Transcript Document

Assessing NGSS in
the Classroom
NGSS@NSTA Forum
Friday, March 13, 2015
The terrain we will cover…
Part 1 of Presentation:
• 3-Dimensional Learning and NGSS Performance
Expectations
• Task Analysis Activity & Discussion
Part 2 of Presentation:
• Design Approach Overview
• Unpacking Science Practices
• Main Take Aways
Content and Practice Work Together to Build
Understanding: 3-Dimensional Learning
NGSS calls for students to become
Crosscutting
Concepts
proficient in science and
engineering:
Practices
• Practices and content work together
to form usable knowledge.
• Requires integration of 3
dimensions – not separate treatment
of “content” and “inquiry”
• Need to pay attention to how we
build understanding over time and
across the disciplines
Core
Ideas
Scientific ideas are important,
but not enough!
• Understanding content is inextricably linked
to engaging in practices: science proficiency
means being able to use what you know
• Science is both a body of knowledge and the process that
develops and refines that body of knowledge: Understanding
both is essential for progress in science and in learning science
• The learning of science is similar for all learners, whether
children or scientists: in order to learn science, you need to do
the work of science
How NGSS is Different
Standards expressed as performance expectations:
• Combine practices, core ideas, and crosscutting concepts into a
single statement of what is to be assessed
• Requires students to demonstrate
knowledge-in-use
• Performance Expectations are not
instructional strategies or
objectives for a lesson
• Intended to describe the end-goals
of instruction
Assessment should aim for the
Performance Expectations
Assessment Challenge
• How can we assess “three-dimensional learning”?
• How is it different from how we assess science learning
now?
• How can we design tasks that elicit core ideas,
practices, and crosscutting concepts?
7
Multi-Component Tasks
• To adequately cover the three dimensions,
assessment tasks will need to contain multiple
components (e.g., a set of interrelated questions).
• Specific components may focus on individual
practices, core ideas, or crosscutting concepts, but,
together, the components need to support inferences
about students’ three-dimensional science learning
as described in a given performance expectation.
8
Looking Closely at Tasks
MS-LS-4-4:
• Construct an explanation based on evidence that
describes how genetic variations of traits in a
population increase some individuals’ probability of
surviving and reproducing in a specific environment.
9
Instructions for Pairs
• Review the sample assessment tasks provided, all of
which aim to assess MS-LS-4-4.
• “Rank then rate”
– Rank order them in terms of how well you think they assess
the three dimensions integrated in the performance
expectation.
– Discuss your rankings: What distinguishes tasks in terms of
how well they assess three-dimensional science learning goal
reflected in the performance expectations
– Rate each task on a scale of 1 (poor) to 5 (great) on the
strength of the task in this Google Form:
http://tinyurl.com/n8raye3
10
From Performance
Expectations to
Assessments
NGSS@NSTA Forum
Friday, March 13, 2015
Typical Assessment Design
• Implicit design decisions
• Inconsistent elicitation of core ideas,
practices and cross-cutting concepts
• Unexplained variation in contexts,
difficulty, evidence elicited from
students, and approaches for scoring
across tasks
12
Design
Approach
Intentional and
Explicit
13
Design
Approach
• Describe the practice and its
components
• Identify the requisite
knowledge and skills
• Specify features of a high level
of performance
14
Design
Approach
•
•
•
•
•
Elaborate Major Ideas
Define Boundary Conditions
Describe Prior Knowledge
Identify Student Challenges
Brainstorm Phenomena
15
Design
Approach
• Describe essential
features
• Identify substantive
intersections with
science practices and
disciplinary core ideas
16
Design
Approach
17
Design
Approach
18
Why Unpack Science Practices?
The unpacking process enables you to:
• Understand what it really means to “do” the practice
• Identify the essential components of the practice
• Pinpoint the knowledge and skills students need to use in order to
show that they can perform the practice
• Describe levels of performance for the practice that can be used
to develop rubrics
This process is of high value because it:
• Promotes consistency in your use of practices within items/tasks
• Ensures sustaining the essential aspects of the practice across
science disciplinary areas
19
Our Process for Unpacking Practices
1. Describe the practice and its components
• What does it mean to “do” the practice?
• What are the essential components of this practice?
• What possible intersection might there be with other practices?
2. Identify the requisite knowledge and skills
• What knowledge and skills do students need to use in order to
show that they can perform the practice?
3. Specify features of a high level of performance
• What evidence would you expect to see for each component?
• What are the different levels of performance for each component?
Resources we use: NRC Framework, NGSS Appendix F, NSTA
publications on science practices, research literature (e.g., NRC reports)
Constructing Explanations
Describe the practice and its components
Scientific Explanation:
A written or oral response to a question about how or why a phenomena
occurs that is supported by evidence.
