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2022 Chicago National Conference - Sessions

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Wednesday, July 20
8:30 AM - 11:30 AM
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SC-1: Developing and Using Three-Dimensional Assessment Tasks to Support NGSS Instruction

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Hyatt Regency McCormick Place - Hyde Park A/B

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 (K-12 Alliance/WestEd: Redwood City, CA)

Thursday, July 21
2:20 PM - 3:20 PM
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A Rubric Design for Making Sense of Elementary Students’ 3D Knowledge and Understanding.

McCormick Place - W186c

This session explores two key challenges faced by elementary school teachers for promoting 3D learning as outlined by the Next Generation Science Standards (NGSS). These are: (1) how to make sense of 3D proficiency based on student responses to assessment tasks, and (2) how to use student responses to inform next steps in instruction. We will address these challenges by guiding participants as they explore a set of 3D assessment tasks that are freely available online. These tasks have been developed in collaboration with teachers for performance expectations in physical science, life science, and earth and space science. During the session, we will highlight how the tasks help elicit what students know and can do. Participants will then learn about the features of the associated rubrics and practice applying rubrics to make sense of student responses. We will also share how information from rubric use can inform next steps in instruction and engage participants in a discussion about instructional decision making. Through this process, participants will learn about rubric features that will inform their own creations and adaptations of rubrics. Furthermore, participants will learn about various resources that are freely available.

Takeaways: Attendees will learn about the features of a new rubric that has been designed based on feedback from elementary school teachers. Through examples and discussions, attendees will learn how the rubric can help them evaluate student responses in a timely manner and provide detailed information about what students know and can do. This information can be valuable in linking student responses to 3D proficiencies and in determining instructional next-steps for teachers.

Speakers

Sania Zaidi (University of Illinois Chicago: Chicago, IL), Samuel Arnold (Research Assistant: Chicago, IL)

Thursday, July 21
3:40 PM - 4:10 PM
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Inclusive Grading of 3-D Science

McCormick Place - W178b

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)

Friday, July 22
8:00 AM - 9:00 AM
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Approaches to Assessment and Grading that Support Student Sensemaking

McCormick Place - Skyline W375a

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)

Friday, July 22
10:40 AM - 11:40 AM
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Formative Fundamentals - Designing meaningful assessment opportunities in an inclusive science curriculum

McCormick Place - W181c

In this session, we will look at current research on the purpose and method of formative assessment. We will then pair the research with student work samples to examine different methods of providing meaningful and actionable feedback to encourage student growth. We will also reflect on our assessment practices through the lens of creating equitable classrooms to ensure that all of our students learn at their potential. This session’s formative assessment focus will also extend to designing science storylines with an emphasis on universal design for learning. We will highlight tools that all students can use in order to have access to content. We will examine opportunities for incorporating social-emotional learning in meaningful ways as we strive to encourage all students to think like scientists. We will culminate the session with a discussion on intentionally cultivating student agency. Join this interactive session to elevate how you are using formative assessment to drive student learning.

Takeaways: Attendees will leave with practical classroom strategies for elevating the importance of formative assessment and meaningful feedback to foster student inclusive science classrooms.

Speakers

Mike Jones (Illinois State University: Normal, IL)

Friday, July 22
1:00 PM - 2:00 PM
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How can we support and assess student growth in the practice of arguing from evidence?

McCormick Place - Skyline W375a

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)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

NSTA 2022 - Supporting students in arguing from evidence.pdf

Friday, July 22
3:40 PM - 4:40 PM
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Using Three-dimensional Assessment Prompts to Drive Student Sense-making

McCormick Place - W175c

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)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Guide Writing Coherent 3-D Prompts
3D Prompts_PPT_NSTA Chicago2022.pdf

Saturday, July 23
1:00 PM - 2:00 PM
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Designing and Using Three-Dimensional Assessment in the Classroom

McCormick Place - Skyline W375b

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)