, which is totally new. This leads to a much more rigorous depth of knowledge than most assessments which assess recall. #ngsschat
Much stronger focus on use of data, evidence, reasoning...although the scope of what I've seen is very limited. I think many of us are still looking for solid exemplars. #NGSSchat
That makes me feel better. I don't think I know that much about about 3D assessments, but I am fairly confident I know more than most people :) #ngsschat
A1: 3D assessments take multiple minds to craft. The importance of having a lot of input to ensure relevance, alignment, and engagement can't be overstated. #ngsschat
A1: Quality #NGSS Assessments tell a story about how students think, what students currently know & can do, and point us as educators in productive directions to move our collective thinking forward... #NGSSchat
A1: In my classroom, NGSS assessments were not something where kids memorized and studied at home. The assessments became part of the flow of the class. Some kids even thought they were fun! #NGSSchat
A1: haven't seen too many but if @AchieveInc swallows is any indication it's about transferring knowledge to any scenario put in front of you instead of memorizing one phenomena. #ngsschat
In #michigan our state assessment pilots got responses from the students that the test was sort of fun because they got to figure stuff out! Figuring out is one way — moving beyond memorization/regurgitation. @tjheckyeah#ngsschat
Science: It’s Elementary! Submissions are coming in, and there’s still time for you! Show us how you use the formative assessment process to study science phenomena in your K through 5 classrooms. More contest information available: https://t.co/Nv0cB1rya2. #NGSSChat
A1 I could say the three-dimensionality, but I think my favorite part is students explaining phenomena - kids actually saying an assessment was interesting or fun #gamechanger#NGSSChat#NGSS#CANGSS
A1. 3D assessments done well attend to equity and reveal sense-making. I love the potential they hold for thinking about ALL students being successful with appropriate scaffolds rather than just sorting Ss into categories--those that get it and those that don't. #ngsschat
A1 building off this... My students had a hard time with this Q last year - but the way the pieces are set up make it so Ts can really see where the breakdown in understanding is regarding mechanisms of evolution #NGSSchat
A1: 3D, equitable #NGSS assessments are actually interesting to take. Who knew swallows in western Nebraska actually got smaller bc of I-80?! #NGSSchat
A1: #NGSS assessments is about demonstrating the understanding for phenomena is a variety of forms. It takes reasoning and a collection of metacognitive shifts. It’s 3 dimensional and emphasizes the nature of science. #NGSSCHAT
A1. NGSS Assessment are different from other assessments because it they are not simple recall of facts. The assessments are based upon a phenomena that students are trying to figure out. The kids thing they are fun and want to know more. #NGSSCHAT
A1. 3D assessments done well attend to equity and reveal sense-making. I love the potential they hold for thinking about ALL students being successful with appropriate scaffolds rather than just sorting Ss into categories--those that get it and those that don't. #ngsschat
Q2: @Achieve worked with experts across the country to develop the Science Task Screener and Task Prescreen. How could you use criterion-based tools to push thinking about science assessments? #NGSSChat
A1 - the assessment gives you an opportunity to DO science. SEPs are key. Old assessments were just DCIs with a CCC question maybe. And a skill measured here and there. Not a SEP. #NGSSchat
A1: 3D assessments take multiple minds to craft. The importance of having a lot of input to ensure relevance, alignment, and engagement can't be overstated. #ngsschat
A1: Quality #NGSS Assessments tell a story about how students think, what students currently know & can do, and point us as educators in productive directions to move our collective thinking forward... #NGSSchat
A1 Follow up: Hands down, developing a model. Gives us (and students) such deep insight into what they really do and do not understand #NGSSChat#NGSS#CANGSS
when Ts use authentic questions that allow students to give evidence instead of regurgitating facts and info you can really figure out what they are capable of. It really opened the door for my sped and EL Ss. Wow an eye opener for me #NGSSchat
A1 follow up: My favorite is seeing elementary students trying to develop models of how they hear sounds when a string is tied to a hanger and the string is places close to their ear. Really great stuff comes from the minds of 1st graders! #NGSSChat
A1 follow up - I like getting students modeling within as part of sharing their thinking (though for me the students are usually teachers...) #NGSSchat
Science: It’s Elementary! Submissions are coming in, and there’s still time for you! Show us how you use the formative assessment process to study science phenomena in your K through 5 classrooms. More contest information available: https://t.co/Nv0cB1rya2. #NGSSChat
I would say that they aren't.
I wouldn't say that EVERY task in an assessment should combine all three dimensions, but that most should require at least 2 and some should require all 3.
That's my opinion. What's yours?