Components of the Practice:
A scientific explanation has 3 essential parts –
• Claim: a testable statement or conclusion that typically
answers the question
• Evidence: scientific data that supports the claim; consisting
of appropriate and sufficient evidence
• Reasoning: a justification that shows why the data count as
evidence to support the claim and includes appropriate
21
scientific ideas/principles
Constructing Explanations (cont’d)
Intersection with other practices
• Results of data analysis and output from models can
be used as evidence for explanations
• Investigations may inform the construction of
explanations
• Scientific arguments critique or defend the
strength/validity of explanations
22
3-D Assessment Task Example
Maria found four different bottles filled with unknown pure
liquids. She measured the properties of each liquid. The
measurements are displayed in the data table below.
Maria wonders if any of the liquids are the same substance.
1
1.0 g/cm3
Clear
6.1 cm3
Boiling
Point
100 C○
2
0.89 g/cm3
Clear
6.1 cm3
211 C○
3
0.92 g/cm3
Clear
10.2 cm3
298 C○
4
0.89 g/cm3
Clear
10.2 cm3
211 C○
Liquid Density
Color
Volume
Use the data in the table to:
1) Write a claim stating whether any of the liquids are the
same substance.
2) Provide at least two pieces of evidence to support your
claim.
3) Provide reason(s) that justify why the evidence supports
your claim.
High level of
Performance:
Target Dimensions
•Science
Claim states
that
Practice:
Intersection
with
other
Liquid
2
and
4
are
the
Scientific
Explanation
Practice:
same substance.
Ideaincludes
PS1.A:
Analyzing
and at
••Core
Evidence
Each
substance
Interpreting
least
2pure
pieces
ofData
has
characteristic
evidence
(density,
physical
and or
chemical
boiling
color
Level
of point,
Scaffolding:
properties
that
can
be
of
Liquid
2
and
4
are
•used
Explicit
promptit.for
to
identify
thestudent
same). to develop
•Crosscutting
Reasoning:
same and
claim, evidence,
Concept:
Patterns
substance
must
have
reasoning
(identify
the samepatterns
set of in
data)
characteristic
properties.
Developing and Using Models
Describe the practice and its components
A deliberate representation of a phenomenon or
system of phenomena that makes its central features
explicit and visible. Models can be used to represent,
explain, and make predictions about phenomena. They
include diagrams, physical replicas, mathematical
representations, analogies, and simulations.
Intersection with other practices:
• Models can be used as evidence for explanations and arguments
• Scientific arguments critique or defend the quality or appropriateness
of models
• Models can be developed based on results of data analysis
• Investigations may inform the development of models or involve the
use of models
24
Developing and Using Models (cont’d)
Components of the Practice:
• Model Elements: Specify or Identify the appropriate and
necessary elements of the model
• Relationships: Represent or Describe the relationships or
interactions among the elements in the model
• Correspondence: Represent or Describe the
correspondence between model elements and a real
world phenomenon or available data
• Limitations: Specify or Identify the limitations of the
model
• Explanation/prediction: Use the model to explain or
predict phenomena or specific aspects of phenomena
25
3-D Assessment Task Example
The picture below shows a place on the ocean floor where two
plates are moving apart. At this plate boundary (shown at the
dotted line), rock material is rising to the surface.
1. Complete the model by drawing on the picture to show what is
happening in the mantle that causes the plates to move apart.
2. Based on the model you completed, explain what is happening
in the mantle to cause the two place to move apart.
Essential Components
Addressed: with Other
Connection
Practice:
• Target
SpecifyDimensions
elements • Explanation
Part 1 and 3
Science Practice:
and Use
•Develop
Describe
Level
of Scaffolding:
Models
relationships
• Prompts
Part 2 to complete a
Core
Idea ESS2.A:
model
materials and
•Earth’s
Correspondence
• Prompts to use the
Systems
Part 2
model to explain
•Crosscutting
Use modelConcept:
to
explain/predict
Scale,
Proportion, –and
Part 4
Quantity.
3. On the model, put an X on the places where the oldest rock
can be found in the crust.
4. Describe how the oldest rock got to that location.
26
Bringing a 3-Dimensional Perspective
to Classroom Assessment
27
Start Small
It will not be feasible to assess all of the performance
expectations for a given grade level with any one assessment.
Developing Assessments of Next Generation Science Standards (NRC 2013)
Main Take Aways
① NGSS “performance expectations” can be a powerful guide in
developing your classroom assessments
② Task analysis can help identify criteria for 3-dimensional tasks
③ Assessment tasks (and rubrics) should
integrate all 3 dimensions – you’ve
been introduced to an approach!
④ Unpacking practices ensures that the
essential components of practices will
be consistent across assessment tasks
29
Thank you!
Contact Information
Angela Haydel DeBarger
[email protected]
Christopher Harris
[email protected]
[email protected]
William Penuel
This material is based upon work supported by the National Science
Foundation under Grant Numbers 1020407, 1316903, 1316908, 1316874,
1238253, 1147590, and 0822314. Any opinions, findings, and conclusions or
recommendations expressed in this material are those of the authors and do
not necessarily reflect the views of the National Science Foundation.
30