NGSS Implementation : Instruction and Assessment National Conference on Student Assessment June 22, 2016 Mary M. Thurlow Coordinator for Science

No one wants to be left out there to figure things out alone… ..but we can work together and SCIENCE is our way out.

Outcomes Participants will gather information on and discuss: Bundling Performance Expectations (PEs) Phenomena centered NGSS instruction and assessment Stimuli and lessons developed around the phenomena NGSS Evidence statements NGSS aligned assessment questions June 2016

To what extent have you interacted with this document? I’ve read it thoroughly. I’ve skimmed it for general information. It’s on my bookshelf. Huh? http://www.nap.edu/catalog.php?record_id=13165

How about this one? I’ve read it thoroughly. I’ve skimmed it for general information. It’s on my bookshelf. No clue

Or this one? I’ve read it thoroughly. I’ve skimmed it for general information. It’s on my bookshelf. It’s the first time I’ve seen it. http://www.nap.edu/catalog.php?record_id=18409

NGSS Overview https://www.teachingchannel.org/videos/next-generation-science-standards-achieve June 2016

What Jumped Out? Turn and Talk Activity Discuss three challenges to implementing the NGSS that jumped out at you as you watched the video

Three-Dimensional Science Learning https://www.teachingchannel.org/videos/next-generation-science-standards-achieve

NGSS Science Standard

Shift from Learning About to Figuring Out Learning about the science idea Knowing the body systems and levels of organization (cells, tissues, organs, systems) Vs. NGSS: Figuring out how & why it works Developing a model that explains how we get energy out of food Being able to explain why we have cells Being able to argue why a chemical reaction is needed to get energy from food, why it occurs in cells Being able to trace matter and energy through the body Reiser NSTA 2015

Shift from Learning About to Figuring Out Learning about the science idea Vs. Knowing that matter is made of particles called molecules. NGSS: Figuring out how /why it works Developing a model that explains phenomena (compression, expansion, phase change) Being able to explain why this makes sense Being able to explain how we know this (evidence) Being able use the model to explain everyday phenomena Reiser NSTA 2015

Assessment in the Classroom Instruction that is aligned with the Framework and NGSS will naturally provide many opportunities for teachers to observe and record evidence of students’ learning. Student performances that reflect such learning may include: developing and refining models; generating, discussing, and analyzing data; engaging in both spoken and written explanations and argumentation; reflecting on one’s own understanding. Such opportunities are the basis for the development of assessments of three-dimensional science learning. BOTA Report

Assessment Designed to Support Instruction Assessments that reflect the shifts of the NGSS require: explaining knowledge meaningfully applying science and engineering practices in the context of disciplinary core ideas using evidence to generate or support claims demonstrating an understanding of the impact of concepts that cross disciplines Assessments will be critical supports for NGSS instruction. BOTA Report

What Jumped Out? Turn and Talk Activity Discuss three assessment challenges that jumped out at you as you think about the shifts of the NGSS

Performance Expectation (PE) Bundle Bundling is the first step in development of curriculum and assessment. Bundles naturally support a science phenomenon. Bundled PEs have at least one dimension (SEP, DCI, CCC) in common Bundles enable instruction and assessment via a single natural phenomenon presented within a unit. Bundles contain a maximum of three PEs Some PEs may be robust enough to fully explain a given phenomenon

What Is a Science Phenomenon? – an object or aspect known through the senses rather than by thought or intuition, temporal or spatiotemporal object of sensory experience; a fact or event of scientific interest susceptible to scientific description and explanation. (Moulding, B.D., R.W. Bybee, and N. Paulson. 2015. A Vision and Plan for Science Teaching and Learning: An Educator’s Guide to A Framework for K-12 Science Education, Next Generation Science Standards, and State Science Standards. Salt Lake City: Essential Teaching and Learning Publications.) June 2016

Science Phenomenon Observable events that students can use the three dimensions to explain or make sense of. (Glossary on NGSS website) The NGSS requires that students explicitly use their understanding of the CCCs to make sense of phenomena or solve problems. (NGSS website) June 2016

NGSS Storyline Phenomena to spark questions Initial Ideas Driving Question Sequence of investigations to figure out part of the story A culminating performance (assessment) to put the story together Reiser- NSELA 2014

What Jumped Out? Turn and Talk Activity Brainstorm three science phenomena that could be used around a PE bundle