#ngsschat
A1 - Real world learning. Ss have to have to use reasoning to explain or produce. Not much time for worksheets or packets. Learn by doing and experiencing ... Phenomena! #NGSSchat
A2: Tools like the Task Screener and Task Prescreen are important as the work of 3D assessment continues to be developed across states on a summative level, but also as districts and even classrooms work to develop assessments. We need to all be headed "roughly west" #NGSSchat
A2. The tools provide a common language. Prescreen really helps level the playing field by drawing attention to the BIG ideas w/out being overwhelming when Ts are learning. The Screener is WONDERFUL when we are ready for the deep dive into 3D assessments. #ngsschat
A2 - people are quick to say, we’re already doing that (or something like it) when it comes to NGSS. A criterion-based tool grounds those claims in evidence. And can help reveal where you really are, and are not aligned #NGSSchat
Q2: @Achieve worked with experts across the country to develop the Science Task Screener and Task Prescreen. How could you use criterion-based tools to push thinking about science assessments? #NGSSChat
A2 using the screener with a group of teachers to look at existing tasks is a great way for everyone to see what "counts" and what a 3D assessment really looks like - which will help them think differently when crafting their own assessments #ngsschat
A2. I could be wrong but I think we have to support teachers in understanding the value of high quality formative assessment before we get to the screener work. The cognitive and cultural formative assessment, moving away from reliance on strategies. @AcesseProject#ngsschat
A2: I have found Ts are worried a lot about assessments. Using a tool like the Task Screener and Prescreener will give them an idea of what true NGSS assessment should look like and hopefully get them to see what instruction would need to look like to get kids there #NGSSchat
Q2: @Achieve worked with experts across the country to develop the Science Task Screener and Task Prescreen. How could you use criterion-based tools to push thinking about science assessments? #NGSSChat
A2 part b. When taking the deep dive, the Task Screener allows for conversations about all of the little nuances that shape the assessments. When Ts understand these tools, they can better understand the instruction Ss need to achieve. #ngsschat
A2: (well, I would say that at least one of those experts is suspect, and I would know because he lives in my house)
Criteria give us a chance to really focus on what an assessment does or doesn't do rather than going with our gut impressions. #ngsschat
Q2: @Achieve worked with experts across the country to develop the Science Task Screener and Task Prescreen. How could you use criterion-based tools to push thinking about science assessments? #NGSSChat
A2: There are so many uses for these tools from assessment development to professional learning. "Seeing" what we mean when we say something is or is not 3D and providing the rationale behind that is where the power of these tools lie. #ngsschat
A2: Criterion-based tools provide all of us a framework, common language and objective way to assess assessments. Just like a good rubric in the classroom, it isn't a subjective "gut feeling" #ngsschat
Here are the tools for Q2.." @Achieve worked with experts across the country to develop the Science Task Screener and Task Prescreen. How could you use criterion-based tools to push thinking about science assessments? #NGSSChat"
Q3. Criterion A of the Science Task Screener is all about phenomena. In your experience, why are phenomena important for science assessments? #NGSSChat
A2 Honestly, it's a great starting place for teachers who have only thought about traditional assessment - they can be encourage to try out one or two criteria, get comfortable with that, and then add additional. #NGSSChat#NGSS#CANGSS
A2 - in Wisconsin we have a group building a K-12 table of assessment examples and sharing commentary on them with the PreScreen tool - talking through those reviews = great conversations #ngsschat
A1 a lot of folks are modeling-centric here (me too), but I try to stick to the PE and use a strong rubric to help me analyze my student work in the appropriate SEP. Check out Literacy Design Collaborative tools #ngsschat
A2: I've used the prescreener with preservice teachers as a way to brainstorm the kind of learning experiences that might lead us to this point... #NGSSchat
A2: It's also important to have criteria so that we know what success looks like when we see it, even if it's only in one area or another. They give us footing to build on strengths and celebrate what we want to see more of! #NGSSchat
I think ppl have said it, but an #assessment should be 3D. It should be focused on using #CCC & #SEP to figure out a new piece of content related to #unitofstudy#NGSSchat
I would say that they aren't.
I wouldn't say that EVERY task in an assessment should combine all three dimensions, but that most should require at least 2 and some should require all 3.
That's my opinion. What's yours?
#ngsschat
A2 - people are quick to say, we’re already doing that (or something like it) when it comes to NGSS. A criterion-based tool grounds those claims in evidence. And can help reveal where you really are, and are not aligned #NGSSchat
Q2: @Achieve worked with experts across the country to develop the Science Task Screener and Task Prescreen. How could you use criterion-based tools to push thinking about science assessments? #NGSSChat
A2 I like to use the screener to try to open Ts minds about different ways to assess. Get them thinking about equity, fairness, and bias that so many traditional assessment have that many dont recognize. #ngsschat
A3: #phenomenon have removed the “why are we learning this” from Ss. They recognize their learning is now grounded. The more local the phenomena the better! #NGSSchat
A2:The @AchieveInc task screener helps to remind educators(like me!)that experiences esp assessments should follow the criterion to make relevant & purposeful 3D,phenomena aligned experimental learning.Depth of knowledge,sense making,& even misconceptions should surface.#NGSSChat
A2: I wonder how we avoid turning other teachers off of the NGSS when they see that their current assessments hit all the red flags in the prescreener?? #NGSSchat
A2 Even though Ts tend to hate required testing I think having the opportunity to norm how we evaluate a good task can also help Ts see how teaching/learning needs to shift #NGSSChat
Q2: @Achieve worked with experts across the country to develop the Science Task Screener and Task Prescreen. How could you use criterion-based tools to push thinking about science assessments? #NGSSChat
A2: the criteria don't just let you measure what does and doesn't work, but it also gives teachers a base when they talk and share with each other. Let's try not to make our classroom islands! #ngsschat
A3 phenomena are what gets kids "hooked" and leave a lasting impression on them. Help them develop mental models about ways things work and interact #NGSSChat
I would say that they aren't.
I wouldn't say that EVERY task in an assessment should combine all three dimensions, but that most should require at least 2 and some should require all 3.
That's my opinion. What's yours?
