Integrating Crosscutting Concepts into 3D Science Assessment Tasks

OVERVIEW: Design Based Implementation Research (DBIR) recently posted a tool for intentionally integrating the seven Crosscutting Concepts of NGSS into 3 Dimensional Assessment Tasks. The tool provides possible prompts and questions for uncovering student understanding of each specific Crosscutting Concept.

AUDIENCE: K-12 teachers of science, curriculum directors, PD providers, curriculum writers, assessment writers, etc.

PURPOSE: Provide specific questions and prompts for uncovering student understanding of the seven Crosscutting Concepts. If you’ve been working on developing 3D assessments and tasks you’ve probably seen that the Crosscutting Concepts tend to be subtle or in the background in typical assessment items. These prompts and questions zoom in on a given Crosscutting Concept and pull them into the foreground for assessment and instructional purposes. This document is a great companion piece to the Integrating Science Practices into Assessment Tasks Tool.

Here is an example for Patterns.

Ask after presenting students with observational data as part of the scenario:

What patterns do you observe in the data presented above in the [table, chart, graph, model output]?

LINK: http://learndbir.org/resources/CrosscuttingConceptsPrompts-160822.pdf

NGSS EQuIP Rubric version 3.0

As many of you know, the NGSS EQuIP Rubric is a tool for assessing and providing feedback on the three-dimensional design of science lessons and units of instruction. These lessons and units might be from a publisher or teacher-created.

Whether you are new to the world of the NGSS EQuIP Rubric or you are a veteran user, it is important to know that version 3.0 of this tool was recently released. This latest version has some key revisions:

  • Scoring Guides to provide numerical evaluations in the 3 categories
  • Language changes from “alignment” to “design”
  • Specific names for Category I, II, and III to facilitate easier group discussion

Click HERE to download the full list of 3.0 revisions.

Click HERE to access NGSS EQuIP Rubric 3.0 and see other upcoming support documents.

Science Assessment Events Fall 2016 (WA Only)

Hi all,

Wanted to pass on opportunities to participate in development of the Washington State Science Assessment system. The text below is copied directly from a communication sent by OSPI.

Upcoming Science Assessment Development Events

The Science Assessment team is planning our next round of assessment development meetings. We are developing assessments aligned to the Washington State 2013 K-12 Science Learning Standards (Next Generation Science Standards).

This is your invitation to APPLY for item cluster development committees, test design planning meetings, and/or content review committees.

Separate meetings will be held for grades 5, 8, and high school.

Educators are encouraged to apply for the committees at multiple grades based on content expertise. For example, a middle school teacher with content expertise in earth science is encouraged to apply for grades 5, 8, and/or high school committees.

Item Cluster Development (Olympia): Teams of 2-3 committee members each write approximately 10 items associated with a common stimulus. The teams also develop rubrics designed to measure student understanding of the science standards. Item clusters will be developed for all four domains (Physical Sciences, Life Sciences, Earth and Space Sciences, and Engineering, Technology, and Applications of Science). Each 5-day workshop will consist of 10-12 committee members.

High School                  October 10-14, 2016
Grade 8                        October 17-21, 2016

Grade 5                        October 17-21, 2016

Science Assessment Planning Meeting (SeaTac): Educators at each grade level review new science standards and advise OSPI assessment staff on design principles for new science assessments in grades 5, 8, and high school for the Washington State 2013 K-12 Science Learning Standards (NGSS). Fifteen applicants will be chosen for each 1-day committee.

High School                  November 7, 2016
Grade 8                        November 8, 2016

Grade 5                        November 9, 2016

Content Review (Olympia): Committee members will review stimuli, items, and rubrics developed during the Item Cluster Development Workshops in October. Participants will assure every stimulus, item, and rubric is scientifically accurate and gathers evidence about student mastery of the standards. Five applicants will be chosen for each 5-day committee.

High School                  December 5-9, 2016
Grade 8                        December 12-16, 2016

Grade 5                        December 12-16, 2016

Committee members will be chosen to provide a well-balanced group in terms of previous science assessment experience, content and grade-level expertise, and state demographics.

If you would like to apply for any (or all) of these events please complete the application survey by 5pm Friday, September 16, 2016.

Survey Application link: http://www.surveygizmo.com/s3/2510696/e15c60f6978f 

If you previously completed our survey application in 2016 and would like to use that application (no needed changes) please email Jessica.Cole@k12.wa.us to have your previous application pulled from our database. Please state in your email which event(s) you are currently applying for.

