Transcript Writing and Argumentation in Elementary Science: Day 1

CLASSROOM ASSESSMENT IN
SECONDARY SCIENCE
DAY 1
JENNIFER GOTTLIEB & MIKE KLEIN
WELCOME!
WHICH QUOTE RESONATES
WITH YOU? WHY?
The purpose of this session is to support teachers
as they design, implement, and interpret
classroom level formative assessments that
incorporate the three dimensions of science
learning (Science and Engineering Practices,
Disciplinary Core Ideas, and Crosscutting
Concepts).
https://www.youtube.com/watch?v=cU2dZz18P0c&list=PL772556F1EFC4D01C&index
=11
https://www.youtube.com/watch?v=2KZb2_vcNTg&index=3&list=PL772556F1EFC4D01C
FORMATIVE ASSESSMENT
What do I want
them to know,
understand, or
do?
What are they
thinking?
Formative
Assessment
HOW CAN FORMATIVE ASSESSMENT IMPROVE
TEACHING AND LEARNING?
FORMATIVE ASSESSMENT CLASSROOM
TECHNIQUES (FACTS)
What are some reasons
for using formative
assessment?
(page 6)
FORMATIVE ASSESSMENT
What do I
want them to
know,
understand, or
do?
What are
they thinking?
Formative
Assessment
Read pages 26-29.
5E LEARNING CYCLE
Engage
Explore
Explain
Elaborate
Evaluate
http://www.bscs.org/bscs-5e-instructional-model
5E LEARNING CYCLE
Explore
Explain
Evaluate
Engage
Elaborate
http://www.bscs.org/bscs-5e-instructional-model
“If students answer all the teacher’s
questions correctly, the teacher is surely
wasting the students’ time. Worthwhile
questions cause students to struggle and
think.”
~Dylan William
FORMATIVE ASSESSMENT AND THE NEXT
GENERATION SCIENCE STANDARDS
ARCHITECTURE OF THE NGSS
Disciplinary
Core Ideas
Science and
Engineering
Practices
Crosscutting
Concepts
PERFORMANCE EXPECTATIONS
Disciplinary
Core Ideas
Science and
Engineering
Practices
Where do
each of the
three
dimensions
show up in the
performance
expectations?
Crosscutting
Concepts
NGSS CLASSROOM SAMPLE
ASSESSMENT TASKS
NGSS/CCSS-M SAMPLE CLASSROOM ASSESSMENT
TASKS
Read the Purpose and Overview
How might these be useful to us?
NGSS/CCSS-M SAMPLE CLASSROOM ASSESSMENT
TASKS
Read either the
Middle School or
High School Task
What do you
think?
What elements of
these tools might
you bring to your
content area?
“Too often, educational tests, grades,
and report cards are treated by
teachers as autopsies when they
should be viewed as physicals.”
~Reeves
DEVELOPING A FORMATIVE
ASSESSMENT TOOL BOX
Formative assessment is
not the goal; it is a means
to achieving a teaching or
learning goal.
Page Keeley
QUICK START TOOLS
With a partner, choose
two tools and highlight
them on a whiteboard.
“Too often assessment is seen as something
that is done to students, yet the root
meaning of the word assess is to ‘sit beside.’
Thinking of assessment as something
teachers and students do together-metaphorically, and sometimes literally,
‘sitting beside’ each other--changes the
primary role of assessment from evaluating
and ranking students to motivating them to
learn.”
~Libby Woodfin
PROCESS TOOLS
SELECTING THE RIGHT FORMATIVE ASSESSMENT
TOOL
What do I
want them to
know,
understand, or
do?
What are
they thinking?
Formative
Assessment
Read pages 32-33
“Surfacing student misconceptions
is at the very heart of the learning
process.”
~Brent Duckor
What do I want them to know, understand, or do?
Science & Engineering
Practices
Engaging in argument from
evidence
Disciplinary Core Ideas
Crosscutting Concepts
LS1.A All living things are
made up of cells, which is
the smallest unit that can be
said to be alive.
