1. Classroom Assessment #CANGSSRollout #CANGSS #NGSS
Writing team acknowledgments:
Yamileth Shimojyo, Riverside County Office of Education; Ellen Raco, Tracy Unified School District; Peter A’Hearn, Palm Springs Unified Shool District
Editing team acknowledgments: Wendy Hagan, Granada Hills Charter HS

2. Session Outcomes
Understand the importance of a cohesive assessment system, from the classroom to the state assessment
Focus on 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
Our focus is not at the state level but rather at the classroom level where we are focusing at what is happening in the classroom and

3. 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
Start time: 3:00 minutes give them 3 minutes to talk in their groups, and then bring them back together
Display S4 (Magnetic Words). Ask participants to select a word that attracts or repels them, go to that word and follow the prompts on the slide.
We are going to go from each room and share what drew you to the word as a group and what did you talk about? How about .....what was your thinking? (if people, want to comment state “Okay we will come back and comment on the comments as we go around”)
 Make links to the NGSS shifts which are asking students to have “knowledge in use.” Students should be able to show they understand because they “figured it out.” What we notice in your comments is that assessment is an emotional word and we hope that we cna turn almost all of the words on the wall into productive ways. Assessments should reveal what students can do to indicate how they are thinking about science concepts. Assessments should reveal how students are applying their understanding. We might take something like question and we hope to see that students have knowledge in use...when we think about accountability measures, district benchmarks to be used for meaningful ways to help us understand what PD we might need to plan for to support in our system.

4. Assessment System CA Framework Chapter 7
Adapted from Herman and Heritage 2007.
Display S5 (Assessment System) and briefly explain how important it is that students are engaged in a system that is coherent—that they are demonstrating at various times (e.g., weekly, monthly, annually) and in various ways (in a classroom, on district benchmarks and on state assessments) their understanding of phenomenon as described in 3 dimensional learning.
Explain that the Science Framework supports such as system—so that the assessments given by the state support the types of assessments you give in your classroom. Remember that NGSS is Knowledge in Use!
When we think about the system as a whole we need to make sure we understand what the state is thinking about assessment.
Explain that in line with that thinking, the California Department of Education video this morning talked about an state assessment plan and the types of items they are developing to measure 3 dimensional student learning.
The size of the circles could be thought of as the amount of material that is being assessed not the importance of it.
Classroom district benchmarks state assessment

5. Focus on Classroom Assessment
Part II: (20 minutes for this section) point out the chart from the lesson

6. Formative vs. Summative Assessment
With a partner discuss what these two terms mean. Formative assessment is used to inform instruction within a learning sequence Summative assessment is used to summarize student learning at the end of a learning sequence.
(Assessment FOR Learning )
Display S7 (Formative vs Summative Assessment). This is an animated slide.  
Although these words are on the slide are not mirrored in the CA Framework in terms of label the intention is the same. the framework is using the terms short cycle, medium cycle and long cycle. Formative and summative are familiar to us as teachers.  
Ask participants with a partner to discuss the difference between these types of assessments. Ask a few partners to share. One of the things to remind ourselves is that with NGSS we have multiple entry points to develop their thinking around the ideas as NGSS is students have time to show their understanding in the grade band or grade.
Advance the slide to reveal the red print and connect to participant sharing
Remind participants that both types of assessment are important in classroom assessments. When it says assessment for learning it means for students (metacognition) and teachers.
Daily we are assessing students from where they are at; opportunities for assessment exist.
(Assessment OF Learning)

7. What Are The Characteristics of a High Quality Classroom Assessment?
Table Carousel
Use one piece of paper for each group.
First person, add one idea and pass the paper to the person on your left.
Next person adds their idea and passes paper to the person on their left.
Continue until everyone has had an opportunity to give one idea.
Continue passing as long as the ideas are flowing!
Be prepared to share ideas from your carousel with the whole group.
Display S8 (What Makes a Quality Assessment. Ask participants to write down what they think are the characteristics of a high quality classroom assessment.
Give them 2 minutes after which time they should share their thoughts with the table.
After sharing with the table, ask each table to share out one characteristic.
Chart their responses.  
We have a lot of good ideas that are up here and this will help us think about how to design teaching and learning

8. Quality Goals for Student Learning and Progress
CAESL Framework
Quality Goals for Student Learning and Progress
Quality Tools
Quality Use
Alignment
Refinement
Sound Interpretation
Assessment/
Instruction
Cycle
3 dimensional student learning
Display S12 (Debrief the Learning Sequence). Remind participants that this is a graphic of the larger conceptual flow from the learning sequence they experienced this morning. In this part of the session, they will analyze how assessments (both formative and summative) were planned into the learning sequence. Animate to reveal a circle that highlights the part of the conceptual flow that was addressed in the lesson workshop. H1