Please forward this invitation to your colleagues.

Logistics
The committees will begin with breakfast each morning at 7:30 a.m. and will run from 8:00 a.m. until 5:00 p.m. daily. Committee members are expected to attend the entire event. For their participation, committee members will receive:

  • Breakfast and lunch
  • Free clock hours
  • Personal travel reimbursement (mileage, dinner, parking, etc.), provided state guidelines and regulations are met
  • Lodging for those living more than 50 miles from the meeting location
  • Flights for those traveling over 150 miles from the meeting location
  • Substitute Reimbursement if applicable during the school year

The Item Cluster Development and Content Review committees will be held in Olympia, WA. The Science Assessment Planning meeting will be held at SeaTac, WA.

Accommodations for persons with disabilities can be arranged with advance notice by contacting Jessica Cole at 360-725-6298/TTY: 360-664-3631 or by email at Jessica.cole@k12.wa.us as soon as possible, but no later than 48 hours before the scheduled event. The ADA does not require OSPI to take any action that would fundamentally alter the nature of its programs or services, or impose an undue financial or administrative burden.

WA-AIM Alignment Study and Science Development Activities

This year the Washington Access to Instruction & Measurement (WA-AIM) Alternate Assessment will have a number of activities which require both special and general educator participation.

WA-AIM Alignment Study: Five teams of 4-5 members will review the current English language arts, math, and science WA-AIM for alignment. Specifically, members will look at the alignment among the Performance Tasks and related components, Access Points, Essential Elements/Performance Expectations and the Washington K-12 Learning Standards.

Anticipated Date: Early November

Anticipated Duration: 2 days

WA-AIM Science Development-Performance Expectation Selection: Three teams of 8-10 members will select the Next Generation Science Standards Performance Expectations and focused SEPs and CCCs for use in the new WA-AIM Science. 

Anticipated Date: Early October

Anticipated Duration: 3 days

WA-AIM Science Development-Access Point Frameworks: Three teams of 8-10 members will focus on developing the Science Access Point Frameworks and drafting the Access Points, Requirements and Restriction for the Performance Expectations selected.

Anticipated Date: Late October

Anticipated Duration: 3 days

WA-AIM Science Development-Performance Tasks: Three teams of 8-10 members will focus on development of the Performance Tasks and item/question examples.

Anticipated Date: End January/beginning February

Anticipated Duration: 4 days

WA-AIM Science Content and Sensitivity/Bias Review: Three teams of 8-10 member will review the complete WA-AIM Science Assessment for content, sensitivity, and bias.

Anticipated Date: Mid to Late Spring

Anticipated Duration: TBD

Committee members will be chosen to provide a well-balanced group in terms of previous WA-AIM assessment experience, content and grade-level expertise, and state demographics.

If you would like to apply for any or all of these WA-AIM events please complete the application survey by 5pm Friday, September 16, 2016 for priority selection.

http://www.surveygizmo.com/s3/2992791/WA-AIM-Alternate-Assessment-Teacher-Participation-Opportunities-for-2016-2017

Logistics

  • Breakfast and lunch will be provided
  • Free clock hours will be provided
  • Personal travel reimbursement (mileage, dinner, parking, etc.), provided state guidelines and regulations are met
  • Lodging for those living more than 50 miles from the meeting location will be provided
  • Flights for those traveling over 150 miles from the meeting location will be provided
  • Substitute Reimbursement offered as appropriate during the school year

 

The WA-AIM alignment and development meetings will be held in SeaTac, WA.

Please direct all questions in regards to WA-AIM to Toni Wheeler at Toni.Wheeler@k12.wa.us

Science Literacy: Concepts, Contexts, and Consequences

OVERVIEW: The National Academies Press recently released a report on the state of science literacy titled Science Literacy: Concepts, Contexts, and Consequences. Like all of the NAP documents you can read it FREE in your browser, download for FREE or order a hardcopy (Not FREE).

AUDIENCE: Science teachers, educational researchers, policy makers, administrators, others

PURPOSE: This report provides an overview of the state of science literacy in several areas and provides a number of Conclusions for each area:

  • Science Literacy and Health Literacy
  • Science Literacy in Society and the World
  • Science Literacy for Communities
  • Science Literacy for Individuals

Here is the description from the NAP site:

Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science—whether using knowledge or creating it—necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy.

Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societies—and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting.

Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.