Scale, Proportion, and
Quantity
Card Sorts
CARD SORT
Which things are larger than cells?
thickness of a leaf
water molecule
How might you use Card Sorts in your content area?
What do I want them to know, understand, or do?
Science & Engineering
Practices
Disciplinary Core Ideas
Crosscutting Concepts
What do I want them to know, understand, or do?
Science & Engineering
Practices
Analyzing and interpreting
data
Engaging in argument from
evidence
Disciplinary Core Ideas
Crosscutting Concepts
PS2.A Newton’s second
law accurately predicts
changes in the motion of
macroscopic objects.
Patterns
Sequencing/Ranking
SEQUENCING/RANKING
Rank the graphs from lowest acceleration
to highest acceleration.
How might you use Sequencing/Ranking in your content area?
What do I want them to know, understand, or do?
Science & Engineering
Practices
Disciplinary Core Ideas
Crosscutting Concepts
What do I want them to know, understand, or do?
Science & Engineering
Practices
Developing and Using
Models
Obtaining, Evaluating, and
Communicating Information
Disciplinary Core Ideas
Crosscutting Concepts
ESS1.B The solar system
consists of the sun and a
collection of objects,
including planets, their
moons, and asteroids …
Scale, Proportion, and
Quantity
Systems and System Models
Representation Analysis
REPRESENTATION ANALYSIS
What aspects of this
representation of our solar
system may lead to
misunderstandings or are
incorrect? Explain your
thinking.
How might you improve the
representation?
How might you use Representation Analysis in your content area?
What do I want them to know, understand, or do?
Science & Engineering
Practices
Disciplinary Core Ideas
Crosscutting Concepts
What do I want them to know, understand, or do?
Science & Engineering
Practices
Engaging in argument from
evidence
Constructing explanations
Disciplinary Core Ideas
LS1.C Plants…use the
energy from light to make
sugars from carbon dioxide
from the atmosphere and
water through the process
of photosynthesis….
Concept Cartoons
Crosscutting Concepts
Energy and Matter
Cause and Effect
Abe
Beth
Charlie
Deb
How might you use Concept Cartoons in your content area?
What do I want them to know, understand, or do?
Science & Engineering
Practices
Disciplinary Core Ideas
Crosscutting Concepts
What do I want them to know, understand, or do?
Science & Engineering
Practices
Engaging in Argument from
Evidence
Using Mathematics and
Computational Thinking
Disciplinary Core Ideas
Crosscutting Concepts
PS2.A Newton’s second
law accurately predicts
changes in the motion of
macroscopic objects.
Cause and Effect
Friendly Talk
FRIENDLY TALK
You have been hired to design an elevator. Joe and Sue (two of
your employees) are trying to figure out how many people
should be permitted to ride in the elevator at a time……
Sue: No, I tell you! Fourteen people are all we can hold if
the elevator is going to have that upward acceleration of 4.0
m/s2! The tensile strength tests show that our cable can
only support a force of 22,000N!
Joe: You don’t know what you are talking about! The mass
of the elevator is only 500 kg. If you assume that the mass
of an average person is 75 kg, then twenty-three people can
ride – no problem!
Who do you agree with? Explain with words, pictures, and
calculations.
How might you use Friendly Talk in your content area?
What do I want them to know, understand, or do?
Science & Engineering
Practices
Disciplinary Core Ideas
Crosscutting Concepts
What do I want them to know, understand, or do?
Science & Engineering
Practices
Engaging in Argument from
Evidence
Constructing Explanations
Developing and Using
Models
Disciplinary Core Ideas
Crosscutting Concepts
PS1.A The changes of state
that occur with variations of
temperature or pressure can
be described and predicted
using these models…
Cause and Effect
Familiar Phenomenon Probe
FAMILIAR PHENOMENON PROBE
Where did the puddle of water come
from?
