What would it look like if we designed all aspects of the assessment system to prioritize impact on instruction and students? We will discuss key principles for designing systems, and examples and implications for state, district, and classroom assessments.

TAKEAWAYS:
Systems of assessment can center students and instruction, and simultaneously surface trustworthy information for decision-making–if they are intentionally designed to do so.

SPEAKERS:
Sara Cooper (Contextus)

In this interactive session, we share important lessons learned through our work with states, educators, and developers to support equitable systems of science assessment. These lessons can help us develop better 3D assessment tasks, processes, and systems that lead to better outcomes for learners.

TAKEAWAYS:
Three dimensional assessment design is tricky - come join us to discuss how we can take a systems approach and develop better 3D assessments.

SPEAKERS:
Katie Van Horne (Concolor Research: Orlando, FL)

Sensemaking with the three dimensions is the focal construct we want to measure in science assessments - not the phenomenon or problem or the three-dimensions. Join us for a deep dive into centering sensemaking in 3D assessment design.

TAKEAWAYS:
Participants will leave with examples of 3D sensemaking in assessment tasks and activities for building better assessments that elicit sensemaking.

SPEAKERS:
Sara Cooper (Contextus), Katie Van Horne (Concolor Research: Orlando, FL)

Problematizing phenomena requires that tasks pose productive uncertainties related to a phenomenon or problem explicitly to students. During this interactive session, participants will analyze various assessments and artifacts for how problematizing is an integral part of the assessment.

TAKEAWAYS:
Participants will engage with well problematized assessment scenarios and will have access to these assessments for future use.

SPEAKERS:
Dawn Novak (Northwestern University: Evanston, IL), Sara Cooper (Contextus)

A key aspect of the vision in A Framework for K-12 Science Education and Developing Assessments for the Next Generation Science Standards is how to develop assessments to advance equity. In this session, participants will use an equity framework developed to analyze three-dimensional assessment task

TAKEAWAYS:
Participants will use an equity framework that has been developed to support (re)designing assessment tasks to ensure accessibility by all students. Participants will use this equity framework to analyze example assessments for alignment.

SPEAKERS:
Dawn Novak (Northwestern University: Evanston, IL)

Engage in a mini design sprint to develop curriculum aligned exit tickets for use in your classroom. Together, we will use an equity framework and Universal Design to design exit tickets that support equitable sensemaking and 3D science learning. You will walk away with a set of exit tickets to asse

TAKEAWAYS:
Participants will leave with a set of exit ticket prompts to support 3D science learning in their classrooms. These prompts can be used to gain insight into their students’ experiences to support their 3D sensemaking.

SPEAKERS:
Katie Van Horne (Concolor Research: Orlando, FL), Dawn Novak (Northwestern University: Evanston, IL)