Learn a design process for creating three-dimensional assessment tasks that support instruction and student learning. Participants will be introduced to each phase: unpacking dimensions, developing integrated dimension maps, articulating learning performances, identifying phenomena, and designing tasks.

TAKEAWAYS:
Participants will learn the steps of a systematic process for designing three-dimensional tasks that align with NGSS performance expectations, take into consideration students’ diverse backgrounds, and can be used in classrooms to provide information to teachers and students to improve learning.

SPEAKERS:
Christopher Harris, Joseph Krajcik

What would it look like if we designed all aspects of the assessment system to prioritize impact on instruction and students? Traditional ideas about assessment systems describe assessment systems in the ideal world, where state summative assessments have the smallest footprint, and meaningful classroom assessments are the most important component. However, in practice, we know this is not always the case–because of the stakes and funding attached to large scale testing (both perceived and real), assessments that are not meant to inform instruction end up shaping a lot of the decisions educators make about student learning. In this session, we will discuss how we rectify this in assessment system design, including examples and implications for state, district, and classroom assessments. The session will include opportunities for participants to inform the development of policy documents to inform assessment system development.

TAKEAWAYS:
Systems of assessment can center students and instruction, and simultaneously surface trustworthy information for decision-making – if they are intentionally designed to do so.

SPEAKERS:
Sara Cooper, Kelley Turner

In this interactive session, we share important lessons learned through our work with states, educators, and developers to support equitable systems of science assessment. These lessons can help us develop better 3D assessment tasks, processes, and systems that lead to better outcomes for learners. With over a decade of assessment evaluation and design experience, our team is excited to share ideas for how to improve the 3D assessment design process. These lessons range from shifting assessment development to focus on 3D sensemaking to thinking holistically about unpacking and design to taking an assessment system lens throughout the development process. We will engage participants in activities that demonstrate our lessons learned and connect to how these lessons lead to equitable curriculum-anchored assessment systems. The resources and processes shared in this session are applicable to K-12 science learning. The session will be interactive.

TAKEAWAYS:
Three-dimensional assessment design is tricky -- come join us to discuss how we can take a systems approach and develop better 3-D assessments.

SPEAKERS:
Kelley Turner, Sara Cooper, Dawn Novak

Sensemaking with the three dimensions is the focal construct we want to measure in science assessments - not the phenomenon or problem or the three-dimensions. Making sense of phenomena and/or problems is how students show us they can use the three dimensions to figure out something. This is what we want to assess and how we will really know that students understand the three dimensions. Yet, centering sensemaking in assessment design is difficult and often sensemaking is missing in assessments. Join us for a deep dive into sensemaking and 3D assessment. In this interactive session, participants will engage with exemplary examples of sensemaking in assessment tasks and practice foregrounding sensemaking in assessment design. The resources and processes shared in this session are applicable to K-12 science learning. The session will be interactive.

TAKEAWAYS:
Leave with examples of 3-D sensemaking in assessment tasks and activities for building better assessments that elicit student sensemaking.

SPEAKERS:
Sara Cooper, Kelley Turner

Positioning phenomena and problems in ways that elicit sensemaking from students requires that they are problematized—in other words, that phenomena are presented in a way that highlights a productive uncertainty for students to figure out. Sensemaking requires that there is something authentically uncertain to the students engaged with the task in which they need to make sense of. When a phenomenon-based scenario is problematized, it enables sensemaking by focusing thinking on an authentic, productive uncertainty central to the phenomenon that requires the targeted dimensions (i.e., assessment targets) to figure out. In this session, participants will analyze examples of highly compelling tasks that support problematizing by students as they represent their sensemaking. The resources and processes shared in this session are applicable to K-12 science learning. The session will be interactive.

TAKEAWAYS:
Participants will engage with a range of assessment scenarios to figure out what it means for a task to be problematized.

SPEAKERS:
Sara Cooper, Dawn Novak

A key goal of this work is to consider how NGSS assessments can be developed and used to advance equity. This framework draws upon interdisciplinary research and best practices to describe student-centered systems of science assessment. The framework explicitly connects what the field has learned about supporting students in becoming confident, savvy, scientific thinkers with best practices in measuring, monitoring, and providing feedback toward multidimensional science expectations.Participants will receive an equity framework for assessment that has been intentionally designed to help users (1) identify features of high-quality tasks, (2) examine effective assessment implementation practices, and (3) interrogate how assessments are used to support the diversity of students who engage in science learning in finding success. This equity framework has been used with teachers to (re)design assessments to be equitable for their population of students. The resources and processes shared

TAKEAWAYS:
Participants will use a newly developed equity framework to consider multiple ways to center equity in assessment tasks and systems. Participants will use this equity framework to analyze example assessments for alignment to multiple equity goals.

SPEAKERS:
Sara Cooper

Engage in a mini design sprint to develop curriculum-aligned exit tickets. Together, we will use an equity framework and Universal Design to create exit tickets that support equitable sensemaking and 3-D science learning. We will coach you through a process to develop exit tickets that assess your students’ experiences and sensemaking. This workshop will focus on areas that support their learning such as: metacognition and reflection, applying their learning to a new phenomenon, connecting to their experiences and expertise outside of the classroom, and student experience in the learning environment. We will bring in examples of curriculum-anchored assessment using open source curricula. You will walk away with a set of exit tickets to assess student experience in 3-D learning that will give you information to inform instruction and support equitable classroom assessment practices.

TAKEAWAYS:
Gathering evidence of student experiences through short assessment opportunities can help build meaningful relationships with students and provide rich information to inform instructional moves.

SPEAKERS:
Calvin Atkins, Colleen LaMotte, Jenna Mobley

Use our new Tending to Student Work Workbook to analyze student work and see how student work can be used to inform instruction, revise feedback and scoring guides, and inform revisions to assessment tasks. Together we will develop an understanding of what it means to tend to student work in caring ways by figuring out what we need to see in student work and how to see student work through an asset-based lens seeking all facets of student thinking. We will work together to find value in student’s non-target thinking and leverage this thinking. Teachers from Washington’s S.A.G.E. project will share their experiences of tending to student work and the impact it has had on their teaching, learning, and assessment. The session will be interactive.

TAKEAWAYS:
Recognizing the assets students bring to an assessment task is critical for understanding how to move their thinking forward. Leave with tools you can use in your classroom to tend to student work in caring ways that lead to stronger relationships.

SPEAKERS:
Calvin Atkins, Colleen LaMotte, Jenna Mobley

Come experience ways to appraise student work transparently that supports and encourages students wanting to continue the sensemaking process as opposed to thinking an assessment is the end of the learning process. We will begin by looking at multiple pieces of student assessment work, looking for the facets of understanding they present in their work. We will consider different methods of providing feedback and the impact on sensemaking and learning these different methods result in. We will look at different tools that have been created over the last five years to support students actively participating in the appraisal process. Participants will use the experience to begin thinking about the shifts in their appraisal system they would like to try with their students. Teachers from Washington’s S.A.G.E. project will share their experiences of reimagining the purpose of feedback and grading student work, and the impact it has had on their teaching, learning, and assessment.

TAKEAWAYS:
Participants will engage with authentic student work and consider different methods of providing feedback that is equitable and supports students wanting to share where they are in their sensemaking. Participants will leave with some ‘tools’ they can use in their classroom to provide caring collaboration.

SPEAKERS:
Jenna Mobley, Colleen LaMotte, Calvin Atkins