#ngsschat
That’s my first reaction. I just feel that assessment literacy isn’t a strength in general and embracing more than exit slips might be necessary before moving on (?) #NGSSChat
A3: Ss learn that phenomena are repeatable and can be explained with science ideas. Using phenomena on assessments should put them in their comfort zone; they think about how to use the science ideas they have learned to try to explain what they see. #ngsschat
Q3. Criterion A of the Science Task Screener is all about phenomena. In your experience, why are phenomena important for science assessments? #NGSSChat
A2. These tools bring an NGSS-specific lens to task analysis. They clarify that NGSS assessment is about much more than just eliciting evidence of the three dimensions. #NGSSchat
.@Achieve just released a sneak peek of collaboratively-developed annotated examples of assessments, and (spoilers) phenomena were one of the most critical predictors of high-quality assessments. #NGSSchathttps://t.co/2vMQ7R7Uoc
A3: exposing kids to a novel phenomenon is the best way for kids to demonstrate what they have learned! Apply knowledge, skills, and reasoning of big ideas to figure something out on the fly. What could be more authentic?!?! #ngsschat
A2 with these assessments being so different from past, we don’t even know what we don’t know about quality assessment dev. These tools give the means for change in the right direction for those wanting to start #NGSSchat
I also wonder if students haven’t had 3D learning opportunities then what exactly are we assessing? So focus on unit embedded formative first? #NGSSchat
In reply to
@starrscience, @KerriWingert, @AcesseProject
A3: Phenomena bring relevance, authenticity, and reduce the chance that the assessment can be successfully completed through rote memorization. #NGSSchat
A3 Phenomena are so important as it levels the playing field for all Ss. It allow all Ss to question and formulate ideas and questions they want to figure out. When kids what to learn, they do PH. helps them engage. #NGSSchat
A3 this shifts the learning for students from "what my teacher tells me" to making it (and thus science) relevant to the lives of students #NGSSChat#NGSS#CANGSS
A2: the criteria don't just let you measure what does and doesn't work, but it also gives teachers a base when they talk and share with each other. Let's try not to make our classroom islands! #ngsschat
Q1 follow up #ngsschat 4th gr at end of energy unit w/transfers and transformations, can select an object and model/explain what happens with the energy. Some go back to the sun while others stay in the immediate
A3 It’s the all important interest piece of learning. Give Ss a reason why they should care about learning. It’s also a way to involve student identity by utilizing local/cultural phenomena #NGSSChat
Q3. Criterion A of the Science Task Screener is all about phenomena. In your experience, why are phenomena important for science assessments? #NGSSChat
Phenomena is important with assessments because it gets to the three dimensions of learning. Can students really do science? They can't fake it! #NGSSchat
Q3. Criterion A of the Science Task Screener is all about phenomena. In your experience, why are phenomena important for science assessments? #NGSSChat
A3: exposing kids to a novel phenomenon is the best way for kids to demonstrate what they have learned! Apply knowledge, skills, and reasoning of big ideas to figure something out on the fly. What could be more authentic?!?! #ngsschat
A3 Science investigations unfold by identifying, framing, studying & making sense of phenomena over the course of them. So it makes sense to center phenomena in the sequence of assessments interwoven into investigations as a through-line.
(Hi all! Sorry I'm late.) #NGSSchat
A3: Phenomena is critical because solid science literacy is rooted in the ability to take the complexities of the natural world and put them into understandable, coherent terms. Their ability to do this is critical to proficiency in the PEs. #NGSSchat
I think the order that made sense to me was:
- learn to teach 3D (no small thing) and get your curricula organized around phenomena
- use some 3D assessments on your PEs
- adapt/write your own 3D assessments
- drop the mic #NGSSChat
In reply to
@richbacolor, @starrscience, @AcesseProject
A3: Science is about trying to understand and predict phenomena, so its essential that science assessments focus on phenomena.
Besides, there is that catchy song from the muppets. #ngsschat
Q3. Criterion A of the Science Task Screener is all about phenomena. In your experience, why are phenomena important for science assessments? #NGSSChat
A3 setting up a question based on a phenomenon allows for many more opportunities for Ss to use the practices to show understanding of the science ideas. #ngsschat
A3: Phenomena drop students into REAL science. Making sense of the world, starting with basic assumptions and figuring out the rest along the way. #NGSSchat
Q4. One of the most important “non-negotiables” of #NGSS assessments (and Criterion B of the task screener) is that students must use the 3Ds to make sense of phenomena/solve problems. What does it look like when students sense-make in science assessments? #NGSSchat
A3: Ss learn that phenomena are repeatable and can be explained with science ideas. Using phenomena on assessments should put them in their comfort zone; they think about how to use the science ideas they have learned to try to explain what they see. #ngsschat
A3: So much of what makes science science is observing phenomenon and gathering data. When our assessments use phenomena, we are closer to representing authentic science - rather than just asking S's to recall trivia. #ngsschat
A3: If we want ALL students to have opportunities to learn science, then relevant phenomena and problems are what we need to develop and support. Otherwise, we just gain interest from kids that were already interested in science. #ngsschat
A3 - because making sense of phenomena is what science is all about, and if you're using community relevant phenomena equity comes to the forefront of the assessment intent #ngsschat
A3: Students should be assessed in ways that match the way they are learning. If their learning is about making sense of phenomena and designing solutions to problems, their assessment should be as well. #NGSSchat
Q3. Criterion A of the Science Task Screener is all about phenomena. In your experience, why are phenomena important for science assessments? #NGSSChat
Q3 we want students engaged in science as scientists. The phenomenonmakes that happen. Authentic, accessible, engaging, real science assessment #NGSSchat
A3: This is the reason for NGSS no? We want Ss to “figure out” vs. “learn about” so centering assessment around phenomenon is as important as during instruction. #NGSSchat
Q3. Criterion A of the Science Task Screener is all about phenomena. In your experience, why are phenomena important for science assessments? #NGSSChat
A3 I've found that I need to mix it up within the storyline with a good variety of investigative phenomenon to keep kids engaged through the breadth of the unit. Circular narrative skills are key #ngsschat
I feel the concern about the red flags and discouragement... I think I'd use the prescreener just with folks who are well on their way down 3D Road. #NGSSChat
The Task Annotation Project in Science (TAPS) from @AchieveInc surfaces how assessments ask students to sense-make instead of just regurgitating what they know. Check out this sneak peek of a HS bio task! https://t.co/TkKcsxsTF9#NGSSchat
A3. Grounding an assessment in engaging phenomena focuses the task on students discovering something new with their' science "toolkit." It allows the assessments to be educative, interesting, and reveal evidence of meaningful science reasoning. #NGSSchat
A4: It would be so much easier if it was cents-making instead of sense-making. Although, when it comes to NGSS implementation, I have learned that it is sometimes hard to make change.
