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NGSS EQuIP RUBRICSMD EPO PD
Part 3: Monitoring Student Progress
April 1, 1:00-2:00 pm ET
Hilarie B Davis, Ed.D.
Bradford Davey, Ed.D.
TLC Inc.
Objectives for our time together
1) Understand how to use the EQuIP tool for analyzing and developing ways to monitor student progress
2) Understand the different facets of assessment that are used in 3D learning
3) Practice analyzing monitoring student progress
The Goal of NGSS
If implemented properly,• the NGSS will lead to coherent, rigorous instruction that
will result in• students being able to acquire and apply scientific
knowledge• to unique situations and • to think and reason scientifically
How do you know how students are progressing in this learning process?
NGSS Three Dimensional Learning
Goal of Practices in NGSS
• Explaining mechanism – building a “how and why story”
• Incrementally building an explanatory model
• Key role for disclosure – argumentation, building consensus
Reiser, 2013
Pre – Self - Formative – Summative When? How?
Essential questions progression from storylines
Motion and Stability: Forces and Interactions
K- What happens if you push or pull an object harder?
3- How do equal and unequal forces on an object affect the object? How can magnets be used?
5- Why doesn’t gravity pull in all directions? (hd)
MS - How can one describe physical interactions between objects and within systems of objects?
HS - How can one explain and predict interactions between objects and within systems of objects?
Kindergarten-PS2 Motion & Stability: Forces & Interactions
Essential Question: What happens if you push or pull an object harder?
Performance Expectation-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object
PE-2: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull
Grade 3 - PS2 Motion & Stability: Forces & Interactions
Essential Question: How do equal and unequal forces on an object affect the object? How can magnets be used?
PE-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object
PE-2: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
PE-3: Ask questions to determine cause and effect relationships of electrical or magnetic interactions between two objects not in contact with each other
PE-4:Define a simple design problem that can be solved by applying scientific ideas about magnets
Grade 5 - PS2 Motion & Stability: Forces & Interactions
Essential Question: Why doesn’t gravity pull in all directions?
PE-1: Support an argument that the gravitational force exerted by Earth on objects is directed
Middle School PS-2 Motion & Stability: Forces & Interactions
Essential Question: How can one describe physical interactions between objects and within systems of objects?
PE-1: Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects
PE-2: Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object
PE-3: Ask questions about data to determine the factors that affect the strength of electrical and magnetic forces
PE-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects
PE-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
High School-PS-2 Motion & Stability: Forces & Interactions
Essential Question: How can one explain and predict interactions between objects and within systems of objects?
PE-1: Analyze data to support the claim that Newton’s Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its AccelerationPE-2: Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the systemPE-3: Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collisionPE-4: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.PE-5: Plan and conduct an investigation to provide evidence that an electrical current can produce a magnetic field and that a changing magnetic field can produce an electrical currentPE-6: The molecular-level structure is important in the functioning of designed materials.
Reviewing for Instructional Support
Lesson Link - http://saturn.jpl.nasa.gov/files/lesson3_moons_rings_relate.pdf
Wavelength Link - http://nasawavelength.org/list/849
Monitoring Student Progress
Elicits direct, observable evidence
of three‐dimensional
learning
• Drawing• Recording votes• Designing experiment• Recording results• Graphing exercise
Monitoring Student Progress
Pre, formative, and self
assessments of three-dimensional
learning are embedded in
instruction
• Discussion prior to experimentation
• Trial experiment• Revised predictions• Expanded ideas
Monitoring Student Progress
Includes aligned rubrics/scoring guidelines that provide guidance to
support teachers in:
(a) planning instruction
(b) providing ongoing feedback to students
• Planning and instructional guidelines
• Assessment section• Describing forces• Predictions• Interpreting graph
• Suggestions for feedback
Monitoring Student Progress
Uses unbiased and accessible
assessment (methods,
vocabulary, representations, and examples)
• Graphing exercise• Extrapolation to Saturn
and the Moon• Assessment criteria• Questions for reflection
Monitoring Student Progress
Provides multiple opportunities for students
to demonstrate
performance of practices connected with their
understanding of disciplinary core ideas
and crosscutting concepts and receive feedback
• Drawing their prediction• Performing the
experiment• Discussing results• Graphing• Making connections• Extrapolating• Reflecting with questinos
Use Essential Questions for Assessment
Post the essential question in a large font in the classroom, on handouts, on assignments so it is the advance organizer, the focus, the reason to learn, and a way to monitor student progress• Ask students to answer the question as best they can in the
beginning, and list sub-questions that need to be addressed PRE SELF