A. A gas in the air
B. Melted ice in the container
C. Cold on the outside of the container
D. Condensation from water inside the container
E. Water that evaporated from inside the
container
F. Cold changed hydrogen and oxygen atoms to
water
How might you use a Familiar Phenomenon Probe in your content area?
What do I want them to know, understand, or do?
Science & Engineering
Practices
Phenomenon:
Disciplinary Core Ideas
A.
B.
C.
D.
E.
F.
Crosscutting Concepts
What do I want them to know, understand, or do?
Science & Engineering
Practices
Engaging in Argument from
Evidence
Analyzing and Interpreting
Data
Disciplinary Core Ideas
Crosscutting Concepts
ESS3.C Human activities
have significantly altered the
biosphere, sometimes
damaging or destroying
natural habitats…
Patterns
Cause and Effect
Data Match
DATA MATCH
Upstream Data
Time of Day
6 AM
12 PM
3 PM
6 PM
Temperature
(degrees C)
18
19
19
19
pH
7.0
7.0
7.0
7.0
7.0
6.9
6.9
6.9
SO42-
4.6
4.3
4.1
4.0
Concentration (ppm)
NO31Fe3+
3.7
3.7
3.7
3.7
1.7
1.8
1.9
1.9
Concentration (ppm)
NO31Fe3+
4.0
4.0
4.0
4.0
1.2
1.1
1.1
1.0
O2
Downstream Data
Time of Day
6 AM
12 PM
3 PM
6 PM
Temperature
(degrees C)
24
25
26
27
pH
7.0
7.3
7.4
7.4
7.0
7.4
7.7
7.8
SO4
2-
5.0
4.9
4.8
4.7
O2
How might you use Data Match in your content area?
What do I want them to know, understand, or do?
Science & Engineering
Practices
Disciplinary Core Ideas
Crosscutting Concepts
What do I want them to know, understand, or do?
Science & Engineering
Practices
Constructing Explanations
Planning and Carrying Out
Investigations
Disciplinary Core Ideas
Crosscutting Concepts
LS4.C Traits that support
successful survival and
reproduction in the new
environment become more
common…
Cause and Effect
Missed Conception
MISSED CONCEPTION
Missed Conception: The most abundant phenotype
in a population represents the dominant trait.
1. Why do you think some people have this idea
about most abundant phenotypes and dominant
traits?
2. What things could you do to help someone
understand the scientific explanation? How would
this help someone give up his or her original idea
in favor of a scientific one?
3. Did you ever have a similar Missed Conception at
the beginning of this unit or sometime during your
life? Do you think you might still hold on to your
previous ideas or parts of them? How and/or why
has your thinking changed or not changed?
How might you use a Missed Conception in your content area?
What do I want them to know, understand, or do?
Science & Engineering
Practices
Disciplinary Core Ideas
Crosscutting Concepts
What do I want them to know, understand, or do?
Science & Engineering
Practices
Constructing Explanations
Planning and Carrying Out
Investigations
Disciplinary Core Ideas
Crosscutting Concepts
PS2.A The motion of an
object is determined by the
sum of the forces acting on
it; if the total force on the
object is not zero, then…
Cause and Effect
P-E-O Probes (Predict-Explain-Observe)
PREDICT-EXPLAIN-OBSERVE
How might you use a P-E-O Probe in your content area?
What do I want them to know, understand, or do?
Science & Engineering
Practices
Disciplinary Core Ideas
Crosscutting Concepts
What do I want them to know, understand, or do?
Science & Engineering
Practices
Engaging in Argument from
Evidence
Disciplinary Core Ideas
Crosscutting Concepts
PS1.A Each pure substance
has characteristic physical
and chemical properties that
can be used to identify it.
Structure and Function
A & D Statements
A & D STATEMENTS
How might you use A & D Statements in your content area?
What do I want them to know, understand, or do?
Science & Engineering
Practices
Disciplinary Core Ideas
Crosscutting Concepts
SUMMATIVE ASSESSMENTS: WHAT’S
COMING?