But seriously, I think the key is the engagement in the practices. #ngsschat
Q4. One of the most important “non-negotiables” of #NGSS assessments (and Criterion B of the task screener) is that students must use the 3Ds to make sense of phenomena/solve problems. What does it look like when students sense-make in science assessments? #NGSSchat
A3) I really think phenomena should be at the heart of instruction across content areas - I just wrote a bit about that #ngsschathttps://t.co/E7vttSwUxZ
A4: Students are making sense of a phenomena or solving a problem by DOING the SEP using the DCI concepts through the lens of the CCC. This doesn't have to be all in one question! But each ? needs to be at least 2D #NGSSchat
A4: Science literacy is not about accumulating a store of decontextualized scientific concepts, it is the ability to pick up & flexibly use knowledge pieces & practices in concert with evidence to explain things in the world or to solve problems of societal consequence #NGSSchat
Q4. One of the most important “non-negotiables” of #NGSS assessments (and Criterion B of the task screener) is that students must use the 3Ds to make sense of phenomena/solve problems. What does it look like when students sense-make in science assessments? #NGSSchat
A4. When students are sense-making, the artifacts produced reveal what is going on inside Ss heads--they are using their tools to wrestle with science ideas and explain phenomena or solve problems. #NGSSchat
The Task Annotation Project in Science (TAPS) from @AchieveInc surfaces how assessments ask students to sense-make instead of just regurgitating what they know. Check out this sneak peek of a HS bio task! https://t.co/TkKcsxsTF9#NGSSchat
It is the "ah ha" moment. It is the "oh shit all my rabbits died, what do I do?" (Disclaimer....this was a computer simulation. No actual rabbits were harmed in this assessment) #NGSSChat
Q4. One of the most important “non-negotiables” of #NGSS assessments (and Criterion B of the task screener) is that students must use the 3Ds to make sense of phenomena/solve problems. What does it look like when students sense-make in science assessments? #NGSSchat
A4: I think multiple representations are key here. Push kids to represent their ideas verbally (text), graphically, pictorally, graphically, mathematically (equation). Encourage kiddos to use two or more representations! #ngsschat
A4 I struggle here but I do know what it doesn’t look like. It’s not just finding the answer in the stimulus. Ss must bring ideas to the table & use them to solve the problem. #NGSSChat
Q4. One of the most important “non-negotiables” of #NGSS assessments (and Criterion B of the task screener) is that students must use the 3Ds to make sense of phenomena/solve problems. What does it look like when students sense-make in science assessments? #NGSSchat
It is the "ah ha" moment. It is the "oh shit all my rabbits died, what do I do?" (Disclaimer....this was a computer simulation. No actual rabbits were harmed in this assessment) #NGSSChat
Q4. One of the most important “non-negotiables” of #NGSS assessments (and Criterion B of the task screener) is that students must use the 3Ds to make sense of phenomena/solve problems. What does it look like when students sense-make in science assessments? #NGSSchat
A4: Probably a place where sense-making is most apparent is when the answer is NOT in final form. Science is not a collection of facts, but a way of interpreting the world around us. #ngsschat
A4: Ss need to draw out, concept map, organize the steps of their thinking & even show several iterations using 3D of how they arrived at answer. I'm curious how we get that and then "grade" it for standardized test world. #ngsschat
Q4. One of the most important “non-negotiables” of #NGSS assessments (and Criterion B of the task screener) is that students must use the 3Ds to make sense of phenomena/solve problems. What does it look like when students sense-make in science assessments? #NGSSchat
A4. Students who are fully engaged, collaborating with each to find an answer or a solution. That don't want to stop even know the bell has rung. Is it assessment that is occurring? Is it leaning that is occuring? The answer is yes to both. #NGSSCHAT
So. . . do Ss have to use the CCC that we select for making sense, or can they use any CCC that works for them? How do we incorporate this flexibility in our assessments? #NGSSchat
Q4. One of the most important “non-negotiables” of #NGSS assessments (and Criterion B of the task screener) is that students must use the 3Ds to make sense of phenomena/solve problems. What does it look like when students sense-make in science assessments? #NGSSchat
A4: Making sense can look like a lot of things. That is the best part; there can be very different "right answers"! Essentials include using valid reasoning (science ideas) to express how evidence (data of some sort that can be connected to a CCC) supports your claim... #ngsschat
A4: Students have to be asked to bring something to the table. They cannot just recall what the text said and score proficient. At the same time the assessment can't have ALL questions that are ALL 3D. We need steps, multiple items, thoughtful forms. #NGSSChat
A4 One thing to look for in 3D assessment is knowledge being used in some meaningful way (e.g., for the purpose of communication, for analyzing a system, to inform a design). It is useful to follow stay focused on knowledge-in-use to attend to the science&engr practices #NGSSchat
A4 When kids make sense of Ph themselves they are given an opportunity to really figrue things out which allows them to ability to transfer their knowledge to new context. #NGSSchat
A4 for us it took the form of a ‘storyline’ where we walked the kids thru a narrative of a phenomenon and asked them to use multiple dimensions to explore/explain #NGSSchat
Q4. One of the most important “non-negotiables” of #NGSS assessments (and Criterion B of the task screener) is that students must use the 3Ds to make sense of phenomena/solve problems. What does it look like when students sense-make in science assessments? #NGSSchat
