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Wednesday, July 20
8:30 AM - 11:30 AM
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SC-1: Developing and Using Three-Dimensional Assessment Tasks to Support NGSS Instruction

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Hyatt Regency McCormick Place - Hyde Park A/B

Ticket Price:

  • $75 earlybird
  • $100 advance

If you have not yet registered for the conference, you may purchase tickets when you register online.

Please note that if you are already registered for the conference and wish to purchase this ticket, click the "add to cart" button above.

Assessment tasks for NGSS classrooms are different from the typical tasks that require students to recall what they know. A Framework for K–12 Science Education and the NGSS call for assessment tasks that ask students to use and apply the three dimensions of science proficiency: disciplinary core ideas, scientific and engineering practices, and crosscutting concepts. With three-dimensional tasks, the expectation is that students will use and apply the three dimensions of science proficiency together to make sense of phenomena or solve problems.

In this session, we focus on designing three-dimensional assessment tasks for classroom use with an emphasis on assessment for teaching and learning. A good assessment task should provide actionable information of value to teachers and their students. Importantly, it should provide insight into how students are building toward an NGSS performance expectation.

How can we use performance expectations to construct assessment tasks that can be used during instruction? Participants will learn an approach for designing three-dimensional assessment tasks and explore how to use them formatively in classrooms to help students build toward the performance expectations.

Participants will also be able to preorder our assessment book Creating and Using Instructionally Supportive Assessments in NGSS Classrooms.

Takeaways: Participants will learn: 1. what is meant by three-dimensional assessment; 2. how to design classroom-based assessment tasks aligned with the NGSS; and 3. how to make use of formative assessment tasks to support instruction.

Speakers

Joseph Krajcik (CREATE for STEM Institute, Michigan State University: East Lansing, MI), Christopher Harris (K-12 Alliance/WestEd: Redwood City, CA)

Thursday, July 21
1:00 PM - 2:00 PM
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Stop “doing” data and start “using” data! Utilizing Google forms and sheets to collect and analyze data so you can focus on what comes next!

McCormick Place - W179a

So many data conversations fall flat because of current methods of data collection. What if we could vary the type and frequency we collect and analyze data using google forms and spreadsheets? This would allow us to have more in-depth conversations about what the data is say and how we can use it to move instruction forward. In this session, 5 different tools will be presented to teachers that allows them to collect data in different ways. With these tools, the focus is no longer on the past and why things happened, but focus on the future of what we can do to respond to the data.

Takeaways: Educators will learn about and receive templates for multiple tools using google forms and spreadsheets to realize the vision of a good data conversation

Speakers

Rocco Williams (Fort Worth ISD: Fort Worth, TX)

Thursday, July 21
2:20 PM - 3:20 PM
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Equitable and Authentic Assessments: Success of Collaborative Lab Practicums in the Middle or High School Science Classroom

McCormick Place - W181c

Applying principles of Understanding By Design and Visible Thinking, learn how to design and implement authentic and equitable assessments in any middle school or high school science classroom.

Takeaways: Participants will walk away with easy-to-implement, real-world examples of collaborative lab practicums.

Speakers

Aruna Chavali (The Spence School: New York, NY), Laura Bader (The Spence School: New York, NY)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

https://docs.google.com/presentation/d/1rjo2SflrfK32XZDABImR9Y7jBYwv_D4a/edit#slide=id.p42
BaderFinal_NSTA_Equitable & Authentic Assessments_ Classroom Examples & Lessons Learned..pptx

Thursday, July 21
2:20 PM - 3:20 PM
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A Rubric Design for Making Sense of Elementary Students’ 3D Knowledge and Understanding.

McCormick Place - W186c

This session explores two key challenges faced by elementary school teachers for promoting 3D learning as outlined by the Next Generation Science Standards (NGSS). These are: (1) how to make sense of 3D proficiency based on student responses to assessment tasks, and (2) how to use student responses to inform next steps in instruction. We will address these challenges by guiding participants as they explore a set of 3D assessment tasks that are freely available online. These tasks have been developed in collaboration with teachers for performance expectations in physical science, life science, and earth and space science. During the session, we will highlight how the tasks help elicit what students know and can do. Participants will then learn about the features of the associated rubrics and practice applying rubrics to make sense of student responses. We will also share how information from rubric use can inform next steps in instruction and engage participants in a discussion about instructional decision making. Through this process, participants will learn about rubric features that will inform their own creations and adaptations of rubrics. Furthermore, participants will learn about various resources that are freely available.

