First Steps in Preparing For NGSS Summative Assessment April McCrae Delaware Department of Education

Field testing new items: O Benefits: O Do not “count” for teachers or students O Provide a “glimpse” into the future of testing O Allow the field to recognize coming changes O Offer motivation for changes in classroom instruction while still meeting our federal requirements. O TRANSITION IS CLEAR even if timeline is not.

Item Types O Data Table with multiple choice options where more than one answer is possible or required for a correct response. O Second section of item may require a multiple choice response indicating evidence from data that supports a claim.

Item Types O Multi-step Drag and Drops with embedded modeling objectives. O Modeling items built in grid item formats but including a secondary “check box” explain the limitations of the model section. O Items requiring students to read multiple evidence statements and develop a plausible sequence of events such as cave development or other scientific process.

Also being considered O Annual assessments psychometrically tied to learning progressions: O Item types: O Ordered multiple choice O Open ended/short answer O Growth Model with actual usability O Useful “pre-test” data mapped to learning progression alerting teachers to issues to be dealt with in coming year. O Measured “post-test” difference indicating shift along a calibrated learning progression indicating maturity within the context/construct being taught.

NAEP Science HOTs (Hands-on Tasks) type assessments could then be used as state level summatives—Cluster level

If not HOTs, ICTs could be used (Interactive Computer Tasks)