Presentation on theme: "Developing Classroom Assessments for the NGSS What evidence of student thinking is needed to determine if a student has met a PE (performance expectation)?"— Presentation transcript:
Developing Classroom Assessments for the NGSS What evidence of student thinking is needed to determine if a student has met a PE (performance expectation)? – Intent Protocol – Developing an assessment argument What task would elicit this thinking? – NRC recommendations What experiences are needed to develop this thinking? – GRC Lesson Idea
Gathering Reasoning Communicating Obtain Information Ask Questions/Define Problems Plan & Carry Out Investigations Use Models to Gather Data Use Mathematics/Computational Thinking Evaluate Information Analyze Data Use Mathematics/Computational Thinking Developing Evidence Construct Explanations/Solve Problems Use Models to Predict & Develop Evidence Communicate Information Argue from Evidence (written & oral) Use Models to Communicate Goal: Develop a lesson idea using the GRC organizer for a selected PE. The lesson idea will include embedded assessment opportunities. Goal: Develop a lesson idea using the GRC organizer for a selected PE. The lesson idea will include embedded assessment opportunities.
Gathering Reasoning Communicating Work with a partner to determine when you were gathering, reasoning, and/or communicating during the ‘classifying birds’ activity. 1.Circle embedded assessment opportunities. 2.How would you determine what evidence constituted understanding? 1.Circle embedded assessment opportunities. 2.How would you determine what evidence constituted understanding?
Developing Classroom Assessments for the NGSS Determine PE’s addressing Conduct ‘Intent Protocol’ Complete assessment argument to determine evidence to elicit Create a task that will elicit the identified evidence Determine experiences needed to develop student understanding
Tasks designed to assess the performance expectations in the NGSS will need to have the following characteristics: – Multiple components that reflect the connected use of different scientific practices in the context of interconnected disciplinary ideas and crosscutting concepts; – Reflect the progressive nature of learning by providing information about where students fall on a continuum between the expected beginning and ending points in a given unit or grade; and – An interpretive system for evaluating a range of student products that is specific enough to be useful for helping teachers understand the range of student responses and that provides tools to helping them decide on next steps in instruction. Developing Assessments for the NGSS, pg. 130
Performance expectations provide a start in defining the claim or inference that is to be made about student proficiency. However, it is also important to determine the observations (the forms of evidence in student work) that are needed to support the claims, and then to develop tasks or situations that will elicit the needed evidence. – Developing Assessments for the NGSS, pg. 89
Create Your Own Assessment Argument Examine your PE’s selected for your unit Unpack targeted practice (we did modeling and explanation) Analyze the PE’s to define: – Claims – Evidence – Additional knowledge, skills, and abilities – Characteristic task features – Variable task features
Investigations/ Experiences Learning Outcomes/Tar gets Getting to the Intent: Protocol
Develop a Lesson Idea Use the GRC organizer to develop your lesson idea Determine what experiences students will need to be able to successfully complete the task Include formative opportunities to determine where students are in their understanding Review GRC by mapping evidence statements to specific experiences
Reflecting on Developing Classroom Assessments for the NGSS Complete ‘The Most Important Thing’ organizer about developing classroom assessments and companion lessons for the NGSS.