DEVELOPING ASSESSMENTS FOR THE NGSS
National Research Council
Board on Testing and Assessment
Board on Science Education
Division of Behavioral and Social
Sciences and Education
http://www.nap.edu/catalog.php?record_id=18409
SOME OF THE MAIN MESSAGES
 New types of assessments are needed
 NGSS assessment should start with the needs of classroom teaching and
learning
 States must create coherent systems of assessment to support both
classroom learning and policy/ monitoring functions
 Implementation should be gradual, systematic, carefully prioritized, and
attend to equity
 Professional development and adequate support for teachers will be
critical
SYSTEM OF ASSESSMENT
 Assessment to support classroom teaching
and learning
 Assessment for monitoring student learning
 Indicators of opportunity-to-learn (OTL)
WHAT MIGHT THESE ASSESSMENTS LOOK LIKE?
Disciplinary
Core Ideas
Tasks should ask students to
apply practices in the
context of disciplinary core
ideas and crosscutting
concepts.
Science and
Engineering
Practices
Crosscutting
Concepts
WHAT MIGHT THESE ASSESSMENTS LOOK LIKE?
Need multi-component tasks that use a
variety of response formats:
 Selected response questions
 Short and extended constructed response
questions
 Performance tasks
 Classroom discourse
SYSTEM OF ASSESSMENT
 Assessment to support classroom teaching and
learning
 Assessment for monitoring student learning
 Indicators of opportunity-to-learn (OTL)
5TH GRADE EXAMPLE
BIODIVERSITY IN THE SCHOOLYARD
5TH GRADE EXAMPLE: BIODIVERSITY IN THE
SCHOOLYARD
Where are the three dimensions
assessed in this series of classroom
assessment tasks?
Disciplinary
Core Ideas
Science and
Engineering
Practices
Crosscutting
Concepts
FORMATIVE ASSESSMENT TASKS
Task 1
• Collect data on the number of animals
(abundance) and the number of different
species (richness) in schoolyard zones
Task 2
• Create bar graphs that illustrate patterns in
abundance and richness data from each of
the schoolyard zones
Task 3
• Construct an explanation to support your
answer to the question: Which zone of the
schoolyard has the greatest biodiversity?
FORMATIVE ASSESSMENT
Task 1
• Collect data on the number of
animals (abundance) and the
number of different species
(richness) in schoolyard zones
FORMATIVE ASSESSMENT
Task 2
• Create bar graphs that illustrate
patterns in abundance and
richness data from each of the
schoolyard zones
FORMATIVE ASSESSMENT
Task 3
• Construct an explanation to support
your answer to the question: Which
zone of the schoolyard has the
greatest biodiversity?
scaffold
scaffold
SUMMATIVE ASSESSMENT
Construct an explanation to support an
answer to the question:
Which zone of the schoolyard has
the greatest biodiversity?
5TH GRADE EXAMPLE: BIODIVERSITY IN THE
SCHOOLYARD
• Disciplinary Core Idea
• Biodiversity
• Crosscutting Concept
• Patterns
• Practices
• Planning and carrying
out investigations
• Analyzing and
interpreting data
• Constructing
explanations
Disciplinary
Core Ideas
Science and
Engineering
Practices
Crosscutting
Concepts
SYSTEM OF ASSESSMENT
 Assessment to support classroom teaching and
learning
 Assessment for monitoring student learning
 Indicators of opportunity-to-learn (OTL)
MIDDLE SCHOOL EXAMPLE
PLATE TECTONICS
MIDDLE SCHOOL EXAMPLE: PLATE TECTONICS
Disciplinary
Core Ideas
Where are the three dimensions
assessed in this performance task?
Science and
Engineering
Practices
Crosscutting
Concepts
PERFORMANCE TASK
 Draw a model of a volcano formation at a hot spot using arrows
to show movement in the model. Be sure to label all parts of the
model.
 Use your model to explain what happens with the plate and what
happens at the hot spot when a volcano forms.