Sample Science Phenomena Iron changes color when left outside. Water droplets appear on the outside of a cold glass of water. Closely related species share more of their genetic code. June 2016

Effective Phenomena Identify a phenomenon that students could encounter in a real-world scenario (inclusive of the classroom, lab, outdoors) Don’t forget the dimensions that make up each PE, especially the CCC. Move beyond just naming the phenomenon (e.g., solubility, phase changes, adaptations) June 2016

Role of Phenomena in Instruction and Assessment PE bundle Phenomenon Stimulus/Activity 2D and 3D Items NGSS-aligned Students must make sense of the phenomenon by using the CCCs and by engaging in the SEPs. The stimuli or activities are revised as needed to support understanding and scaffolding. The activities/stimuli are considered collectively to achieve 3D alignment to the PEs. June 2016

What are Evidence Statements? Evidence statements provide detail on how students will use the - Science and Engineering Practices - Crosscutting Concepts and - Disciplinary Core Ideas together to demonstrate proficiency on the PE’s. NSTA Webinar 2015

What are Evidence Statements? intended to provide clear, measurable components that, if met, fully satisfy each PE described within the NGSS. intended to better clarify what abilities and knowledge the students should be able to demonstrate at the end of instruction, without limiting or dictating instruction. written to allow for multiple methods and contexts of assessment, including assessing multiple related PEs (bundling) at the same time. NSTA Webinar 2015

The Purpose of Evidence Statements To describe behaviors teachers or assessors would observe (not infer). To provide specific, observable components of student performance that would demonstrate integrated proficiency for 3-Dimensional Learning, including: science and engineering practices (SEP) to demonstrate understanding of the disciplinary core ideas (DCIs) through the lens of the crosscutting concepts (CCC). NSTA Webinar 2015

Sample Evidence Statement http://www.nextgenscience.org/evidence-statements

What Jumped Out? Turn and Talk Activity Discuss three uses of evidence statements in science instruction and assessment

Developing NGSS Aligned Assessment

Item Sets Base unit for test development Set of items, some items having more than one part, that are based on at least one common stimulus Individual items are not intended to be separated and used independently from the set

Item Sets Each individual item within the set must align with at least two dimensions of the NGSS (e.g., DCI/SEP, SEP/CCC, etc.). At least one item (preferably 2+) in a set should be aligned to all three dimensions. The overall item set must demonstrate alignment to all three dimensions (SEP, DCI, CCC).

Item Sets Stimuli may be interspersed among the items to add information as needed. Student exposure to the stimulus is considered essential in order to accurately respond to individual items.

Item Sets Scaffolding (or updating) allows for students to answer items occurring early in a sequence incorrectly, but not have inaccurate information or responses carry through to later items in the set. For example, sample student data may be provided to prevent students from using erroneous data from a previous item that will impact the score on a subsequent item.

Stimuli Characteristics Avoid using classic textbook examples, contexts, or phenomena, in order to avoid the risk of students recalling what they have learned, rather than using their knowledge and skills to demonstrate what they know and are able to do. Develop stimuli that are novel yet approachable for a student at that grade level. Science content within a stimuli are based in reality and can be backed up with data.

What Jumped Out? Turn and Talk Activity Discuss three things that are new information for you or you found interesting from today’s presentation

Hard work, lots of trials, and a few errors will be necessary… …something entirely new will be needed… …but in the end…

NGSS Resources Framework for K-12 Science Education : http://sites.nationalacademies.org/dbasse/bose/framework_k12_science/index.htm Next Generation Science Standards (Home Page) : http://www.nextgenscience.org/ Next Generation Science Standards (Teachers) http://www.nextgenscience.org/teachers NGSS@NSTA Home Page http://ngss.nsta.org/ Science Assessment Item Collaborative http://www.ccsso.org/Resources/Resources_Listing.html?search=Science+assessment+Item+Collaborative Developing Assessments for the Next Generation Science Standards https://books.google.com/books?id=BMJABAAAQBAJ&printsec=frontcover&dq=BOTA+Report+on+Science+Assessments&hl=en&sa=X&ved=0ahUKEwiA1vyy5PrLAhVB9h4KHVnTBiUQ6AEIMDAD#v=onepage&q=BOTA%20Report%20on%20Science%20Assessments&f=false