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Classroom Assessment CA NGSS Rollout 4 #CANGSSRollout
Acknowledgments: In addition to the California NGSS Roll Out 4 team, thank you to the lead authors of this session
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Session Outcomes Understand the importance of a cohesive assessment system, from the classroom to the state assessment Focus on classroom formative and summative assessment and analyze how assessments are built into the learning sequences Get acquainted with the Science Framework assessment chapter and other resources
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Magnetic Words Look around the room at assessment words
Select one that either attracts you, or repels you Go to that word; form small groups of 4 Introduce yourselves and why you selected the word Be prepared to share out to the whole group
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Classroom….. .district benchmarks.... .state testing
Assessment System CA Framework Chapter 7 Adapted from Herman and Heritage 2007. Classroom… district benchmarks state testing
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Focus on Classroom Assessment
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Formative vs. Summative Assessment
With a partner discuss what these two terms mean. Formative assessment is used to inform instruction within a learning sequence (Assessment FOR Learning ) Summative assessment is used to summarize student learning at the end of a learning sequence. (Assessment OF learning) animate slide (start with prompt) Then definition of formative Then definition of summative Then red statement for each
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What Makes a Quality Classroom Assessment?
Individual quick write What are the characteristics of high quality classroom assessment? Share your ideas with your table-mates Share with whole group
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CAESL Framework 3D students Learning
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Code Your List Quality Goals for Student Learning - G
Quality Tools - T Quality Use - U
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Characteristics of NGSS Assessments
Examine students’ performance of SEPs in the context of DCIs and CCCs Contain multiple components (e.g., a set of interrelated questions) that may individually assess one of the dimensions, but, together support inferences about students’ 3D science learning in a given PE Accurately locate students along a progressively more complex understanding of a core idea and more sophisticated applications of SEPs and CCCs Evaluate a range of student responses that are specific enough to be useful for helping teachers understand the range of student learning. NRC 2014
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Debrief the Learning Sequence
Insert conceptual flow without assessment flags
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Learning Sequence Debrief: Phenomenon
With a partner, think about the lesson you engaged in yesterday. What was the anchor phenomenon? The investigative phenomenon? What were students trying to figure out? Share as a large group
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Learning Sequence : Formative Assessment
Continue to think about yesterday’s lesson. What are examples of formative assessments that were embedded in the lesson? Share as a large group.
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Learning Sequence : Questioning
INSERT THE QUESTIONS YOU WANT. THESE ARE SUGGESTIONGS What types of questions were asked? Who was doing the asking? How were the responses used? How did questions help the teacher know where students were? How did the questions help the students clarify their thinking?
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Learning Sequence : Use of Notebooks
INSER THE PROMPTS YOU WANT. THESE ARE SUGGESTIONS Where did (or did they) students write about their prior knowledge? Where did they (or did they) gather data? Where did they (or did they) make sense of the data/information? What evidence is there of student metacognition?
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Summative Assessment Write the 3-d assessment prompt that teachers will take for the lesson Example Claim: XXXXXXX Support or refute this claim using (SEP) as evidence (e.g. using your analysis of data) Use CCC (e.g., cause and effect) to frame your explanation Back up your explanation with reasoning.
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Summative Assessment: Debrief
Deconstruct the assessment: MAKE THIS MATCH YOUR ASSESSMENT What are the components of construct an explanation and how were they addressed in the task? Which practices were used for “evidence” and how were the components of the SEP determined? Which CCCs were selected to frame the explanation and how were the components of the CCC determined? How were the DCIs used as part of the reasoning?
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Looking Back: Goals, Tools, Use
3D students Learning
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Resources For Constructing Assessments
Learning sequence performance task (SEP, DCI, CCC) Assessment and the 5Es Evidence Statements: Appendix of Observable Features (Shells) SEP Learning Progressions: Appendix F CCC Learning Progressions: Appendix G
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Strategies or Tools to serve assessment purpose
Assessment and the 5Es Stage Learning Activity Assessment Purpose Strategies or Tools to serve assessment purpose Engage Elicit prior knowledge Explore Building understanding Explain Tentative explanation Elaborate Application of understanding Evaluate Generalization (explanation with application
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Strategies or Tools to serve assessment purpose
Assessment and the 5Es Stage Learning Activity Assessment Purpose Strategies or Tools to serve assessment purpose Engage Elicit prior knowledge Bubble map, storyboard, probe Explore Building understanding Notebook entries (gathering data) Metacognitive links Explain Tentative explanation Notebook entries (sense making prompts) Elaborate Application of understanding Selecting data to serve as evidence from a large data set Evaluate Generalization (explanation with application Conducting a town hall meeting
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Achieve’s Evidence Statements--An Analogy
PE Evidence Statement
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Key Is/Is Not Statements
WHAT IT IS Describes what it looks like for students to fully satisfy the PE Supports instructional design Describes a “proficient” level of understanding WHAT IT IS NOT Used as a checklist that denotes the order or sequence of steps in a student’s performance Used as a description of teacher prompts, steps in a classroom activity, or instructional techniques To be used as a complete scoring rubric
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EVIDENCE STATEMENT EXAMPLE
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Explore K-12 “Observable Features”
With a partner, select 1 practice Read the appendix and discuss the “observable features” for the practice What are the components of the practice? How do the “observable features” contribute to the learning progression of the practices? To student understanding?
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Framework examples Some reading of what is in the framework at grade level
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Other Grade Level Examples
Give resources they might use
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Reflection Assessment and instruction are two sides of the same coin.
Based on your learning from yesterday’s lesson and this session on assessment, comment on the following statement and how it will impact your classroom: Assessment and instruction are two sides of the same coin.
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