NGSS, 3-D Learning, and the Design and Use of Classroom

AssessmentsSania Zaidi & Brian Gane

University of Illinois at Chicago

Session Goals1. Conceptualizing what to assess in a task: Unpacking Performance Expectations (12:35-12:55)

2. Tasks and rubrics: Eliciting evidence for what students know and can do (12:55-1:25)

NGSS  and  “3-­D  Learning”

NGSS  defines  when  students  are  proficient  in  science  and  engineering.  Students  should:  

● Integrate  the  3  dimensions  ● Explain  phenomena  and  design  solutions  to  solves  problems

● Develop  deep  understanding  and  skills  over  time  and  across  disciplines

NGSS  standards  are  expressed  as  Performance  Expectations

Disciplinary  Core  Ideas

Science  &  Engineering  Practices

Crosscutting  Concepts

MS-­PS1-­4.  Develop  a  model  that  predicts  and  describes  changes  in  particle  motion,  temperature,  and  state  of  a  pure  substance  when  thermal  energy  is  added  or  removed.

Next  Generation  Science  Assessment  Project

Harris,  C.  J.,  Krajcik,  J.  S.,  Pellegrino,  J.  W.,  &  McElhaney,  K.W.  (2016).  Constructing  assessment  tasks  that  blend  disciplinary  core  Ideas,  crosscutting  concepts,  and  science  practices  for  classroom  formative  applications.  Menlo  Park,  CA:  SRI  International.

http://nextgenscienceassessment.org/

“Unpacking”  each  of  the  three  dimensions

The  unpacking  process  enables  you  to

● Understand  what  each  dimension  really  means● Identify  the  essential  components  of  each  dimension● Pinpoint  the  knowledge  and  capabilities  students  need  to  use  in  order  to  use  and  apply  a  given  dimension

● Describe  levels  of  performance  for  the  dimensions  at  the  grade  level  you  are  interested  in.  Always  unpack  with  the  student  in  mind.

This  process  is  of  high  value  because  it

● Promotes  consistency  in  your  use  of  dimensions● Sustains  the  essential  aspects  of  each  dimension● Sets  the  stage  for  developing  assessment  tasks  and  rubric

MS-­PS1-­4.  Develop  a  model  that  predicts  and  describes  changes  in  particle  motion,  temperature,  and  state  of  a  pure  substance  when  thermal  energy  is  added  or  removed.

Unpacking  Disciplinary  Core  Ideas

● Elaborate  aspects  of  a  disciplinary  idea● Define  assessment  boundary● Describe  prior  knowledge● Identify  student  challenges● Brainstorm  relevant  phenomena

Unpacking  Disciplinary  Core  Ideas

Unpacking  Crosscutting  Concepts

● Describe  essential  features● Specify  features  of  a  high  level  of  performance● Identify  possibile  intersections  with  other  crosscutting  concepts● Identify  possibilities  for  integrating  with  science  practices

Unpacking  Crosscutting  Concepts

Unpacking  Science  &  Engineering  Practices

● Describe  the  practice  and  its  components● Identify  the  requisite  knowledge  and  skills

Activity 1: Conceptualizing what to assess in a task: Unpacking the NGSS Performance Expectations

We will engage in group/partner activity in which you will “unpack” one of two science practices, either:

a. Developing and Using Modelsb. Analyzing and Interpreting Data

Use Appendix F and the Unpacking Worksheet

Activity 2: Tasks & Rubrics: Eliciting Evidence for what Students know

We will engage the audience in two related activities:

1. Critiquing one of the two tasks using the Criteria sheet. 2. Using the rubric to elicit evidence from a given response to the

task.

Critiquing Tasks: Is the task measuring the intended learning? This task is measuring whether a student is able to do the following:Use a model as evidence to describe how multiple organisms can interact in ways where they mutually benefit from their interactionsin some way to meet their needs for survival. [mutually beneficial]

This task is measuring whether a student is able to do the following:Analyze and interpret patterns in data to determine that when certain organisms interact to meet their needs, some organisms benefit, while the other organisms (or their entire population) are harmed. [predator-prey]

Science & Engineering Practice: Use a model Science & Engineering Practice: Analyze & Interpret Data

Fairness and Mindfulness Criteria for Designing & Evaluating Assessment Tasks for Formative Use

SHARE OUT

Using Rubrics to Elicit Evidence for What Students Know

Understanding the Rubric:1. Each Task is designed to measure a Learning Performance (LP) 2. Each Learning Performance is made up of multiple Aspects of Proficiency

○ Aspects of proficiency are the building blocks for the Learning Performance

● Page 1: Outlines the aspects of proficiency being measured by the tasks. ○ There are levels (Full, Partial, Begining) for each Aspect of Proficiency○ Each level (Full, Partial, Beginning) provides an inference for what a student can and

cannot do.

● Page 2: Criteria for Proficiency on Aspects○ This page lists the criteria used to gather evidence from a student’s response ○ The criteria is applied to the student’s response

● Page 3: Exemplar Response○ The criteria for proficiency is applied to an exemplar response ○ Diagnostic Feedback is provided (using the table on page 1 on what a student can do)

● Page 4: Response provided for audience to apply the criteria for proficiency on all aspects.

Using Rubrics to Elicit Evidence for What Students Know

Birds, bees and cherry trees Locusts migrate toward cotton farms

SHARE OUT

Acknowledgements

Nonye  Alozie

Chanyah  Dahsah

Daniel  Damelin

Krista  Damery

Louis  DiBello

Reina  Fujii

Diksha  Gaur

Christopher  Harris

Phyllis  Haugabook-­‐Pennock

Joseph  Krajcik

Jane  Lee

Mon-­‐Lin  (Monica)  Ko

Tiffany  Leones

Krystal  Madden

Kevin  McElhaney

Kiley  McElroy-­‐Brown

James  Pellegrino

Clara  Ryan

Samuel  Severance

Gauri  Vaishampayan

Sania  Zaidi

Information

NGSA Tasks: https://ngss-assessment.portal.concord.org/

NGSA Project Website: http://nextgenscienceassessment.org/

Contact Information

Sania Zaidi: sania@uic.edu

Brian Gane: bgane@uic.edu