Takeaways: Attendees will learn about the features of a new rubric that has been designed based on feedback from elementary school teachers. Through examples and discussions, attendees will learn how the rubric can help them evaluate student responses in a timely manner and provide detailed information about what students know and can do. This information can be valuable in linking student responses to 3D proficiencies and in determining instructional next-steps for teachers.

Speakers

Sania Zaidi (University of Illinois Chicago: Chicago, IL), Samuel Arnold (Research Assistant: Chicago, IL)

Thursday, July 21
3:40 PM - 4:10 PM
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Inclusive Grading of 3-D Science

McCormick Place - W178b

How can grading better represent students’ 3-D learning? This workshop will take a specific focus on grading phenomenon-driven curricula that do not have typical worksheets.

Takeaways: Standards-based grading and careful selection of student work aligned to lesson-level PEs for feedback can help make 3-D learning more meaningful for students.

Speakers

Kerri Wingert (University of Colorado Boulder: Boulder, CO)

Thursday, July 21
3:40 PM - 4:10 PM
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Using Formative Assessment and Small Group Instruction in the Science Classroom

McCormick Place - W187c

Small group instruction belongs in science too! Learn how to create and use formative assessments to support differentiated small group instruction.

Takeaways: Attendees will learn how to support all students through differentiated small group instruction.

Speakers

Kristin Luthi (Gwinnett County Public Schools: Suwanee, GA)

Thursday, July 21
4:25 PM - 4:55 PM
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Getting at What Students Know Without Grading Taking Over Your Life

McCormick Place - W178b

Want to know what the students actually know, but don't want to spend all of your time grading? Adjust your assessment questions.

Takeaways: Participants will learn how to adapt "typical" assessment questions into more meaningful questions in order to better understand what the students know without the endless hours of grading.

Speakers

Meredith Diehl (Northview High School: Sylvania, OH)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

getting at what students know without grading taking over your life.pptx

Thursday, July 21
5:10 PM - 5:40 PM
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What do these numbers actually mean? Rethinking Student Grades and Scoring.

McCormick Place - W181b

A grading system based on total points does not accurately reflect the level of student understanding of science content. Students who demonstrate that they understand half of the content should not earn a failing score. Nor should students earn arbitrary points for doing non-science content related things. Student scores should reflect what a student understands and not how well the student can play the game we call school. We teachers are encouraged to do standards based grading, but not everyone knows how or where to start or even if it is worth putting forth the effort to make the change. Participants will be led through my journey in becoming a teacher who uses standards based grading. The struggles in changing my mindset about grades and the way I grade will be presented as well as the benefits of having a better understanding of what the students actually know, having student grades more accurately reflect what they know, having fewer students fail among other things. Basic strategies for assessing level of understanding will also be presented. Time will be given for questions and answers.

Takeaways: Participants will be given strategies about changing their view of scoring students by the total number of points they got correct verses the student's level of understanding.

Speakers

Meredith Diehl (Northview High School: Sylvania, OH)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

What do these numbers actually mean.pptx
Biology Assessment Standards.docx

Friday, July 22
8:00 AM - 9:00 AM
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Approaches to Assessment and Grading that Support Student Sensemaking

McCormick Place - Skyline W375a

As educators shift their teaching practice to align with the Framework for K-12 Science and the NGSS, they face various challenges and barriers. One pressing challenge is how to align their new approach to teaching and learning with existing assessment and grading systems. In this session, we will present provide examples of 3D assessments and associated scoring guidance. Participants will review student work for these sample assessments and identify evidence of understanding. They will collaborate with others in the session and determine how they would give grades based on set criteria. The second part of the session will highlight different approaches to grading based on local grading expectations (e.g., standards-based grading, daily grade requirements, or 100 point-based systems). Participants will leave the session with approaches to assessment and grading that support student sensemaking and honor the diverse resources students bring to the classroom.

Takeaways: Participants will leave the session with approaches to assessment and grading that support student sensemaking and honor the diverse resources students bring to the classroom.

