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Lincoln Buenos Aires - May 2024 Collection

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41 items

Resources to support May 2024 mentoring sessions

Earth & Space Science Engineering Life Science Physical Science High School Middle School

Resources in “Lincoln Buenos Aires - May 2024” Collection

Title Resource Type
(Evolution Assessment) Swallows Task (Grades 9-12) Web Page
A Framework for K-12 Science Education (pdf) Web Page
Chapter 6: Developing and Using Models

Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices

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Curated List of Resources to Support Sensemaking for Learning and Assessing

Background information and examples of high-quality units and assessments designed for NGSS

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Evaluate Student Model #2

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Web Page
Evaluating an Assessment Task Through Lenses of SEPs/CCCs_v5.22

Make a copy

22 File
Evaluating an Assessment Task Through the Lens of DCIs (Google doc)

Make a copy for your own use: File > Make a Copy

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Evaluating the Brown Bear Task Through the Lens of DCIs Web Page
Evaluating the Brown Bear Task Through the Lenses of SEPs and CCCs

Make a copy

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Formative Assessment - Student Discussion Transcript

Adapted from OpenSciEd Student Discussion Transcript

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Helen Quinn Interview (YouTube video) Web Page
How Can We Move the Needle for NGSS Implementation?

NextGenScience@WestEd

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Little Dancer Aged Fourteen Task

End-of-Module Assessment Task, PhD Science Module 1 Matter, Grade 2 (This is an open educational resource.)

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Modified Brown Bear Hibernation Task

This assessment task is published in the OpenSciEd science unit 7.3 Metabolic Reactions. Students complete this assessment at the unit of the unit.

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NGSNavigators: 3D Task Assessment Resources with Aneesha Badrinarayan

From the website: Aneesha Badrinarayan, former director of Special Projects and Initiatives, of Achieve’s Task Annotation Project in Science (TAPS), joined us on Episode 33 of the podcast to talk 3D Task Assessment Resources. Listen as Aneesha walks us through 3D assessments and what the most important features of high-quality science tasks are.

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OpenSciEd Teacher Handbook with Appendices Web Page
Phenomenon Scenario for Little Dancer Aged Fourteen Task Web Page
Phenomenon/Problem Checklist for Assessment Tasks_v5.22

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22 File
Plant Matter - Model Rubric Web Page
Quality Examples of Science Lessons and Units (nextgenscience.org) ORG) File
Science Assessment Task Screening Tools

We are focusing our work in this series on the Science Assessment Task Screener (not the Prescreen)

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Sea Turtle Task (Grades 6-8)

Source: OpenSciEd Unit 7.2 Chemical Reactions & Energy

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Slides Topic Study 10_11_2022 Web Page
Slides Topic Study 10_18_2022 Web Page
Slides Topic Study 10_25_2022 Web Page
Slides Topic Study 11_01_2022 Web Page
Stanford NGSS Assessment Project Web Page
STEM Teaching Tool 16: The Informal Formative Assessment Cycle...

STEM Teaching Tool 16: The Informal Formative Assessment Cycle as a Model for Teacher Practice

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STEM Teaching Tool 29: Steps to Designing a 3D Assessment

This document contains a nine-step process designed to help teams develop three-dimensional assessment tasks in science that connect to students’ interests, experiences, and identities.

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STEM Teaching Tool 30: Integrating Science Practices Into Assessment Tasks Web Page
STEM Teaching Tool 41: Prompts for Integrating Crosscutting Concepts

Prompts for Integrating Crosscutting Concepts into Assessment and Instruction

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STEM Teaching Tool 42 Using Phenomena in NGSS-Designed LessonsUnits PDF file Web Page
Student Examples - Plant Matter Models Web Page
Task Annotation Project in Science (Achieve)

Scroll to find "Tasks by Grade Band" for quality examples of three-dimensional assessment tasks.

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Task Annotation Project in Science: Non-negotiables

The Task Annotation Project in Science (TAPS) surfaced some features that routinely distinguish NGSS tasks from science tasks that are not designed for the NGSS. This resource describes the “must-haves” of any NGSS assessment.

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Task Annotation Project in Science: Sense-making

Three-dimensional tasks require students to make sense of phenomena and problems using science and engineering practices, disciplinary core ideas, and crosscutting concepts. This resource?describes the lessons-learned about how tasks elicit sense-making.

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Task Annotation Project in Science: Crosscutting Concepts

This resource?describes how assessment tasks frequently include crosscutting concepts (CCCs), and discusses which approaches are most effective for providing evidence of students’ understanding and ability to use the CCCs.?

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Task Annotation Project in Science: Equity

How can assessments be more equitable, and do assessments—classroom-based and external—have a role in promoting equitable approaches to science teaching and learning? By examining a wide range of tasks for how diverse learners can demonstrate progress, the Task Annotation Project in Science (TAPS) surfaced key ways science assessments can help make sure all students are supported in meeting their science learning goals.

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Task Annotation Project in Science: Phenomena

The Task Annotation Project in Science surfaced the significance of phenomena in science assessments, and what features define high-quality phenomena for assessments. This resource provides educators and assessment developers with recommendations for phenomena that can support all students and reveal students’ ability to sense-make using the three dimensions.??

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Task Annotation Project in Science: Science and Engineering Practices

This resource describes how science and engineering practices (SEPs) can be used in science assessments and tasks. This resource identifies common misconceptions around the use of SEPs in assessments, while also providing effective and meaningful ways assessment tasks can elicit evidence of students' engagement in SEPs.?

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Using Phenomena in NGSS-Designed Instruction (YouTube video)

An interview with Brian Reiser

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