2022 Chicago National Conference

July 21-23, 2022

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FILTERS APPLIED:6 - 8, Presentation, Promoting Effective Assessments in the Science and STEM Classroom, General Science

 

Rooms and times subject to change.
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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

Show Details

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 (Good Question Research: Boulder, CO)

Approaches to Assessment and Grading that Support Student Sensemaking

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - Skyline W375a


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

Show Details

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 Carlos, CA)

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

Show Details

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)

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