 Draw a model to show the side view (cross-section) of volcano
formation near a plate boundary (at a subduction zone or
divergent boundary). Be sure to label all parts of your model.
 Use your model to explain what happens when a volcano forms
near a plate boundary.
PERFORMANCE TASK
The hot spot allows the magma to
move up into the crust where it
forms a volcano.
The magma pushes up through the
crust and goes up and erupts.
MIDDLE SCHOOL EXAMPLE: PLATE TECTONICS
• Disciplinary Core Idea
• Plate tectonics
• Crosscutting Concept
• Patterns
• Scale
• Practices
• Developing and using
models
Disciplinary
Core Ideas
Science and
Engineering
Practices
Crosscutting
Concepts
DEVELOPING ASSESSMENTS FOR THE NGSS
Remember:
This is a report about what kind of
assessments need to be developed
for NGSS.
No one has developed these
assessments yet.
The examples included in the
report (and today’s presentation)
are things the committee saw and
said…”Oh yes…something like that
might work…”
http://www.nap.edu/catalog.php?record_id=18409
“It is through our assessment that we
communicate most clearly to
students which activities and learning
outcomes we value.”
~NCTM Assessment Standards
TWO MINUTE PAPER (PAGE 204)
What was the most important thing you
learned today?
How do you plan to apply what you learned
today?
THANK YOU!
WELCOME BACK!
CLASSROOM ASSESSMENT IN SECONDARY SCIENCE: DAY 2
CONGA LINE!
In my classroom, I can tell
students are learning when
they….
One new thing I’ve tried
since our last meeting is…..
The purpose of this session is to support teachers
as they design, implement, and interpret
classroom level formative assessments that
incorporate the three dimensions of science
learning (Science and Engineering Practices,
Disciplinary Core Ideas, and Crosscutting
Concepts).
FEEDBACK TO STUDENTS
Brainstorm:
What types of feedback
do we give our
students?
“Recurring, nonthreatening
feedback encourages students
to persist. As some teachers
say, ‘You don’t know it yet.’”
~Cathy Vatterott
WHAT WOULD YOU DO?
WHAT WOULD YOU DO?
WHAT WOULD YOU DO?
WHAT WOULD YOU DO?
WHAT’S THE TAKE-AWAY?
So what kind of
feedback will help
students grow?
http://vimeo.com/105519785
AUSTIN’S BUTTERFLY
How might we
foster a culture
of excellence in
our
classrooms?
https://www.youtube.com/watch?v=0yetHqWODp0
https://www.youtube.com/watch?v=45mMioJ5szc
LIFE = RISK
What are some things
we might do to create
learning environments
where students are
comfortable taking
risks?
EFFECTIVE FEEDBACK
Read the first two pages.
What do you think?
At your table, divide up the 7 keys to
essential feedback. Read about your
“key” and teach the rest of your
table about it.
Use the bookmark to take notes and
to consider how each key applies to
your class.
PROVIDING FEEDBACK
What is the relationship between the launch angle
and the horizontal distance the projectile travels?
Teacher-created exemplar:
(Claim) As the launch angle increases (manipulated
variable), the distance the marshmallow travels (responding
variable) increases at first, and then it starts to decrease. A
launch angle of 45o results in the farthest distance.
(Evidence) When the angle was 30o, the marshmallow
traveled 46 cm. When the launch angle was 45o, the
distance was the largest at 74 cm, and then when the
launch angle was increased to 60o, the distance was only 48
cm.
(Reasoning) When the launch angle is small, most of the
speed of the marshmallow goes horizontally, but it doesn’t
stay in the air for a long time so it doesn’t go very far.
When the angle is large, it stays in the air a long time, but it
doesn’t have much speed in the horizontal direction, so it
doesn’t go far. 45o is in the middle and so the time in the
air and the horizontal speed are more balanced so it goes
the farthest.
STUDENT 1
The angle that it will launch
an item the farthest is 50o. The
reason being the farthest it went
was 101 cm and the next closes
on was 68 cm at 40o. The
manipulated variable is the
degrees. The responding
variable is the distance the item
goes.
