- $75 earlybird
- $100 advance
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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
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
Participants will also be able to preorder our assessment book Creating
and Using Instructionally Supportive Assessments in NGSS
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.
Joseph Krajcik (CREATE for STEM Institute, Michigan State University: East Lansing, MI), Christopher Harris (WestEd: No City, No State)