2022 Chicago National Conference

July 21-23, 2022

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FILTERS APPLIED:9 - 12, Promoting Effective Assessments in the Science and STEM Classroom

 

15 results

SC-1: Developing and Using Three-Dimensional Assessment Tasks to Support NGSS Instruction

Wednesday, July 20 • 8:30 AM - 11:30 AM

Hyatt Regency McCormick Place - Hyde Park A/B

Registration for the conference is required. If you have not yet registered for the conference, you may purchase tickets when you register online. Add to Cart Ticket Price: $75 Earlybird / $100 Advance
96 tickets available


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

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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 (WestEd: No City, No State)

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!

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - W179a


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

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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)

Equitable and Authentic Assessments: Success of Collaborative Lab Practicums in the Middle or High School Science Classroom

Thursday, July 21 • 2:20 PM - 3:20 PM

McCormick Place - W181c



(Please login with your NSTA account to view the materials)
BaderFinal_NSTA_Equitable & Authentic Assessments_ Classroom Examples & Lessons Learned..pptx
https://docs.google.com/presentation/d/1rjo2SflrfK32XZDABImR9Y7jBYwv_D4a/edit#slide=id.p42

STRAND: Promoting Effective Assessments in the Science and STEM Classroom

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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)

Inclusive Grading of 3-D Science

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W178b


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

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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)

Getting at What Students Know Without Grading Taking Over Your Life

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W178b



(Please login with your NSTA account to view the materials)
getting at what students know without grading taking over your life.pptx

STRAND: Promoting Effective Assessments in the Science and STEM Classroom

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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)

What do these numbers actually mean? Rethinking Student Grades and Scoring.

Thursday, July 21 • 5:10 PM - 5:40 PM

McCormick Place - W181b



(Please login with your NSTA account to view the materials)
Biology Assessment Standards.docx
What do these numbers actually mean.pptx

STRAND: Promoting Effective Assessments in the Science and STEM Classroom

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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)

CONSTRUCT: a Crowd-sourced Online Tool for Developing Middle-school Physical Science Assessments using Disciplinary Core Ideas

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W184d


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

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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)

How can we support and assess student growth in the practice of arguing from evidence?

Friday, July 22 • 1:00 PM - 2:00 PM

McCormick Place - Skyline W375a



(Please login with your NSTA account to view the materials)
NSTA 2022 - Supporting students in arguing from evidence.pdf

STRAND: Promoting Effective Assessments in the Science and STEM Classroom

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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)

Using Three-dimensional Assessment Prompts to Drive Student Sense-making

Friday, July 22 • 3:40 PM - 4:40 PM

McCormick Place - W175c



(Please login with your NSTA account to view the materials)
3D Prompts_PPT_NSTA Chicago2022.pdf
Guide Writing Coherent 3-D Prompts

STRAND: Promoting Effective Assessments in the Science and STEM Classroom

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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)

"Say That Again???..." Know Your Students' - and Your Own - Misconceptions in Science

Saturday, July 23 • 8:00 AM - 9:00 AM

McCormick Place - W175c


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

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“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)

Asking the Students: Creating and Implementing a Metacognitive Data Tracker for Assessments

Saturday, July 23 • 8:00 AM - 9:00 AM

McCormick Place - W179a


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

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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)

It’s Not Just Algebra—Assessing Student Thinking in Physics Problem-Solving

Saturday, July 23 • 9:20 AM - 10:20 AM

McCormick Place - W196c


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

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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)

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

Saturday, July 23 • 9:30 AM - 12:00 PM

McCormick Place - W184b-c

Registration for the conference is required. If you have not yet registered for the conference, you may purchase tickets when you register online. Add to Cart 0 tickets available



(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

STRAND: Promoting Effective Assessments in the Science and STEM Classroom

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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)

Designing and Using Three-Dimensional Assessment in the Classroom

Saturday, July 23 • 1:00 PM - 2:00 PM

McCormick Place - Skyline W375b


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

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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)

What's a Cluster? Understanding the Illinois Science Assessment (ISA)

Saturday, July 23 • 2:20 PM - 3:20 PM

McCormick Place - W184a


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

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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)