NGSS Assessment: Identifying and Integrating Effective Technologies

CSTA 2016, October 21st, 2016Dr. Dermot F. Donnelly, Fresno State

dermotdonnelly@gmail.com; @dfdonnCSTA 2016 WIFI: ChevronHumanEnergy

Workshop BreakdownTIME ACTIVITY20 minutes Online Science

Assessment Platforms10 minutes Create WISE account20 minutes Review Curriculum Units20 minutes Assessment Authoring

Tools20 minutes Assessment Rubrics

Goals of Investigations(Draft CA Science Framework: p. 33)

• Start with an open ended scientific question -> develop a scientifically testable question,

• Decide how to test it,

• Decide on data collection, and

• Carry out the investigation.

2015-2016 Draft CA Science Framework

“Investigations come in many different formats, so…can be hands on or conducted entirely on computers. Technology-enhanced investigations can be contrived ‘virtual labs,’ realistic computer simulations, or investigations using digital data such as satellite imagery.” (p.33)

Online Resources for Science Education

Learning Management Systems (LMS)

and MOOCs

Simulations, Games, Virtual

Labs, and Learning Platforms

Web 2.0 Technologies

Inquiry Learning Environments (ILEs)

Guidance strategies/Professional Dev. in 30 ILEs

Donnelly, D. F., Linn, M. C., & Ludvigsen, S. (2014). Impacts and characteristics of computer-based science inquiry learning environments for precollege students. Review of Educational Research, 84(4), 572–608. doi:10.3102/0034654314546954

Benefits of ILEs for student learning

1. Provide authentic and meaningful contexts

2. Enhance student autonomy

3. Support collaboration

4. Use dynamic and microscopic visualizations

(Linn & Eylon, 2011; Valanides & Angeli, 2008)

ILEs - Alien Rescue

http://tinyurl.com/alienrescue

ILEs - Geniverse (aka Genscope)

http://tinyurl.com/geniversity

ILEs - Atlantis Remixed (aka Quest Atlantis)

http://tinyurl.com/atlantisremixed

ILEs - Web-based Inquiry Science Environment

wise.berkeley.edu

Marine Pollution

Potential role of these ILEs for instructors?

1. New roles and responsibilities

2. Access to extra materials3. More interaction with

students4. Supports management for

larger classes

(Blanchard et al., 2010; Crawford, 2007; Smithenry, 2010; Windschitl, 2004)

Implications for Science Education• Supporting students across a range of

SEPs - role of teacher guidance important.

• Longitudinal approaches to professional development are beneficial.

• Loosen the grip on “control”, give ownership - real power of technology to support this.

QUESTIONS?

Go raibh maith agaibh!

Acknowledgements:• College of Science and Mathematics, Fresno

State• WISE Research Group, UC Berkeley

Set Up WISE Account

Go to wise.berkeley.edu

Select “Create WISE Account”

Enter details to generate username

Create a test student account (for student view)

Review NGSS Curriculum Units• Self-Propelled Vehicle Design

http://tinyurl.com/newtonscooters

• Solar Oven Designhttp://tinyurl.com/solarovendesign

• Desalination Unit Designhttp://tinyurl.com/desalinationdesign

Assessment Authoring Tools

• Within “Teacher Home”, select “Management” and then “Launch Authoring Tool”

• Open a project to edit/add steps for different types of assessment

18

Knowledge Integration Framework(Linn & Eylon, 2011)

Predict Interact

CompareExplain

Integration

ELICIT ADD

DISTINGUISHREFLECT

YES

NO

MAYBE

I think X because...

Moreover...

However...

Example Representation Rubric

Item 1: Heating Saltwater Representations • Shows water particles and salt particles distributed

amongst each other (Before Heating)• Shows salt particles at the bottom of the container

(After Heating) and has the same number of salt particles before and after heating.

• Shows water particles gone, some left, and/or towards the top of the container (After Heating)

Example Representation RubricScore  Response Type  Nature of Representation

0 No Response/Irrelevant

-Idk/Does an unrelated drawing

1 Incorrect Representation

-Shows the loss of salt particles in the ‘after heating’ diagram-Shows separation of salt and water in the ‘before heating’ diagram-Shows the same amount of water particles in both diagrams

2 1 Representation -At least 1 of the representations noted

3 2 Representations

-At least 2 of the representations noted

4 3 Representations

-All three representations noted

Assessment RubricsKnowledge Integration Rubrics (Linn & Eylon, 2011)

Explore Items from National Assessment of Educational Progress (NAEP, 2014):https://nces.ed.gov/NationsReportCard/nqt/Search

Claim-Evidence-Reasoning (McNeill & Krajcik, 2012)

Inquiry and Assessment Rubrics (Galileo Educational Network, 2008)

Experimental Design Ability Test (Sirum & Humburg, 2011)

References• Blanchard, M., Southerland, S., Osborne, J., Sampson, V., Annetta, L., & Granger, E. (2010). Is

inquiry possible in light of accountability? A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science Education, 94(4), 577–616. doi:10.1002/sce.20390

• Crawford, B. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613–642. doi:10.1002/tea.20157

• Galileo Educational Network. 2008. Inquiry and Assessment. http://galileo.org/teachers/designing-learning/resources/inquiry-and-assessment/ (accessed October 19th, 2016).

• Linn, M., & Eylon, B.-S. (2011). Science learning and instruction: Taking advantage of technology to promote knowledge integration. New York: Routledge.

• McNeill, Katherine. L. and Joseph Krajcik. 2008. “Inquiry and scientific explanations: Helping students use evidence and reasoning.” In J. Luft, R. Bell & J. Gess-Newsome (Eds.). Science as inquiry in the secondary setting (p. 121-134). Arlington, VA: National Science Teachers Association Press.

• the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching, 41(5), 481–512. doi:10.1002/tea.20010

References• NAEP. 2014. Sample TEL Task. https://nces.ed.gov/nationsreportcard/tel/wells_item.aspx

(accessed October 19th, 2016). • National Research Council. 2012. A Framework for K-12 Science Education: Practices,

Crosscutting Concepts, and Core Ideas. Washington, D.C.: The National Academies Press.• National Research Council. 2014. Developing Assessments for the Next Generation Science

Standards. Washington, DC: The National Academies Press.• Sirum, K., and J. Humburg. 2011. “The Experimental Design Ability Test (EDAT).” Bioscene:

Journal of College Biology Teaching 37 (1): 8–16. http://eric.ed.gov/?q=experimental+design&id=EJ943887

• Smithenry, D. (2010). Integrating guided inquiry into a traditional chemistry curricular framework. International Journal of Science Education, 32(13), 1689–1714.

• Valanides, N., & Angeli, C. (2008). Professional development for computer-enhanced learning: a case study with science teachers. Research in Science and Technological Education, 26(1), 3-12.

• Windschitl, M. (2004). Folk theories “inquiry”: How preservice teachers reproduce