CDE Reveals and State Board Approves California’s NGSS Summative Assessment Design Plan
Posted: Monday, March 14th, 2016
by Lisa Hegdahl and Jessica Sawko
After many months of collaboration with NGSS experts, assessment experts, other NGSS-adoption states, CSTA, science teachers, its testing contractor Educational Testing Service (ETS), and other stakeholders, the California Department of Education (CDE) presented its proposed design plan for the California Next Generation Science Standards General Summative Assessment. After approximately two hours of presentation and discussion, the State Board of Education voted unanimously to approve the design plan – allowing the development process to proceed on schedule toward the target of operational assessments in 2018/2019. The full proposal can be accessed from the agenda posted on the State Board of Education website – look for Item 2. A summary of the plan is posted on the CSTA website at http://www.cascience.org/csta/ngss_assessment.asp.
Michelle Center, Director Assessment Development and Administration Division for (CDE) and ETS representatives Dr. Jim Pellegrino and Dr. Kathleen Scalise provided a thorough presentation (click here to view a video of the board presentation, click Item 2) to the State Board. California Science Teachers Association Executive Director, Jessica Sawko, and President, Lisa Hegdahl, represented the CSTA membership at this important meeting and provided public comment in support of the Plan.
During her presentation, Center pointed out the CA NGSS Assessment Design Goals which are to:
- Emphasize importance of group-level results to promote improvements to teaching and learning. (The design plan calls for an assessment in three segments, A, B, and C: Segments A & B will contribute to both individual student and group scores; Segment C will contribute only to group scores).
- Provide models of high quality, CA NGSS-aligned assessment items.
- Create incentives for schools to provide science instruction in every grade, not just in tested grades. (For the 5th grade assessment, Segments A & B will assess 5th grade performance expectations (PEs), Segment C will assess PEs from K-5. The 8th grade assessment will assess PEs from the 6 – 8 grade span in all three segments. The high school assessment will assess PEs from the high school grade span in all three segments.)
- Measure the range and depth of NGSS performance expectations by leveraging the state’s distinctly large student population.
- Minimize testing time and costs. (The design plan calls for a 2 – 2.5 hour assessment)
And the CA NGSS Design Features:
- Assessment design measures the range and depth of CA NGSS performance expectations (PEs) over a three year cycle.
- Assessment items, generated by evidence-centered design based task models, will assess the three dimensions of NGSS. (Every item will assess a CA NGSS DCI and at least one of the other two CA NGSS dimensions: one SEP or one crosscutting concept (CCC). Wherever possible, all three dimensions will be assessed within a single item; however, leading NGSS experts agree that this will not always be practical.)
- Design makes use of a diverse range of item types.
- Both independent items as well as item sets are used.
- This is a computer-based, two-stage adaptive assessment.
- Uses partial matrix sampling of content
- Group level feedback while ensuring individual student performance is measured fairly and comparably
- Administered at grades five, eight and grade ten, eleven, or twelve.
- The assessment is designed to be administered in two hours or less.
On March 10, 2016 Anthony Quan of the Los Angeles County Office of Education hosted a webinar on the NGSS assessment design plan. He invited CSTA’s executive director Jessica Sawko to participate in the webinar. This webinar has been archived and is available online.
A question and answer period following the CDE/ETS presentation of the assessment design plan revealed additional information which included:
- This assessment plan does not include information about alternative assessments, however the funding for development of those assessments is included in the current contract with ETS.
- The purpose of the 2017 Pilot Assessment will be to gather information on assessment items, not to generate scores. Grades other than those designated for assessment administration in the plan may also be asked to participate in the pilot.
- Ultimately this summative assessment plan, while it does meet the requirements for the new Every Student Succeeds Act (ESSA), was developed to meet the needs of California students.
- Information on how a high school student is progressing in science will be available the year they take the assessment whether it is in 10th, 11th, or 12th grade, however, the scores will be ‘banked’ and reported for ESSA purposes during the student’s senior year.
In a letter to the SBE, as well as during public comment, CSTA encouraged the SBE to approve the plan and offered further collaboration with the State Board, CDE, and ETS as the work to develop the new CA-NGSS Summative Assessments progresses and are ultimately implemented.
This is an exciting step forward in the implementation process. CSTA will keep its members up to date on information as it becomes available. It is only with the support of members that CSTA is able to maintain its work in NGSS implementation – we thank our members for their support. If you are not currently a member of CSTA, please consider joining today.
Lisa Hegdahl is president of CSTA and an 8th grade science teacher at McCaffrey Middle School. Jessica Sawko is CSTA’s executive director.