LINK:  http://www.nap.edu/catalog/23595/science-literacy-concepts-contexts-and-consequences

What Ever Happened to Scientific Inquiry?

Screen Shot 2016-08-09 at 7.33.06 PMOVERVIEW: The Midwest Comprehensive Center at American Institutes for Research recently released a report that describes the history of scientific inquiry in the recent decades and its evolution into the science and engineering practices of the NGSS. This report provides a clear background for anyone struggling with the “where is my inquiry?” question as they implement NGSS. This document also provides a key piece of evidence in helping folks move beyond instruction of The Scientific Method.

AUDIENCE: K-12 teachers of science, administrators, teacher educators, and PD providers

PURPOSE: The report examines trends in science inquiry education over time. Below is an excerpt from the introduction to the report. While the authors of the report reside in the midwest, the findings from the document apply to all areas of the United States.

This report explores the evolving notions of scientific inquiry over time, including how scientific inquiry is currently reflected within the new NRC framework and NGSS. This report also explores the extent to which current trends related to notions of inquiry are reflected in the state science standards adopted by Wisconsin and neighboring states. This report centers on the following guiding question:

How is the term “scientific inquiry” currently understood and being used by members of the science education community, particularly in light of the NRC’s A Framework for K– 12 Science Education and the release of the Next Generation Science Standards?

The report is divided into two parts. Part I explores key trends in the use and understanding of the term “scientific inquiry” over time as reflected in prior and current national standards and other related sources. Part II examines the extent to which current notions of inquiry outlined in the NRC framework and NGSS are reflected in the science standards adopted by Wisconsin and neighboring states within the Great Lakes and Midwest regions.

LINK: http://dpi.wi.gov/sites/default/files/imce/science/Evolving%20Notions%20of%20Scientific%20Inquiry%20August%202016_EXT%20version.pdf

 

NGSS Example Bundles

OVERVIEW: The NGSS Network has created another support for school systems as we continue to thoughtfully implement the NGSS- Example NGSS Bundles.

You will currently find a Kindergarten, a Middle School and a High School example of how to bundle NGSS PEs for instruction. More bundles will be released in the coming months until we have examples for all K-12 NGSS PEs.

Here is the announcement that was sent out on NGSS Example Bundles today:

Good afternoon,

As you may know, the NGSS Network has been working to develop strategic guidance for curriculum developers as they work to create high-quality, NGSS-aligned instructional materials. As part of this ongoing effort, several teams of expert educators, including many of the NGSS writers, have developed a comprehensive resource that we are pleased to release today.

The NGSS Example Bundles helps explain the process of organizing the standards for coherent instruction and is intended for curriculum developers, including educators in the field and commercial publishers. This new resource features sample demonstrations of NGSS “bundles” for each grade level and, together with the NGSS Example Bundles Guide, can provide greater clarity to curriculum developers as they envision the process of creating the full range of aligned instructional materials that schools and districts need for implementation. 

Looking ahead, the full suite of example bundles will be released in stages over the next few months and will ultimately cover all grade levels. Each release cycle will include information geared toward different grade levels to ensure that curriculum developers for science have a broad set of examples to consider in preparation for the 2016-17 school year. Please share this information with curriculum developers within your immediate and extended network(s).

Finally, from 7:00 – 8:00 p.m. EDT this evening, some of the experts who helped developed the resource will facilitate a webinar to discuss the principles of bundling standards. If you or someone you know is interested in joining this important discussion, the registration form is available here.

Thank you and please feel free to email us at ngss@achieve.org with any questions. 

Follow us on Twitter and sign up for our monthly newsletter to get all of the latest NGSS updates. 

AUDIENCE: Science curriculum developers, K-12 curriculum supervisors, K-12 teachers and PD providers

PURPOSE: Provide examples and resources for developing thoughtful science learning experiences.

LINK: http://www.nextgenscience.org/resources/bundling-ngss

 

Phenomena for NGSS

OVERVIEW: Phenomena for NGSS is a site where teachers are collaborating to share engaging anchor phenomena for building science units. Currently, you will find a good handful of interesting phenomena in a variety of science domains. Keep an eye on this site as more phenomena are added.

Not sure what we mean by an anchoring phenomena or how to identify one? Check out the 1-pager HERE.

AUDIENCE: K-12 teachers of science

PURPOSE: Provide a clearinghouse of example anchoring phenomena for building science instructional units.

LINK: http://www.ngssphenomena.com/