9. Code Your List Quality Goals for Student Learning - G
Quality Tools – T
Quality Use - U
Quality Goals for Student Learning and Progress
Quality Tools
Quality Use
Alignment
Refinement
Sound Interpretation
Assessment/
Instruction
Cycle
3 dimensional student learning
Display S12 (Debrief the Learning Sequence). Remind participants that this is a graphic of the larger conceptual flow from the learning sequence they experienced this morning. In this part of the session, they will analyze how assessments (both formative and summative) were planned into the learning sequence. Animate to reveal a circle that highlights the part of the conceptual flow that was addressed in the lesson workshop. H1

10. Characteristics of NGSS Assessments
Examine students’ performance of SEPs in the context of DCIs and CCCs
Contain multiple components (items) 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.
Display the slide and ask participants to scan this list that is found in the CA Framework Assessment Chapter and discuss how these characteristics relate to the conversations they just had. (Ends Part II-running time 40 minutes)
NRC 2014

11. Debrief the Learning Sequence
Pika Are Chill
Display S12 (Debrief the Learning Sequence). Remind participants that this is a graphic of the larger conceptual flow from the learning sequence they experienced this morning. In this part of the session, they will analyze how assessments (both formative and summative) were planned into the learning sequence. Animate to reveal a circle that highlights the part of the conceptual flow that was addressed in the lesson workshop.

12. Review the Learning Sequence Storyline
Anchor Phenomena = The 6th Extinction
Investigative Phenomena = Decrease in Pika Population
Refer to your Climate Change and the Stability of Populations Conceptual Flow

13. Directions for the Learning Sequence Debrief Jigsaw
Facilitator will assign your table a topic:
Phenomenon
Formative Assessment
Questioning
Use of Notebooks
Use H2 for questions to guide your debrief discussion
Be prepared to share your ideas with the whole group H2

14. Learning Sequence Debrief: Analyzing Student Work
Created at the NGSS
Framework Rollout Vetting
Session, Rancho Cordova,
CA, 2/12/17
Created at the NGSS Framework Rollout,
San Joaquin County Office of Education, 5/3/17
Refer to your Climate Change and the Stability of Populations Conceptual Model

15. Learning Sequence Debrief: Analyzing Student Work
Analyze the conceptual model your team created yesterday. Write a Claim to the answer the following: What is your understanding of the causes that affect stability and change in Pika populations? Write in your Notebook. Discuss with your group.

16. About Scratch
This might be a resource or a handout
H3a-c

17. Summative Assessment Task 1: Computer Coding with Scratch
Click “See Inside”
Play with the Code
17 Scripts
5 Sprites
best scenarios to test: little pikas a lot of clovers; a lot of pikas and few clovers; a lot of space with few pikas with regular amounts of clover; small space, a lot of pikas
H3a-c R3
Engaging in the creation of computational artifacts prepares young people for more than careers as computer scientists or programmers. It supports young people’s development as computational thinkers - individuals who can draw on computational concepts, practices and perspectives in all aspects of their lives, across disciplines and contexts. (ttp://scratched.gse.harvard.edu/guide/ )

18. Summative Assessment Task 2: Revise Simulation
What changes would you make to the model (hands-on or computer) to improve the simulation of the effect of climate change on the Pikas?  
We have to define We are sending feedback to the creators of Scratch Pika to make improvements on the simulation
“Simulation” as a verb
“Model” as a noun H2

19. Summative Assessment Task 2: Revise Simulation
Claim: The Simulation would be a better model of stability and change in Pika population if ...
Evidence: The evidence to support these changes are ...
(this can be both qualitative or quantitative)
Reasoning: The simulation would improve because ...
We have to define We are sending feedback to the creators of Scratch Pika to make improvements on the simulation
“Simulation” as a verb
“Model” as a noun H2

20. Summative Assessment Task 3: The “Pika Are Chill” Infographic
What modifications were made to the simulations?
What have you learned about model revision?
What further modifications are needed?
What data would help improve the simulation?
What have you learned about the causes that affect stability and change in a population?
Claim: The simulation would be a better model of stability and change in Pika populations if...
The evidence to support these changes is….
This would improve the simulation because...
causes that affect stability and change in Pika populations? H2

21. Summative Assessment: Debrief
Deconstruct the assessment:
What are the components of construct of 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?
Discuss with your table 3 minutes. Differentiate - they can mention the specific general dimension or, if more advanced, they can dig into the specific grade span component