A4 When kids make sense of Ph themselves they are given an opportunity to really figrue things out which allows them to ability to transfer their knowledge to new context. #NGSSchat
In formative assessment, in classrooms, i think there are times when you need to know where Ss are on the DCI/content goals to better know how to tailor investigations with other relevant SEPs and CCCs. #ngsschat
A4 serious key to good formative assessment design. If I can see student strengths and struggles, I know better how to approach instruction, differentiation, and appropriate summative instrument design #ngsschat
A4 - I like this quote: “Science is not a body of facts, [it] is a method for deciding whether what we choose to believe has a basis in the laws of nature or not.” – Marcia McNutt #ngsschat
I was thinking the same thing! So does a summative assessment have space for all those derivations before the "final answer" and how would we agree to grade that? The process not the final answer? #ngsschat
Sometimes I hear kids say, ok I think I’ve got this...and they go in to explain why something is happening. They use observations/info/data given to construct an explanation using their own thinking. #NGSSchat
A5 My recent equity framing for this is to consider assessment as a caring practice that is fundamentally part of the educator’s intellectual relationship to their students... #ngsschat
A5: Assessments can be a lever for equity because we can use them to set the stage that we expect ALL kids to achieve on 3D tasks BECAUSE ALL KIDS deserve to understand their world. (I'LL SAY IT LOUDER FOR THOSE IN THE BACK!) #ALLKIDS#NGSSchat
A5 My recent equity framing for this is to consider assessment as a caring practice that is fundamentally part of the educator’s intellectual relationship to their students... #ngsschat
This is where I think formative assessing (both of and for learning) is important so that we’ve tracked S learning along the way. That way the grade is not solely reliable on one test. #NGSSChat
A5 My recent equity framing for this is to consider assessment as a caring practice that is fundamentally part of the educator’s intellectual relationship to their students... #ngsschat
I love it when kids say 'I feel like I don't have to study because I already know how to do this because I have done this all before' Assessing the way you teach allows for student success and is powerful for kids that have 'traditionally' failed #NGSSchat
I agree with @sciresSoehl. The more I try to meaningfully assess using 3D, even w / summative assessments, the more I'm OK w / giving feedback and being flexible on grade. It's not that a student is getting it wrong. Real scientists use feedback to refine understanding! #NGSSchat
A4: Ss need to draw out, concept map, organize the steps of their thinking & even show several iterations using 3D of how they arrived at answer. I'm curious how we get that and then "grade" it for standardized test world. #ngsschat
Q4. One of the most important “non-negotiables” of #NGSS assessments (and Criterion B of the task screener) is that students must use the 3Ds to make sense of phenomena/solve problems. What does it look like when students sense-make in science assessments? #NGSSchat
Q5 by framing assessment around figuring out phenom, students are using their own thinking. They aren’t having to regurgitate what T tells them the thinking should be. This is equity. #doesthatmakesense#NGSSchat
Okay, so I hate to say it, but assessment does drive change. If the change we want to see is that ALL Ss can possess a strong science identity--that ALL kids can think scientifically--that ALL kids can DO science; our assessments need to foreground that. #allmeansall#NGSSchat
feedback can be empowering rather than punitive, which i think we can all agree helps us be confident in our thinking and grow in our understanding at the same time. #ngsschat
I agree with @sciresSoehl. The more I try to meaningfully assess using 3D, even w / summative assessments, the more I'm OK w / giving feedback and being flexible on grade. It's not that a student is getting it wrong. Real scientists use feedback to refine understanding! #NGSSchat
A4: Ss need to draw out, concept map, organize the steps of their thinking & even show several iterations using 3D of how they arrived at answer. I'm curious how we get that and then "grade" it for standardized test world. #ngsschat
Q4. One of the most important “non-negotiables” of #NGSS assessments (and Criterion B of the task screener) is that students must use the 3Ds to make sense of phenomena/solve problems. What does it look like when students sense-make in science assessments? #NGSSchat
There are a lot of structures / realities that make it challenging! I do see it in moments where educators give meaningful feedback to students on their work and thinking, connect them to further resources / experiences. #NGSSchat
At minimum, I'd say take a look at race, gender, and SES and see if there are patterns in how your students are "achieving." If there are patterns, address them. Could be bias, could be instructional... etc. #NGSSChat
I'm working on a project to highlight small steps for teachers to move towards #NGSS to help avoid overwhelming teachers who struggle with the vision. #NGSSchat
Okay, so I hate to say it, but assessment does drive change. If the change we want to see is that ALL Ss can possess a strong science identity--that ALL kids can think scientifically--that ALL kids can DO science; our assessments need to foreground that. #allmeansall#NGSSchat
A5 allowing all Ss (not those teachers deem "ready" bc they already have certain "skills" or "knowledge") be a part of complex knowledge building in a classroom allow for ALL students to work toward becoming independent learners #ngsschat
Yes! #NGSSChat I think in other areas of life we provide feedback to our children and peers as a way to show we care about their success. Framing assessments with #equity in mind means we remove the punitive nature of it.
