Formative assessment through scientific discourse and argumentation regarding evidence for scientific phenomena or theory gives authentic insight into student understanding of difficult science concepts.

TAKEAWAYS:
Attendees will: 1. understand the importance of formative assessment in the learning process; 2. value argumentation as a form of formative assessment; and 3. identify that scientific discourse with peers is a valuable learning tool within a classroom that gives insight into student thinking.

SPEAKERS:
Kristin Mansell (Washington Fields Intermediate School: Washington, UT), Jessica Jones (Washington Fields Intermediate School: Washington, UT)

Teach homologous structures by having students design and build limbs and compare them with other students’ creations.

TAKEAWAYS:
How to: 1. design a hands-on activity to illustrate homologous structures; 2. design an engineering activity for students to design and build limbs, like arms, wings, and flippers; and 3. use these limbs to begin a discussion about homologous structures and common ancestors.

SPEAKERS:
Michael Rockow (Leslie Middle School: Salem, OR)

Learn what representations and data your students can use to bridge phenomena and mathematics, and how to assess kinematics understanding, as opposed to rote algebra skills.

TAKEAWAYS:
1. Using authentic data from real, open-access journal articles to model motion; 2. Students using multiple representations to shift back and forth from pictures, graphs, and math; and 3. Assessing students' understanding through their performance using real data.

SPEAKERS:
Christopher Moore (University of Nebraska Omaha: Omaha, NE)

The Portland K–5 Common Assessments assess student learning in a relevant and compelling 3-D  task, centered in local phenomena. The assessments and rubrics provide access for emerging bilinguals.

TAKEAWAYS:
1. There are key features of three-dimensional assessment design that include both a local phenomenon or problem and access for English learners; 2. Evidence statements serve as tools for rubric design to inform assessment goals and enable feedback about student learning; and 3. Strategies for using the Common Assessments provide opportunities for teacher self-reflection and collaboration.

SPEAKERS:
Susan Holveck (Portland Metro STEM Partnership: No City, No State), Noelle Gorbett (Oregon Dept. of Education: Salem, OR)

In this session, a teacher new to project-based learning, cognitive skills assessment, and virtual school shares her learning from SY20–21!

TAKEAWAYS:
We CAN: 1. create authentic engineering design experiences using online tools!; 2. assess student learning based on the application of cognitive skills AND content knowledge!; and 3. support the development of Science and Engineering Practices in virtual school!

SPEAKERS:
Ayla Wilk (Summit Atlas High School: Seattle, WA)

The focus of this session is to engage educators in a discussion about authentic and effective assessment that informs teaching.

TAKEAWAYS:
Strategies for: 1. designing appropriate and meaningful assessments that go beyond mutiple choice; 2. managing project-based learning and assessment; and 3. incorporating formative assessments—both formal and informainto instruction.

SPEAKERS:
Vicki Meeler (Newton County Schools: Covington, GA)

College faculty and teacher educators will explore NGSS-focused strategies and materials for preparing teachers to teach about matter in the elementary grades.

TAKEAWAYS:
Attendees will: 1. learn more about the content knowledge for teaching (CKT) about matter that elementary teachers need to know in order to teach in ways that align with the NGSS; 2. learn how to elicit elementary teacher/preservice teachers’ CKT for matter with research-based CKT assessment tasks; and 3. learn how to support the development of elementary teachers’ CKT for matter using free materials and resources.

SPEAKERS:
Josie Melton (Western Washington University: Bellingham, WA), Emily Borda (Western Washington University: Bellingham, WA)

Participants will learn how to create a culturally relevant science lesson using an Earth science unit on conflict minerals in electronic devices as an example.

TAKEAWAYS:
Participants will: 1. learn how to identify concepts that readily lend themselves to connecting and engaging students in culturally relevant content; 2. brainstorm science content that can lead to social activism; and 3. learn how to connect the NGSS crosscutting concepts and science and engineering practices.

SPEAKERS:
Lesley Urasky (Saratoga Middle/High School: Saratoga, WY)