22. Looking Back: Goals, Tools, Use
Quality Goals for Student Learning and Progress
Quality Tools
Quality Use
Alignment
Refinement
Sound Interpretation
Assessment/
Instruction
Cycle
3 dimensional student learning
Display S12 (Debrief the Learning Sequence). Remind participants that this is a graphic of the larger conceptual flow from the learning sequence they experienced this morning. In this part of the session, they will analyze how assessments (both formative and summative) were planned into the learning sequence. Animate to reveal a circle that highlights the part of the conceptual flow that was addressed in the lesson workshop. H1

23. 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: California Science Framework Appendices
CCC Learning Progressions: California Science Framework Appendices
Part IV (45 minutes) This slide begins a section on resources teachers can use to help them design assessments. We are no longer specifically discussing the CER assessment.
Provide access to the resources in the electronic resource folder

24. 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
Pass out H2 - Assessment and the 5Es Share before you display S25
Planning tool. Describe the intent of each of the stages (in general planning terms - not just yesterday’s lesson) in terms of student thinking. What are the strategies that can used to elicit student thinking.
Discussion with table group.

25. 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
Display S22 and have participants review their list and these other examples from yesterday’s lesson.
These are other examples (not exhaustive) from yesterday’s lesson

26. Achieve’s Evidence Statements – An AnalogyPE
Evidence Statement

27. 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

28. Evidence Statements HS ETS 1-4 HS LS 4-6 HS ESS 3-5 HS ESS 3-6 H5a-d
The evidence statements contain observable features of the practice (in the gray areas) and then specifics from the PE listed under each feature.
Ask participants to review the observable features of the Constructing an Explanation from MS-LS4-4. What do they notice? Make sure participants understand that the observable features are consistent K-12; the specifics under the features are tied to the specific PE
Only adopted PEs are addressed in the evidence statements. If one designs their own PE (that is, with a different practice, or dci, or ccc), one needs to look at the “shells” for the practices.
H5a-d

29. Explore the 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?
Display S33 (Explore Observable Features) and distribute H4a-e (Evidence Statement Appendix Observable Features)
Electronic Version of the entire appendix is in the Electronic Resource Folder - R3
Explain that this appendix contains the “shells” for each practice. These shells are used at each grade level as the basic structure of the ES and then are completed based on the PE for that grade level.
Remind participants that they just looked at explanations from MS-LS4-4. Ask them, with a partner, to follow the prompts on the slide. What do they notice? Remind them that the specifics of the ES for their grade are be dependent on the PE.
Remind participants that they should also use Appendix F (Science and Engineering Practices) and Appendix G (Crosscutting Concepts) to get specifics for their grade span.
H6a-e

30. Framework examples Developing and using models
…By high school, these models can be more abstract, conceptual models represented by concept maps, mathematical models, or even computer codes.
In almost all cases, these are models of systems [CCC-4].
The NGSS Evidence Statements (Achieve 2015) define three key elements that are a part of every model: components, relationships, and connections.
Systems have components that interact with one another (these interactions are called ‘Relationships’ in the NGSS Evidence Statements).
Models can be applied to understanding phenomena and predicting the behavior of the overall system (these applications are called ‘connections’ in the NGSS Evidence Statements).
One way to assess whether or not students have developed models of systems is to provide mediums for them to illustrate the mental models that are inside their heads. These mediums can be materials to make physical models or abstract representations such as pictorial models.
Display slide and have groups of 3-4 teachers work together to read the Framework examples and to address the prompts on the slide. Time permitting ask each group to share one idea about how their thinking has shifted.
Trainer Note: Can have participants letter off (A-B-C-D-E) and then assign sections of the room for A, B,C, D, E. Deliver the handouts to that section of the Room H7

31. Other Grade Level Resources
NGSS Assessment Report
Developing Assessments for the NGSS, WestEd
The SNAP project
Classroom Samples Tasks, Achieve
NGSS/CCSS-M Sample Classroom Assessment Tasks
The Concord Consortium ;
Performance Assessment Resource Bank
Display slide 32 and remind participants that they have a resource in their folder that links them to other sites. R4 Resources - Dawn Link to 1st example

32. Reflection Assessment and instruction are two sides of the same coin.
Based on your learning from the 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.

33. Phenomenon-Based Instruction and Assessment
You have completed a sequence of learning about phenomenon, how to construct a phenomenon-based learning sequence, and how to plan for three dimensional assessments.
There is much more to learn!
Contact the NGSS Collaboration Team for Assistance
COEs, CSTA, CSP, K-12 WestEd