A5 My recent equity framing for this is to consider assessment as a caring practice that is fundamentally part of the educator’s intellectual relationship to their students... #ngsschat
Q5 follow up: One of the indicators in Criterion C of the Science Task Screener is about assessments that build student interest and confidence (my favorite!). How do/could assessments empower students? Support student confidence, identity, and interest in science? #NGSSchat
A couple Wisconsin educators recently wrote a guest blog post for me about student feedback in their standards-based grading system. I think they had some good ideas. #ngsschathttps://t.co/ZzFy9orq7r
A5 It def should NOT be about "gotcha", but setting Ss up to authentically express understanding-Hinted at tonight, setting Ss up to explain phenomena (ideally of interest and relevance to "these" Ss) and mirroring this in assessment, sets the equity stage #NGSSChat#NGSS#CANGSS
A5 There is more than one way to figure out a phenomenon. The variety of paths allows Ss to figure it out based on their own understanding rather than an already determined path #NGSSChat
How can we communicate this to stakeholders like administrators, parents, undergraduate college admission boards, etc - ? How can we ensure we are always working at multiple levels in the system? #NGSS#NGSSchat
A5 My recent equity framing for this is to consider assessment as a caring practice that is fundamentally part of the educator’s intellectual relationship to their students... #ngsschat
Okay, so I hate to say it, but assessment does drive change. If the change we want to see is that ALL Ss can possess a strong science identity--that ALL kids can think scientifically--that ALL kids can DO science; our assessments need to foreground that. #allmeansall#NGSSchat
A5:I actually pull something here from time working in Math. One of the dimensions of the TRU framework is Agency, Ownership, and Identity - the extent to which students feel a positive identity as learners with respect to the work they are doing #ngsschathttps://t.co/llkDM99Kkm
Q5 follow up: One of the indicators in Criterion C of the Science Task Screener is about assessments that build student interest and confidence (my favorite!). How do/could assessments empower students? Support student confidence, identity, and interest in science? #NGSSchat
A5 Students experience multiple and varied assessment opportunities. ALL students can do science. ALL students working to becoming problem solvers,critical thinkers, independent learners, #ngsschat
When science is about learning answers…you gotta study. But performance assessments are about doing as much as knowing. So practicing the practices to make sense is all the prep one needs? #NGSSchat
A5: If assessment is aligned w/ learning progressions, and all students have had the opportunity to build understanding together; the assessment should be built on this shared experience... equity. #ngsschat
I frequently think of the Performance Expectations as a designed solution to the problem of assessments that were not focused on measuring things we actually cared about students being able to do. #ngsschat
Okay, so I hate to say it, but assessment does drive change. If the change we want to see is that ALL Ss can possess a strong science identity--that ALL kids can think scientifically--that ALL kids can DO science; our assessments need to foreground that. #allmeansall#NGSSchat
Okay, so I hate to say it, but assessment does drive change. If the change we want to see is that ALL Ss can possess a strong science identity--that ALL kids can think scientifically--that ALL kids can DO science; our assessments need to foreground that. #allmeansall#NGSSchat
A5: The ? of assessment equity becomes interesting when thinking abt feedback & proficiency levels. Why do kids only get 1 shot? What if they need a longer runway? Does that mean they shouldn't pursue science? How might we refine feedback we give to consider equity? #NGSSchat
Q5 follow up - I really like this idea of assessment being a tool to build students identity and confidence. It all depends on what's done with the assessment - build toward further learning or just get a grade... #ngsschat
A5FU: Ss follow up on #assessment regarding Earths place in Universe... “I can’t believe how much ppl figured out w/ so basic tools!” Pushed them to think of what might be considered similar today... they were generally intrigued! #NGSSchat
A5: Phenomena drive equity by making sure we're not presuming 100% shared life experiences. We support equity when we give S's 2nd chances to master challenging application of practices. And, to state the obvious, accommodate / modify for language and other needs! #NGSSchat
Yes! I tell my kids they cannot study for our tests and they should not stress out either. If they’ve participated in class they will be successful. #NGSSchat
A5 Follow up: First Ts need to understand this. Been working w/ Elementary Ts on revising/rewriting some in a resource. Many have never looked at their PEs, let alone the Framework. Build their confidence, ID, and interest, they can be champions for science too. #NGSSchat
Q5 follow up: One of the indicators in Criterion C of the Science Task Screener is about assessments that build student interest and confidence (my favorite!). How do/could assessments empower students? Support student confidence, identity, and interest in science? #NGSSchat
That is an interesting set of questions!! I think we need to figure out how to develop communities of practice with this kind of caring set of norms centered throughout the work that we do. // Partnerships are one way to work across multiple levels of the system. #NGSSchat
First, we find out what our students care about. Then, we build learning opportunities and assessments around those things. In the end, we foster a culture where "failure" is a learning opportunity...something that everyone should do. #takingfearoutoffailure#NGSSchat
Q5 follow up: One of the indicators in Criterion C of the Science Task Screener is about assessments that build student interest and confidence (my favorite!). How do/could assessments empower students? Support student confidence, identity, and interest in science? #NGSSchat
A5: When we ask kids to use three dimensions on an assessment, we allow all students to be successful rather than just rewarding students who have excellent memories or whose family members place a high value on learning. #NGSSchat
Q5. Reasoning about phenomena is well suited to be asset-based. When the assessment isn't just looking for ONE right answer all students feel like they can offer SOMETHING. This can be very effective in inviting all students into a challenging task. #ngsschat
A5: Equity is one that I struggle w/ in terms of #NGSS assessments. Ss make sense of learning experiences in different ways & I always appreciate the progress towards sense making w/ phenomena.Using a continuum of learning on rubrics helps w/ equity & personalization. #NGSSCHAT
Feedback allows Ts the opportunity to tell Ss what they are doing RIGHT, not just what they did wrong. Helping Ss see all the knowledge they have gained can be the encouragement needed in continuing on #NGSSChat#OKSci