Speakers

Sarah Delaney (OpenSciEd: San Francisco, CA)

Friday, July 22
8:00 AM - 9:00 AM
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CONSTRUCT: a Crowd-sourced Online Tool for Developing Middle-school Physical Science Assessments using Disciplinary Core Ideas

McCormick Place - W184d

Do the test questions you use adequately reflect your students’ true understanding of science? We’ll share guidelines for writing effective questions that don’t leave any of your students out and will help you determine whether your students are making sense of phenomena they are investigating - do their ideas match science ideas of the NGSS? Using a research-based “citizen science” approach, teachers can volunteer their favorite items and help improve our existing MOSART questions. Crucial item characteristics will be measured and reported, such as difficulty, effectiveness, gender, and racial/ethnic bias. Write new questions or revise ones you already have to address how well students make sense of elements outlined in the NGSS DCIs. The following is a question that is too difficult for middle school students: Matter is made of tiny bits called atoms. What is between the helium atoms in a balloon? a)Tiny particles that bind atoms together. b)A chemical substance that attaches helium atoms together. c)Nothing; the helium atoms touch each other on all sides. d)Nothing, just empty space. e)Air. How would you revise this item? We’ll have “practice” opportunities to look at assessment questions that are difficult or biased and discuss possible revisions with other educators.

Takeaways: Write assessment questions to address item characteristics of difficulty, effectiveness, gender, and racial/ethnic bias

Speakers

Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA), Philip Sadler (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA)

Friday, July 22
10:40 AM - 11:40 AM
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Formative Fundamentals - Designing meaningful assessment opportunities in an inclusive science curriculum

McCormick Place - W181c

In this session, we will look at current research on the purpose and method of formative assessment. We will then pair the research with student work samples to examine different methods of providing meaningful and actionable feedback to encourage student growth. We will also reflect on our assessment practices through the lens of creating equitable classrooms to ensure that all of our students learn at their potential. This session’s formative assessment focus will also extend to designing science storylines with an emphasis on universal design for learning. We will highlight tools that all students can use in order to have access to content. We will examine opportunities for incorporating social-emotional learning in meaningful ways as we strive to encourage all students to think like scientists. We will culminate the session with a discussion on intentionally cultivating student agency. Join this interactive session to elevate how you are using formative assessment to drive student learning.

Takeaways: Attendees will leave with practical classroom strategies for elevating the importance of formative assessment and meaningful feedback to foster student inclusive science classrooms.

Speakers

Mike Jones (Illinois State University: Normal, IL)

Friday, July 22
10:40 AM - 11:40 AM
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NGSS-Aligned Assessments for Formative Use in the Elementary Classroom

McCormick Place - W181b

This session will provide an introduction to the freely available Next Generation Science Assessment (NGSA) Elementary (Grades 3-5) task portal (https://ngss-assessment.portal.concord.org/elementary-school) and the companion virtual learning community (VLC), Understanding Progress in Science (https://www.upinscience.org/). The NGSA Elementary tasks are multidimensional and aligned with NGSS performance expectations. They were co-developed with teachers and can work with any curriculum. The Understanding Progress in Science VLC provides additional resources, support, and community of practice dedicated to using assessment tasks formatively in elementary science. Participants can learn more about why and how to use NGSA Elementary tasks, get help understanding student responses and using rubrics, and discuss how to use student responses to guide instruction. During this Bring Your Own Device hands-on workshop, we will share examples of how teachers have used the tasks, sample student responses, and instructional next steps. Then we will guide attendees as they explore the NGSA Elementary tasks and consider how to integrate them into their teaching. Participants will also have the opportunity to explore the resources within the Understanding Progress in Science VLC that can support the formative use of tasks in their classrooms.

Takeaways: Attendees will learn how to access and use two related, freely available online resources that support elementary teachers’ use of NGSS-aligned assessment and instruction: A website with tasks aligned with the performance expectations for Grades 3-5 and a virtual learning community around using assessments formatively in the classroom.

Speakers

Liz Lehman (American Medical Association: Chicago, IL), Brian Gane (University of Kansas: No City, No State), Sania Zaidi (University of Illinois Chicago: Chicago, IL)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Handout Packet.pdf
Elem Assessments for Formative Use.pdf

Friday, July 22
1:00 PM - 2:00 PM
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Using Varied Assessments for Teaching Evolution

McCormick Place - W178b

The Teacher Institute for Evolutionary Science (TIES) provides teachers with free and downloadable resources for an entire unit of instruction, including a variety of assessments.

