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

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

3. 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

4. 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?

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

6. 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.

7. NGSS Overview
June 2016

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

9. Three-Dimensional Science Learning

10. NGSS Science Standard

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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 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

18. 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

19. 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

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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. Sample Evidence Statement

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

29. Developing NGSS Aligned Assessment

30. 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

31. 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).

32. 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.

33. 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.

34. 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.

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

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

37. NGSS Resources Framework for K-12 Science Education :
Next Generation Science Standards (Home Page) :
Next Generation Science Standards (Teachers)
Home Page
Science Assessment Item Collaborative
Developing Assessments for the Next Generation Science Standards