A5 My recent equity framing for this is to consider assessment as a caring practice that is fundamentally part of the educator’s intellectual relationship to their students... #ngsschat
this task is an interesting example from @snapgse of helping give students choice around a meaningful phenom, helping to empower students while assessing current understanding #NGSSchat
Especially when the task we're giving feedback on is rich, and requires application of practices to grapple w / novel phenomena! That feedback will always be more interesting and useful to S's than "#5 is wrong." #NGSSchat
Next week are publishing a new @AcesseProject resource on @STEMTeachTools focused on learning to see the diverse sense-making resources of students. That is one strategy that can help here—but it is at odds with pushes for uniformity in the work we do (eg, assessment). #NGSSchat
In reply to
@ChienforSTEM, @AcesseProject, @STEMTeachTools
A5 Follow: WHEN assessment is rooted in engaging phenomenon AND the instructional cycle provides ample opportunity for teacher feedback via FA, THEN students experience that amazing sense of accomplishment during assessment, aka, "I CAN DO THIS!" #ngsschat
I’ve found that asking Ts to try just one or two things at a time then follow up with them to reflect has moved many forward. Giving Ts the space, time and support to make the shift is such an important piece! #NGSSChat
A5 Follow up: Students being able to using their understanding of the three dimensions they learned about in class in a transfer task assessment successfully could really help them see how all science is related and get excited about that! #NGSSchat
this task is an interesting example from @snapgse of helping give students choice around a meaningful phenom, helping to empower students while assessing current understanding #NGSSchat
Yes! I tell my kids they cannot study for our tests and they should not stress out either. If they’ve participated in class they will be successful. #NGSSchat
Q6: With more involved tasks, there are big questions about grading, scoring, and reporting. What are some ways we can provide students with feedback that matters? #NGSSChat
While I don't want assessments to be mean, I think it is important to keep the expectations high. We do students no favors by giving them questions that don't challenge their understanding. #ngsschat
I'm in!! This is the kind of work I want to explore in @BostonSchools, how can we translate and leverage the great working happening in some pockets - across larger systems (i.e., level-c learning)?!? When is the grant due... ;) #NGSSchat#NGSS@BUWheelock
In reply to
@philiplbell, @BostonSchools, @BUWheelock
Q6: With more involved tasks, there are big questions about grading, scoring, and reporting. What are some ways we can provide students with feedback that matters? #NGSSChat
This is really important to think through while developing assessment tools- the when, how, and what - for types of feedback and scaffolding built within the assessment tool and teacher guidance #NGSSChat
Q5 follow up: One of the indicators in Criterion C of the Science Task Screener is about assessments that build student interest and confidence (my favorite!). How do/could assessments empower students? Support student confidence, identity, and interest in science? #NGSSchat
One of the best skills I learned from @tiffanyneill for building collaborative knowledge was being selective of the group order for sharing. Building knowledge by “random” order allowed all Ss to feel like they contributed. #NGSSChat
A5 allowing all Ss (not those teachers deem "ready" bc they already have certain "skills" or "knowledge") be a part of complex knowledge building in a classroom allow for ALL students to work toward becoming independent learners #ngsschat
sigh... #ngsschat. @AchieveInc will be releasing a resource on this next week--we should think about how to use the @AcesseProject resources and these upcoming resources together! #ngsschat
i wonder how we can think about trade-offs here, and how to make better decisions about assessments by transparently surfacing the trade-offs we're making in assessment. #ngss chat
Moving to SBGing has been a lot of work. Thinking about how to create systems for feedback that are frequent and meaningful without "giving away the answer" etc is hard. However, it's been the thing that has brought about the most change in S attitude toward learning #NGSSchat
A6: Feedback in general has to get more useful for Ss. It's one thing to know where you stand, it's something else entirely to get feedback that helps you know where to go next. #NGSSchat
Glad to lurk and chat a bit. Not feeling so well tonight so leaving early. Shameless plug on way out: Could use some April and May @NGSS_tweeps hosts. Let me know. I love the @AchieveInc tools! #NGSSchat
A6: Build assessments that are rich but not too lengthy. If we intend to give valuable feedback we must recognize our limitations. Valuable feedback is timely among other things. #ngsschat
A6 I found Ss paid more attention to the feedback when I stopped putting grades on papers. They hated it but it got them thinking about what they were figuring out and not about a score. #NGSSchat
A6: written teacher feedback, no score until Ss respond to feedback, time in class for Ss to respond or redo. Make this part of the learning. #NGSSchat
And this process has been SO helpful for reflecting on how to improve this task and others. There's a new version of this one on our site https://t.co/RJmeE6wlHK. #ngsschat
A6: We also have to keep moving away from the "one shot this one time" assessment mode and shift into "as many times as you need" mode. Why punish a kid who takes multiple times to learn if they END UP LEARNING IT FOR GOODNESS SAKE. #NGSSchat
A6: Honestly in my (pipe) dream world we would just keep asking students questions until forever. Evaluation shuts down sensemaking and ruins the learning enterprise. #NGSSchat
A6: one trick I have suggested is to evaluate students thinking based on what is reasonable for them to know from the experiences they have had so far in a unit rather than compare their ideas to the scientifically accepted understanding. #ngsschat
Q6: With more involved tasks, there are big questions about grading, scoring, and reporting. What are some ways we can provide students with feedback that matters? #NGSSChat
A6. Rubrics. Well-designed rubrics that communicate to Ss where they are on a continuum of learning in all 3 dimensions. But before we just give a score, let's make sure our task is designed well. Rubrics are best when they have been built after looking at student work. #NGSSchat
A6: Limit assessment to meaningful application of practices! Cut simple recall items. This leaves enough time to give ALL kids several rounds of feedback. And then allow kids follow-up chances to master skills they struggle with, so they can use the feedback to improve! #NGSSchat
A6: Assessment is often seen as a private process - the S takes the assessment, the T grades it and gives feedback. This is literally the antithesis of a vibrant scientific community. I like how some of the @STEMTeachTools can be turned into talk afterwards as well. #NGSSchat