Takeaways: 1. The units created by the Teacher Institute for Evolutionary Science (TIES) contain a variety of assessments, including online games, video questions, data analysis, puzzles, and formal assessments. The formal assessments include student response sheets and rubrics; 2. the TIES units can be easily downloaded for free and are focused on NGSS and state standards for evolution; and 3. the TIES units can be presented to a whole class or in small groups, or can be assigned to individual students. They can be teacher-guided or student-guided.

Speakers

Alison Betz Seymour (Science Teacher: Winchester, 0)

Friday, July 22
1:00 PM - 2:00 PM
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How can we support and assess student growth in the practice of arguing from evidence?

McCormick Place - Skyline W375a

Arguing from evidence can be an integral part of the knowledge-building work students do as part of any three dimensional science learning, as students make sense of their findings and use them to develop and evaluate competing models and explanations. But how do we help students grow in sophistication in this practice over time? This presentation will provide an overview of the learning progression, tasks, and scaffolding used to help students refine and assess their arguments in the OpenSciEd middle school program, focus is on the support and growth embedded within a 7th grade chemistry unit. Participants will have opportunities to analyze curriculum supports, students’ written work, and video of discussions of students engaged in this practice using classroom artifacts from implementations of the OpenSciEd Bath Bomb unit.

Takeaways: Participants will learn what the practice of arguing from evidence can look like in middle school classrooms, tools that can support scaffolding practice, and how teachers can use it to assess where students are at in their sense-making.

Speakers

Michael Novak (Northwestern University: Evanston, IL), Brian Reiser (Northwestern University: Evanston, IL)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

NSTA 2022 - Supporting students in arguing from evidence.pdf

Friday, July 22
3:40 PM - 4:40 PM
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Using Three-dimensional Assessment Prompts to Drive Student Sense-making

McCormick Place - W175c

The Vision set forth by A Framework for K-12 Science Education and the Next Generation Science Standards emphasize science as the integration of practices (SEPs), content (DCIs), and big ideas (CCCs). By using all three dimensions, students are able to make sense of phenomena while learning science concepts and processes. However, this way of thinking and learning takes practice and guidance. Teachers play a pivotal role in helping their students to engage with this kind of science learning. Therefore, they must find ways to explicitly integrate and embed all three dimensions in activities, lessons, and assessments. This participatory presentation will explore how teachers can explicitly embed SEPs, DCIs, and CCCs into prompts (questions and guiding statements) to promote more integrated opportunities for student sense-making. By generating prompts that include SEPs, DCIs, and CCCs, teachers can guide students to think in a more three-dimensional way and gain the skills to do so outside of the classroom. Attendees will identify strategies for posing integrated prompts, consider the benefits of multi-dimensional prompts for students, practice asking and improving prompts, and apply these strategies to use in their own classroom context.

Takeaways: Creating prompts (questions and guiding statements) that explicitly promote the three dimensions can drive more integrated, equitable student learning

Speakers

Ana Houseal (University of Wyoming: Laramie, WY), Clare Gunshenan (University of Wyoming: Laramie, WY)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Guide Writing Coherent 3-D Prompts
3D Prompts_PPT_NSTA Chicago2022.pdf

Saturday, July 23
8:00 AM - 9:00 AM
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"Say That Again???..." Know Your Students' - and Your Own - Misconceptions in Science

McCormick Place - W175c

“Kids say the darndest things” don’t they - or do they? Either way, it’s really what they believe, whether it’s correct or incorrect. Do you know what ideas your students bring to the classroom and use to shape their ideas about science? How do we accurately assess their ideas against the disciplinary core ideas of the NGSS? We wonder where those ideas come from and why they own them. Our students make sense of science from many places and venues and then use that as a foundation for their learning. However, it may not always be a solid foundation. We can help students develop their science knowledge using phenomena, observation, and robust assessment as well as a through a deeper understanding of the misconceptions they hold. Know the extent of what your students are thinking and why they think it using research-based assessments and the importance of including their ideas in those assessments. Explore students’ ideas and misconceptions (as well as your own!) in the Physical Sciences at various grade levels and know some of what they bring with them before they walk in the door!

Takeaways: Educators will learn research-based misconceptions that students hold across grade bands in the physical sciences in order to incorporate those into assessment.