Individually, score this
response with the rubric.
Compare your rubric
scores at your table.
What written feedback
would be helpful for this
student?
STUDENT 2
If you increase the angle of the
catapult, then it will increase. I say
this because in my data, 60o angle
got the most (mm). The control
variables are the supplies which are
marshmallows, ruler, block, and
spoon.
Individually, score this
response with the rubric.
Compare your rubric
scores at your table.
What written feedback
would be helpful for this
student?
“The more time that elapses
between a student response and
teacher feedback, the less
metacognitive reflection takes
place.”
~Sonny Mangana and Robert Marzano
Consider an idea
regarding student
feedback that you’d like
to try in the near
future.
Make yourself a sticky
note to remind yourself
to do it.
FEEDBACK FOR TEACHERS
USING FORMATIVE ASSESSMENT DATA TO INFORM INSTRUCTION
“Great teachers are habitual
students of their students. They
assess continually to understand the
human beings that they teach.”
~Carol Ann Tomlinson
COLLABORATIVE ANALYSIS OF STUDENT WORK
What kind of feedback does
this provide for teachers?
What can you learn from the
experience even if your
student’s work isn’t being
analyzed?
USING FORMATIVE ASSESSMENT DATA TO
INFORM INSTRUCTION
Short term
Long term
USING FORMATIVE ASSESSMENT DATA TO
INFORM INSTRUCTION
Short term
Choose 3 “NEXT STEP”
strategies that might work
in your classroom.
USING FORMATIVE ASSESSMENT DATA TO
INFORM INSTRUCTION
Short term
How might some of the
ideas in our book be used
as “NEXT STEP”
strategies? Choose 3
ideas from the book that
might work in your
classroom.
USING FORMATIVE ASSESSMENT DATA TO
INFORM INSTRUCTION
Long term
Use formative assessment
data to demonstrate
student growth over time
and thoughtfully plan
instructional strategies to
maximize that growth.
IDENTIFY A GOAL
MEASURE STUDENT PROGRESS TOWARD GOAL
REFLECT ON STUDENT PROGRESS AND PLAN
NEXT STEPS
Consider an idea
regarding teacher
feedback that you’d like
to try in the near
future.
Make yourself a sticky
note to remind yourself
to do it.
“We must constantly remind
ourselves that the ultimate purpose of
education is to have students become
self-evaluating. If students graduate
from our school still dependent on
others to tell them when they are
adequate, good, or excellent, then we
have missed the whole point of what
education is all about.”
~Costa & Kallick
REFLECTION
With respect to formative assessment, I
used to think….
…but now I think…
SUMMATIVE ASSESSMENTS: WHAT’S
COMING?
DEVELOPING ASSESSMENTS FOR THE NGSS
National Research Council
Board on Testing and Assessment
Board on Science Education
Division of Behavioral and Social
Sciences and Education
http://www.nap.edu/catalog.php?record_id=18409
SOME OF THE MAIN MESSAGES
 New types of assessments are needed
 NGSS assessment should start with the needs of classroom teaching and
learning
 States must create coherent systems of assessment to support both
classroom learning and policy/ monitoring functions
 Implementation should be gradual, systematic, carefully prioritized, and
attend to equity
 Professional development and adequate support for teachers will be
critical
SYSTEM OF ASSESSMENT
 Assessment to support classroom teaching
and learning
 Assessment for monitoring student learning
 Indicators of opportunity-to-learn (OTL)
WHAT MIGHT THESE ASSESSMENTS LOOK LIKE?
Disciplinary
Core Ideas
Tasks should ask students to
apply practices in the
context of disciplinary core
ideas and crosscutting
concepts.
Science and
Engineering
Practices
Crosscutting
Concepts
WHAT MIGHT THESE ASSESSMENTS LOOK LIKE?