• Use the essential question for reflection after every activity: FORMATIVE• Add something about how you are thinking about the question based on
what you just did• Look back at the questions you have about the ideas in the essential
question to see how you can answer them
• Compare your answer to the essential question with your first ideas. How have your ideas changed? Is your answer better now? Why? How can you support it? SUMMATIVE SELF
Use Learning Progressions for Assessment
• Locate the learning progression for the core idea• Create the investigation and learning activities to reveal
what students understand and how they think about it PRE• Once students reveal what they think, give them
opportunities to compare, argue, and discuss with other students, then revisit what they think with evidence SELF FORMATIVE
• Develop a performance task so students show what they have learned. Have them reflect and compare with their initial ideas and reflect/discuss what changed. SUMMATIVE SELF
Learning Progression of Core Ideas p. 403
Learning progression maps p. 481
Summary1) Identify the• Essential questions from the storylines• Learning progression - continuum for learning• Performance expectations for the disciplinary core ideas
2) Plan instruction that: • Reveals students’ thinking up front PRE• Has students reflecting on and discussing what they think
they know after each learning experience SELF• Allows you to use the ongoing assessments to modify
instruction and challenge students to evolve their understanding FORMATIVE
• Has an outcomes assessment, pre/post SUMMATIVE
New NGSS Assessment from NRC• http://www.nap.edu/catalog/18409/developing-assessmen
ts-for-the-next-generation-science-standards
Click on the blue bar to download for free
Topics include:• Characteristics of NGSS-Aligned Assessments• Assessment as a Process of Evidentiary Reasoning• Including Performance Tasks in Monitoring Assessments• On-Demand Assessment Components• Classroom-Embedded Assessment Components
Characteristics of NGSS-Aligned Assessments
• Include multiple components that reflect the connected use of different scientific practices in the context of interconnected disciplinary ideas and crosscutting concepts
• Address the progressive nature of learning by providing information about where students fall on a continuum between expected beginning and ending points in a given unit or grade
• Include an interpretive system for evaluating a range of student products that are specific enough to be useful for helping teachers understand the range of student responses and provide tools for helping teachers decide on next steps in instruction
Classroom Assessments• Students will need guidance about what is expected of
them and opportunities to reflect on their performance as they develop proficiencies.
• Teachers will need information about what students understand and can do so they can adapt their instruction
• The student activities that reflect learning include developing and refining models; generating, discussing, and analyzing data; engaging in both spoken and written explanations and argumentation; and reflecting on their own understanding.
Monitoring AssessmentsAnswer questions from an external audit standpoint:
• How much have the students in a certain school system learned over the course of a year?
• How does achievement in one school system compare with achievement in another?
• Is one instructional technique or curricular program more effective than another?
• What are the effects of a particular policy measure such as reduction in class size?
Must be designed: • So they can be given to large numbers of students• Be sufficiently standardized to support the intended monitoring
purpose• To cover an appropriate breadth of the NGSS• To be feasible and cost-effective for states• Have a variety of formats (performance tasks, classroom embedded)
INDICATORS OF OPPORTUNITY TO LEARN
• States should collect relevant indicators—including the material, human, and social resources available—to support student learning.
• This information should be collected through inspections of school science programs, surveys of students and teachers, monitoring of teacher professional development programs, and documentation of curriculum assignments and student work
• Resources needed to support learning include teacher qualification and subject area pedagogical knowledge, and time, space, and materials devoted to science instruction
IMPLEMENTATION• Include formats and presentation of tasks and scoring
procedures that reflect multiple dimensions of diversity, including culture, language, ethnicity, gender, and disability
• States should develop and implement new assessment systems gradually and establish carefully considered priorities
• Committee encourages a developmental path for assessment that is “bottom up” rather than “top down”: one that begins with the process of designing assessments for the classroom, perhaps integrated into instructional units, and moves toward assessments for monitoring
Please complete evaluation
http://eqapr1.questionpro.com
EQuIP Rubric Webinar Series Wednesdays 1:00-2:00 pm ET
March 4 Part 1 – Alignment to the NGSS
March 18 Part 2 – Instructional Support
April 1 Part 3 – Monitoring Student Progress
April 15 Part 4 – Evaluating a Unit in all 3 areas
For more information
NGSS Framework (2012)
http://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts
Developing Assessments for the Next Generation Science (2014) http://www.nap.edu/catalog/18409/developing-assessments-for-the-next-generation-science-standards
Learning Progressions in Science: An Evidence-Based Approach to Reform (Corcoran et al, 2009)
http://www.cpre.org/learning-progressions-science-evidence-based-approach-reform