Speakers

Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA)

Saturday, July 23
8:00 AM - 9:00 AM
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Asking the Students: Creating and Implementing a Metacognitive Data Tracker for Assessments

McCormick Place - W179a

Data meetings are as much of a reality to K–12 teachers and students as high-stakes testing. In this session we will share a data tool, as well as the surprising results we have collected so far, to help teachers in understanding students' struggles by asking the students directly what aspect of the assessment they struggled with the most. Our findings are serving students and teachers by improving Tier 1 instruction planning and delivery as well as leading to a much richer and in-depth conversation during data meetings.

Takeaways: Teachers will be given the knowledge and tools to implement our Metacognitive Data Tracker in order to improve Tier 1 instruction.

Speakers

Rocco Williams (Fort Worth ISD: Fort Worth, TX)

Saturday, July 23
9:20 AM - 10:20 AM
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It’s Not Just Algebra—Assessing Student Thinking in Physics Problem-Solving

McCormick Place - W196c

Good problem-solving in physics is more than algebraic manipulation. Students can learn and you can assess problem-solving through multiple avenues, including graphs, representations, and more.

Takeaways: Attendees will learn how to assess student problem-solving ability and conceptual understanding through students' use of multiple representations and approaches in physics classrooms.

Speakers

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

Saturday, July 23
9:30 AM - 12:00 PM
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SC-3: NASA’s JWST Workshop: Looking into Our Past to Discover Our Future

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McCormick Place - W184b-c

Sponsoring Company: Northrop Grumman Foundation

Ticket Price:

  • $0

If you have not yet registered for the conference, you may purchase tickets when you register online.

Please note that if you are already registered for the conference and wish to purchase this ticket, click the "add to cart" button above.

NSTA’s Professional Learning Team will introduce a sensemaking task teachers can use to engage their students in authentic, relevant science learning based on the science ideas and STEM careers woven into the documentary film The Hunt for Planet B, based on the goals of NASA’s James Webb Space Telescope (JWST) program. Join us to explore how the four critical aspects of sensemaking work together to create opportunities for students’ equitable participation in actively trying to figure out how the world works using the phenomenon of the JWST. Dr. Jon Arenberg, Chief Mission Architect for Science and Robotic Exploration at Northrop Grumman, will join us to share his passion for STEM to help teachers integrate STEM career awareness into their curricula.

Attendees will receive a copy of the NSTA Press book Helping Students Make Sense of Their World: The Next Generation Science and Engineering Practice.

A snack break is included during this short course.

NSTA wishes to thank Northrop Grumman Foundation for sponsoring this short course.

Takeaways: 1. Understand the critical attributes of sensemaking; 2. Strategies for intentional sequences of student interactions to provide access to participation and learning for all students; and 3. Strategies to integrate STEM career awareness into science lessons.

Speakers

Jonathan Arenberg (Northrop Grumman Corp.: El Segundo, CA), Patrice Scinta (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA), Michelle Phillips (NSTA: Arlington, VA), Wendy Binder (NSTA: Arlington, VA)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

SC-3: NASA’s JWST Workshop: Looking into Our Past to Discover Our Future Collect

Saturday, July 23
1:00 PM - 2:00 PM
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Designing and Using Three-Dimensional Assessment in the Classroom

McCormick Place - Skyline W375b

This session focuses on practical application of three-dimensional assessment to evaluate student learning.

Takeaways: Participants will gain a stronger understanding of how to use three-dimensional assessments to evaluate student learning.

Speakers

Kristin Rademaker (NSTA: Arlington, VA), Bridina Lemmer (Illinois Science Teaching Association: Jacksonville, IL)

Saturday, July 23
2:20 PM - 3:20 PM
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What's a Cluster? Understanding the Illinois Science Assessment (ISA)

McCormick Place - W184a

The Illinois Science Assessment is written by Illinois science teachers for Illinois science students. Learn more about the format of this test and how you can model test clusters in your classroom.

Takeaways: Illinois Science Teachers will gain insight into how to better prepare students for the ISA by learning how to create clusters for use in their classroom.

Speakers

Carol Baker (Lyons Elementary School District 103: Lyons, IL), Harvey Henson (Southern Illinois University Carbondale: Carbondale, IL), Angela Box (Southern Illinois University Carbondale: Carbondale, IL)