A6: Recent unit w NGSS components has "gotta have" checklists not just for content (DCI) but process & skills, IE model must have arrows showing materials interacting, describe two systems working together, etc #ngsschat
Q6: With more involved tasks, there are big questions about grading, scoring, and reporting. What are some ways we can provide students with feedback that matters? #NGSSChat
A6 This is one of the main research-practice tensions related to assessment. Formative assessment research cautions against grading since it strongly shifts incentive structure for Ss sharing their thinking openly. But institutions often reinforce the need to grade. #NGSSchat
Q6 One of the most powerful feedback on assessments I have experienced is when I took an independently taken student assessment task back to a full class discourse circle to make meaning. Working together they discovered meaning. Powerful! #ngsschat
A6 explicitly working w: Ss s on what do w/ feedback makes it more meaningful. Ts are understandably reluctant to “give up” class time for this. Pressure to cover everything & get thru the curriculum needs to be lifted during a time of transition. Feedback takes time! #NGSSchat
A6: Kids also deserve well-defined success criteria. They need to know exactly what they are responsible for demonstrating. We have to "let kids in on the secret". It's not cheating, it's fair. #NGSSchat
I wish T organizations could collaborate more with Admin organizations - it’d be so wonderful to present 3D Teaching and Learning at an administrator conference! #NGSSChat
How can we communicate this to stakeholders like administrators, parents, undergraduate college admission boards, etc - ? How can we ensure we are always working at multiple levels in the system? #NGSS#NGSSchat
A5 My recent equity framing for this is to consider assessment as a caring practice that is fundamentally part of the educator’s intellectual relationship to their students... #ngsschat
I think this is so important. (YES...I do that darn state summative assessment). We need learn how to function when each child's path through learning is unique. #NGSSchat
A6: We also have to keep moving away from the "one shot this one time" assessment mode and shift into "as many times as you need" mode. Why punish a kid who takes multiple times to learn if they END UP LEARNING IT FOR GOODNESS SAKE. #NGSSchat
A6: such an important question. Formative assessment and exemplars are a start. Feedback on thinking / process / reasoning instead of product / outcome / answers. #ngsschat
A6: I love this image (from @AcesseProject ) when thinking about feedback for students. Simply asking PSTs & ISTs what they notice in this slide leads to deep conversations about why & how we assess students... #NGSSchat
In my alternative school teaching I almost never graded. It was just all questions all the time. I was trying to heal kids' relationships with school and grading did not serve me. #NGSSchat
My favorite (there are many) quotes about this is from Brett Moulding, “Science class should be more like Jazz Band than Music Appreciation.” #NGSSChat
When science is about learning answers…you gotta study. But performance assessments are about doing as much as knowing. So practicing the practices to make sense is all the prep one needs? #NGSSchat
I'm on board with high expectation, but that's not the same thing as assessment intended to "catch" Ss at NOT memorizing that one thing-it means moving away from science is elitist and something that only students who think like the teacher can succeed at #NGSSChat#NGSS#CANGSS
Agreed. Quick mini-assessments at the end of each lesson with very low weight lets kids get a sense of how they’re doing without crushing their grade. End of unit assessment is what really counts. #NGSSchat#embeddedassessment@MTU_MiSTAR
A7: For now, my commitment is to keep learning from as many people about what is working. The smartest person in the room is the room. We have to grow together so we can make better choices for our kids. #NGSSchat
and textbooks offer "formative assessment," but they don't provide any advice on what to do with the formative data. Ts need suggestions on how to alter instruction based on formative assessment results (at least I need help on this). #NGSSchat
My favorite (there are many) quotes about this is from Brett Moulding, “Science class should be more like Jazz Band than Music Appreciation.” #NGSSChat
When science is about learning answers…you gotta study. But performance assessments are about doing as much as knowing. So practicing the practices to make sense is all the prep one needs? #NGSSchat
I’m on the fence with this one- Is there never a need for students to commit vocab or concepts to memory? Perhaps a student can apply their learning through SEPs but struggles to retain tricky science vocab that are essential for explanations... 🤔 #NGSSchat
A7: I will commit to designing an assessment workshop to hold in conjunction with NSTA's STEM Forum this July in San Francisco (also because @TdiShelton said I had to do it) #ngsschat
A6 Really examining our beliefs about “grades” and “evaluation”. Giving good feedback should be followed by letting Ss use it to improve their understanding. Yes, I believe in redo! #NGSSchat
A7: My commitment is to keep trying and working because I've seen how much I have grown with NGSS lesson design in the past few years, I'm excited to see how far I can grow NGSS assessment-wise! #NGSSchat
A7: Also, I'm committed to honoring how HARD this is when talking to Ts. It is difficult, and the job of classroom teacher is so complex. They must feel supported. Celebrate success, build on strengths! #NGSSchat
A6 Don’t grade every piece of paper. Let’s not be critical during every tiny step of learning. I’d hate for my boss to grade me every moment of every day! #NGSSChat
Q6: With more involved tasks, there are big questions about grading, scoring, and reporting. What are some ways we can provide students with feedback that matters? #NGSSChat
Haha there was a tweet earlier this week where a PhD in Physics called a photon a "light crumb"... I am definitely on a certain side of the fence. #NGSSChat
In reply to
@racheljcox87, @richbacolor, @krademaker
Exactly. You ever notice band/orchestra parents show up for real performances to see what the Ss learn? Somehow we don’t have the same “trust” in performance assessments in academic core classes. #ngsschat
Agreed. I think the shift is supporting T.S. and Ss to spend time on the meaningful feedback moments rather than all potential feedback moments in addition to the shift from “coverage” to phenomena focus. #NGSSChat
A6 explicitly working w: Ss s on what do w/ feedback makes it more meaningful. Ts are understandably reluctant to “give up” class time for this. Pressure to cover everything & get thru the curriculum needs to be lifted during a time of transition. Feedback takes time! #NGSSchat
Hi @tkSciGuy! I hope all is well with you. Yes -- this is a known gap. We need to do better providing theoretical lenses / tools for doing this. This resource on facets of reasoning is where we've focused our efforts… https://t.co/eWHIb1qaxO#NGSSchat
