Overview: Achieve recently released two tools for screening and reviewing science assessment tasks- the Science Task Prescreen and the Science Task Screener. These tools will be necessary additions to your toolbox of NGSS assessment resources.
Purpose: The Science Task Prescreen (my personal favorite) is a 1-pager with 8 questions that an individual or group can use to quickly review an assessment task and make some decisions about how and if it requires modification to meet the expectations of NGSS assessment shifts. The Science Task Screener is a more substantial tool that could be used for more in-depth review and modification of assessment tasks.
OVERVIEW: In the state of Washington we are committed to engaging K-12 students in learning about climate science and climate change. For the 2018-19 school year our state has funded an initiative that will provide tools and professional development to support thoughtful implementation of climate science learning opportunities. I’m hoping that this space will be able to promote many of the resources that are developed and used during this process.
One resource that has bubbled to the top for me is Drawdown.org. Drawdown provides 100 everyday solutions that humans can implement to reverse global climate change. I know several teachers who worry that the teaching of climate change- especially with younger students- can be scary for the children. Draw Down (while not sugar-coating anything) is very solution-oriented and can put students in a positive space rather than doom and gloom.
PURPOSE: The proposed solutions on Drawdown are completely research-based and include some intuitive solutions that you might have predicted (rooftop solar) and others that might seem less intuitive (educating girls & telepresence). The book Drawdown is also a “must-have” climate resource to add to your collection.
OVERVIEW: The Council of Chief State School Officers (CCSSO) recently released a document to support and encourage K-12 educators to provide clear and explicit language and prompts to integrate the Crosscutting Concepts into instruction and assessment practices.
PURPOSE: Using Crosscutting Concepts to Prompt Student Responses serves many purposes. For one, it continues to tell the story that the CCCs are a powerful (and underused) dimension of NGSS-based instruction. The document connects multiple existing resources on the CCCs and provides new tools and examples for how the use the CCCs to design prompts and how CCCs might be used by students in their responses.
AUDIENCE: K-12 teachers of science, administrators, PD providers, teacher educators, curriculum and assessment developers, etc
I want to make sure that all grade 5, 8, & ll teachers of science in WA State are aware of this great opportunity to be involved in the development of the Washington Comprehensive Assessment of Science (WCAS) called the Contrasting Groups Study.
Unlike most of the opportunities to work on WCAS development, you do not need to travel…it is all online. You will participate in a FREE online training, learn about WCAS and the Achievement Level Descriptors (ALDs), and then make predictions of how your students will do when engaging with the WCAS this spring. This information will be used by the Achievement Level Setting committee in August. You will also get to see the results of your predictions. The window to participate ends soon on April 14th, 2018!
Here is an excerpt of the overview of the Contrasting Groups Study from OSPI. See the complete announcement HERE.
What’s the timeline?
The CGS training will be available online on the Moodle training site from March 1 through April 14, 2018. Educators will learn about the CGS study, about the structure and contents of the ALDs, and how to participate in the study. The training will take approximately 3 hours and can be completed at your own pace. Free clock hours will be available to participants.
After training, teachers will use the ALDs and observations of student work to make predictions about student achievement on the WCAS. These observations can be completed as part of regular classroom instruction and assessment.
From March 19 through April 14, 2018 teachers will enter their student predictions into the CGS application in the Education Data System (EDS). This process should take approximately 5 minutes per class of 30 students.
In fall of 2018, participants can return to the CGS application in EDS and compare their predictions to actual student achievement on the WCAS.
PURPOSE: These two tools are some of the best resources available for identifying prompts, tasks, and questions that guide students in engaging in the science and engineering practices and crosscutting concepts as they solve problems and explain phenomena. These tools have been updated and revised as feedback has come in from the field and other partners.
Below is information copied from the registration site…
DATE AND TIME
Wed, November 29, 2017
8:30 AM – 4:00 PM PST
Microsoft Conference Center
16070 NE 36th Way
Redmond, WA 98052
This full-day workshop for upper elementary and middle school teachers will give participants tools to engage their students in science and engineering practices aligned with the NGSS. From building low-cost sensors, to iterating design challenges to writing across the STEM disciplines, teachers will add to their toolkit of effective and engaging teacher practices. Professor Jose Rios’ keynote will challenge participants to develop their ideas about educating for equity and access in STEM.
Six STEM clock hours will available for an extra fee, pending approval.
OVERVIEW: I first mentioned Nextgenstorylines.org on this site in the spring of 2016. At that time there was only one elementary and one high school storyline. Those storylines were also not fully developed units of instruction. Well, if you haven’t visited Nextgenstorylines.org recently, you should really check it out. There are now multiple units at each grade band with more coming soon. Each unit (storyline) features a clear storyline along with a teacher guide and supporting documents.
The storylines are excellent examples of three-dimensional units of instruction that feature anchoring phenomena and problems. There are many design features that might be useful to others who are creating science lessons and units:
3D learning objectives
storylines written from the student perspective (what will students be wondering and thinking about now…)
How to structure a unit around the evidence that students will need… rather than the activities “I like” or the content “I’m supposed to cover”.
PURPOSE: This site provides exemplars for what intentional 3-Dimensional instruction looks like, It also provides a structure and tools for teachers to design their own units. The tools are structured around the 5 Routines that the design team follows.
AUDIENCE: teachers of science, professional development providers, curriculum writers, school and district administrators, teacher educators, others
The modification I make to the module is the following. I break the analysis of the task set into a couple of steps.
A. Participants analyze the set of assessment tasks with (blue, orange, & green) highlighters and highlight words and text features that connect with SEPs, CCCs, and DCIs.
B. Then participants use the 3D Rating Sheet to go through the tasks and score each item for evidence (or lack of evidence) for the given SEP, CCC, and DCI in the assigned PE. This really helps cue participants to parts of assessment tasks and how often the SEPs and CCCs are lacking or missing in most traditional science assessment tasks.