Need multi-component tasks that use a
variety of response formats:
 Selected response questions
 Short and extended constructed response
questions
 Performance tasks
 Classroom discourse
SYSTEM OF ASSESSMENT
 Assessment to support classroom teaching and
learning
 Assessment for monitoring student learning
 Indicators of opportunity-to-learn (OTL)
5TH GRADE EXAMPLE
BIODIVERSITY IN THE SCHOOLYARD
5TH GRADE EXAMPLE: BIODIVERSITY IN THE
SCHOOLYARD
Where are the three dimensions
assessed in this series of classroom
assessment tasks?
Disciplinary
Core Ideas
Science and
Engineering
Practices
Crosscutting
Concepts
FORMATIVE ASSESSMENT TASKS
Task 1
• Collect data on the number of animals
(abundance) and the number of different
species (richness) in schoolyard zones
Task 2
• Create bar graphs that illustrate patterns in
abundance and richness data from each of
the schoolyard zones
Task 3
• Construct an explanation to support your
answer to the question: Which zone of the
schoolyard has the greatest biodiversity?
FORMATIVE ASSESSMENT
Task 1
• Collect data on the number of
animals (abundance) and the
number of different species
(richness) in schoolyard zones
FORMATIVE ASSESSMENT
Task 2
• Create bar graphs that illustrate
patterns in abundance and
richness data from each of the
schoolyard zones
FORMATIVE ASSESSMENT
Task 3
• Construct an explanation to support
your answer to the question: Which
zone of the schoolyard has the
greatest biodiversity?
scaffold
scaffold
SUMMATIVE ASSESSMENT
Construct an explanation to support an
answer to the question:
Which zone of the schoolyard has
the greatest biodiversity?
5TH GRADE EXAMPLE: BIODIVERSITY IN THE
SCHOOLYARD
• Disciplinary Core Idea
• Biodiversity
• Crosscutting Concept
• Patterns
• Practices
• Planning and carrying
out investigations
• Analyzing and
interpreting data
• Constructing
explanations
Disciplinary
Core Ideas
Science and
Engineering
Practices
Crosscutting
Concepts
SYSTEM OF ASSESSMENT
 Assessment to support classroom teaching and
learning
 Assessment for monitoring student learning
 Indicators of opportunity-to-learn (OTL)
MIDDLE SCHOOL EXAMPLE
PLATE TECTONICS
MIDDLE SCHOOL EXAMPLE: PLATE TECTONICS
Disciplinary
Core Ideas
Where are the three dimensions
assessed in this performance task?
Science and
Engineering
Practices
Crosscutting
Concepts
PERFORMANCE TASK
 Draw a model of a volcano formation at a hot spot using arrows
to show movement in the model. Be sure to label all parts of the
model.
 Use your model to explain what happens with the plate and what
happens at the hot spot when a volcano forms.
 Draw a model to show the side view (cross-section) of volcano
formation near a plate boundary (at a subduction zone or
divergent boundary). Be sure to label all parts of your model.
 Use your model to explain what happens when a volcano forms
near a plate boundary.
PERFORMANCE TASK
The hot spot allows the magma to
move up into the crust where it
forms a volcano.
The magma pushes up through the
crust and goes up and erupts.
MIDDLE SCHOOL EXAMPLE: PLATE TECTONICS
• Disciplinary Core Idea
• Plate tectonics
• Crosscutting Concept
• Patterns
• Scale
• Practices
• Developing and using
models
Disciplinary
Core Ideas
Science and
Engineering
Practices
Crosscutting
Concepts
DEVELOPING ASSESSMENTS FOR THE NGSS
Remember:
This is a report about what kind of
assessments need to be developed
for NGSS.
No one has developed these
assessments yet.
The examples included in the
report (and today’s presentation)
are things the committee saw and
said…”Oh yes…something like that
might work…”
http://www.nap.edu/catalog.php?record_id=18409
“It is through our assessment that we
communicate most clearly to
students which activities and learning
outcomes we value.”
~NCTM Assessment Standards