Posted: Wednesday, October 12th, 2016
by Jessica Sawko
In June 2016 California submitted a waiver application to discontinue using the old CST (based on 1998 standards) and conduct two years of pilot and field tests (in spring 2017 and 2018, respectively) of the new science assessment designed to support our state’s current science standards (California Next Generation Science Standards (CA-NGSS) adopted in 2013). The waiver was requested because no student scores will be provided as a part of the pilot and field tests. The CDE received a response from the U.S. Department of Education (ED) on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested.
At its October 2016 North/South Assessment meetings CDE confirmed that there will be no administration of the old CST in the spring of 2017. (An archive of the meeting is available at http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp.) Learn More…
Posted: Thursday, September 22nd, 2016
by Carol Peterson
1) To celebrate the 100th anniversary of the National Park Service, Google has put together a collection of virtual tours combining 360-degree video, panoramic photos and expert narration. It’s called “The Hidden Worlds of the National Parks” and is accessible right from the browser. You can choose from one of five different locales, including the Kenai Fjords in Alaska and Bryce Canyon in Utah, and get a guided “tour” from a local park ranger. Each one has a few virtual vistas to explore, with documentary-style voiceovers and extra media hidden behind clickable thumbnails. Ideas are included for use in classrooms. https://www.engadget.com/2016/08/25/google-offers-360-degree-tours-of-us-national-parks/. Learn More…
Posted: Thursday, September 22nd, 2016
CSTA is pleased to announce the winners of the 2016 CSTA Awards for Distinguished Contributions, Margaret Nicholson Distinguished Service Award, 2014 and 2015 PAEMST-Science recipients from California, and the 2016 California PAEMST Finalists. The following individuals and organizations will be honored during the 2016 California Science Education Conference on October 21- 23 in Palm Springs. This year’s group of awardees are truly outstanding. Please join us in congratulating them!
Margaret Nicholson Distinguished Service Award
The Margaret Nicholson Distinguished Service Award honors an individual who has made a significant contribution to science education in the state and who, through years of leadership and service, has truly made a positive impact on the quality of science teaching. This year’s recipient is John Keller, Ph.D. Dr. Keller is Associate Professor, Cal Poly San Luis Obispo and Co-Director, Center for Engineering, Science, and Mathematics Education, Cal Poly San Luis Obispo. In her letter of recommendation, SDSU science education faculty and former CSTA board member Donna Ross wrote: “He brings people together who share the desire to make a difference in the development and implementation of programs for science teaching. Examples of these projects include the Math and Science Teaching Initiative (MSTI), Noyce Scholars Program, Western Regional Noyce Initiative, and the Science Teacher and Researcher (STAR) program.” Through his work, he has had a dramatic impact on science teacher education, both preservice and in-service, in California, the region, and the country. He developed and implemented the STEM Teacher and Researcher Program which aims to produce excellent K-12 STEM teachers by providing aspiring teachers with opportunities to do authentic research while helping them translate their research experience into classroom practice. SFSU faculty member Larry Horvath said it best in his letter:“John Keller exemplifies the best aspects of a scientist, science educator, and mentor. His contributions to science education in the state of California are varied, significant, and I am sure will continue well into the future.” Learn More…
Posted: Tuesday, September 20th, 2016
by Peter A’hearn
NGSS is a big shift. Teachers need to learn new content, figure out how this whole engineering thing relates to science, and develop new unit and lesson plans. How could NGSS possibly make life easier?
The idea that NGSS could make our lives easier came to me during the California State NGSS Rollout #1 Classroom Example lesson on chromatography. I have since done this lesson with high school chemistry students and it made me think back to having my own students do chromatography. I spent lots of time preparing to make sure the experiment went well and achieved the “correct” result. I pre-prepared the solutions and organized and prepped the materials. I re-wrote and re-wrote again the procedure so there was no way a kid could get it wrong. I spent 20 minutes before the lab modeling all of the steps in class, so there was no way to do it wrong. Except that it turns out there were many. Learn More…
Posted: Tuesday, September 20th, 2016
by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graph of evening planet setting times by Dr. Jeffrey L. Hunt
Our evening twilight chart for September, depicting the sky about 40 minutes after sunset from SoCal, shows brilliant Venus remaining low, creeping from W to WSW and gaining a little altitude as the month progresses. Its close encounter within 2.5° N of Spica on Sept. 18 is best seen with binoculars to catch the star low in bright twilight. The brightest stars in the evening sky are golden Arcturus descending in the west, and blue-white Vega passing just north of overhead. Look for Altair and Deneb completing the Summer Triangle with Vega. The triangle of Mars-Saturn-Antares expands as Mars seems to hold nearly stationary in SSW as the month progresses, while Saturn and Antares slink off to the SW. Learn More…