2022 Chicago National Conference

July 21-23, 2022

Grade Level



Session Type


FILTERS APPLIED:PreK - 5, Presentation, Promoting Effective Assessments in the Science and STEM Classroom, General Science


Rooms and times subject to change.
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Using Formative Assessment and Small Group Instruction in the Science Classroom

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W187c

STRAND: Promoting Effective Assessments in the Science and STEM Classroom

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

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

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

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

Friday, July 22 • 3:40 PM - 4:40 PM

McCormick Place - W175c

(Only registered attendees may view session materials. Please login with your NSTA account to view.)
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.

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

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

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