What is an approach that science educators can use to create assessment tasks that support instructional practice and students’ three-dimensional learning?
 
Assessment tasks for NGSS classrooms are different from the typical tasks that require students to just recall what they know. With three-dimensional tasks, the expectation is that students will use and apply the three dimensions of science proficiency together to make sense of compelling phenomena and solve complex problems. This course is designed to introduce participants to the Next Generation Science Assessment (NGSA) design approach that can be used to design 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 students. Importantly, it should provide insight into how students are building toward an NGSS performance expectation or bundle of performance expectations.
 
Participants will learn the NGSA approach for designing 3-dimensional tasks for classroom use that will help their students build toward the NGSS performance expectations. This course is ideal for those who want to learn a systematic process for how to create tasks that can be used over again across classes and years. Each step of the process provides an opportunity for learning that will increase your knowledge for three-dimensional instruction and assessment. While we will focus on middle grades, the approach is applicable for K-12 science instruction.

SPEAKERS:
Christopher Harris (WestEd), Joseph Krajcik (CREATE for STEM Institute, Michigan State University: East Lansing, MI)

Understanding the three dimensions of teaching and learning science is the first step toward implementing the Next Generation Science Standards (NGSS) and other state standards based on A Framework for K-12 Science Education. This course is designed to provide educators an opportunity to apply that understanding to take another big step forward in implementation —engaging students in the science and engineering practices (SEPs). Through immersion in high-quality instructional materials, classroom video and vignettes, participants will gain strategies including the use of scaffolds, discipline-specific questions, and teacher-moves to support students’ productive struggle in the SEPs. Additionally, educators will deepen their knowledge of how the SEPs work together and with the other dimensions (disciplinary core ideas and crosscutting concepts) to make sense of the world and solve problems.

Participants will experience a deep-dive into one of four targeted SEPs during the face-to-face national conference setting: developing and using models; planning and carrying out investigations; using mathematics and computational thinking; or  engaging in argument from evidence. Watch for an email within five days of registration with directions for submitting your top two SEP choices.

See below for follow-up professional learning opportunities around the science and engineering practices that are included with this short course registration.

SPEAKERS:
Holly Hereau (NSTA: Arlington, VA), Edel Maeder (Rochester City School District: Rochester, NY), Kristin Rademaker (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)