2023 Kansas City National Conference

October 25-28, 2023

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FILTERS APPLIED:Postsecondary, Presentation, Research to Practice, Assessment


Rooms and times subject to change.
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Intro to curriculum anchored assessment systems

Thursday, October 26 • 1:00 PM - 2:00 PM

Kansas City Convention Center - 3501 A

STRAND: Leadership and Advocacy

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What would it look like if we designed all aspects of the assessment system to prioritize impact on instruction and students? Traditional ideas about assessment systems describe assessment systems in the ideal world, where state summative assessments have the smallest footprint, and meaningful classroom assessments are the most important component. However, in practice, we know this is not always the case–because of the stakes and funding attached to large scale testing (both perceived and real), assessments that are not meant to inform instruction end up shaping a lot of the decisions educators make about student learning. In this session, we will discuss how we rectify this in assessment system design, including examples and implications for state, district, and classroom assessments. The session will include opportunities for participants to inform the development of policy documents to inform assessment system development.

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

Sara Cooper (Contextus), Kelley Aitken (Winchester Public Schools: Winchester, VA)

We Built a Large-Scale Summative Science Assessment with In-Service Educators You Should Too!

Thursday, October 26 • 3:40 PM - 4:40 PM

Kansas City Marriott Downtown - Trianon E

STRAND: Leadership and Advocacy

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Presenters will discuss how a partnership with the Illinois State Board of Education (ISBE) and the SIU STEM Education Research Center @ Carbondale, IL built a 100% IL-developed Science Assessment. There was a concerted effort by SIU to include willing and qualified IL educators to score constructed responses and item development. It proved to be a powerful professional learning experience. Participants improved their understanding of NGSS (Illinois Learning Standards in Science (ILS-S/NGSS) and classroom practices. Participants report this experience was rewarding personally and professionally, and their classroom instruction benefited students. We will present participant survey data and testimonials to support our claims. Teachers often say there is a lack of meaningful and rewarding NGSS/science professional learning opportunities. We found the Illinois Science Assessment Project is one of the few. We suggest other states, agencies consider the same.

Meaningfully including in-service educators in developing your state assessment will transform the black box of large-scale summative assessment to a joint endeavor that will see teacher buy-in and professional development increase, and student learning and scores go up.

Harvey Henson (Southern Illinois University Carbondale: Carbondale, IL), Kristin Rademaker (NSTA: Arlington, VA)

The NSTA Atlas of the Three Dimensions

Friday, October 27 • 10:40 AM - 11:40 AM

Kansas City Convention Center - 2215 C

STRAND: Students and Sensemaking

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The NSTA Atlas of the Three Dimensions maps out learning progressions based on the Framework for K–12 Science Education and the Next Generation Science Standards (NGSS). The 62 maps in the Atlas organize all of the elements from standards on a particular topic (e.g., modeling, patterns, or definitions of energy) on a single page. The elements from grades K–2 are at the bottom of the page, and those from grades 9–12 are at the top. Arrows connect elements to indicate how ideas in a particular topic build on each other and how elements in different topics connect to one another. Studying the maps in the Atlas and the additional resources in the appendixes can provide educators with new insights about the standards. This session will provide an overview of how to read a map, the other features of the Atlas, and how educators can use this powerful navigational tool to develop and implement curriculum, instruction, and assessment.

Participants will learn how to read the maps and use other tools in the Atlas to understand and interpret standards, and plan instructional sequences as part of their work in curriculum, instruction, and assessment.

Ted Willard (Discovery Education: Silver Spring, MD)

Putting 3-D Assessments to the Test: Building Common Assessments Together

Friday, October 27 • 2:40 PM - 3:40 PM

Kansas City Convention Center - 2211

STRAND: Leadership and Advocacy

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Develop your knowledge, skills, and confidence to lead your school or district toward successful NGSS assessment development. We will share one district’s journey to engage teachers in developing NGSS-aligned common assessments focused on SEPs, access, and equity.

Develop your knowledge, skills, and confidence to lead your school or district toward successful NGSS assessment development with a focus on SEPs, access, and equity.

Julia Smith (Riverside Unified School District: Riverside, CA)

Improving Pre-Engineering and Computer Science Education through Micro-Credentials: Key Learning from a State Agency

Saturday, October 28 • 9:20 AM - 10:20 AM

Kansas City Convention Center - 2201

STRAND: Research to Practice

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In 2019, The Louisiana Department of Education was awarded an Education, Innovation, and Research(EIR) grant titled “Improving Pre-Engineering and Computer Science Education through Micro-Credentials”. As one of very few EIR grants awarded to a state education agency, we have had the opportunity to blend both research and practice through multiple lenses as we engage teachers and students across our state. The project has served as a mechanism for the research team to examine how job embedded professional development impacts the practices of our teachers, the content delivery in our classrooms, and its effects on student learning. We plan to share key take aways, including insights into the writing and revision process, how the series took shape over time, and preliminary outcomes from the qualitative measures utilized. This may be of interest to participants considering portfolio based assessments as a means of improving professional learning within their own context.

Attendees will gain insight from the perspective of a state agency into the process and key learnings from a four-year project focused on portfolio-based assessments in STEM.

John Underwood (Louisiana Department of Education: No City, No State)

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