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)

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)

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)