Common Assessments Using Science Practices
Posted: Friday, April 8th, 2016
by Janet Lee
It can be difficult to develop common assessments for one group of teachers, even harder for a group of teachers from the same department. However, thanks to NGSS, teachers can teach around a science practice and assess that as an entire department to help students grow as they develop a skill over many years. NGSS looks at not just course content, but concepts and practices that can be used at any level.
The Gilroy High School Science department has used professional learning communities (PLC’s) to help students grow around two science practices. The first is analyzing and interpreting data (SEP 4) and the second is writing and communicating scientific information using claim, evidence, reasoning (SEP 8). Both of these were selected due to their overlap with CCSS in English and Math and can be found in Appendix F.
One of the most important components to making this a successful endeavor was that teachers were involved in the assessment process. In the beginning, the subject matter changed from one specialty to another so that there would not be a content bias. Today, the assessments now focus on local California phenomena such as the CA forest fires and the drought. The focus on real phenomena and real data added another level, creating relevance and encouraged teachers and students to be aware of local events. Teachers were involved with choosing the practices to assess, discussing best teaching practices, developing assessments, writing rubrics and grading assessments, and deciding next steps for helping to progress students after each quarterly science skills assessment.
Learning to graph was embedded into all science classes’ instruction using the acronym TAILS. TAILS stood for Title, Axis, Interval, Label, and Scale – which was later shared with both the math and social science departments of our site. This allowed for common language across disciplines. After discussing TAILS, teachers used their own specific content, such as labs and real life data to shape how students would practice graphing.
Students were also asked to use claim, evidence, and reasoning (CER) to describe their graph, and to analyze the data looking for trends, patterns, and to make predictions about future data points.
With each common assessment, teachers learned more about their students. Common areas of improvement included choice of whether or not to use a bar or line graph or students needing to work on citing evidence. From these gaps in understanding, teachers modified instruction to help students where they needed help with additional practice, sentence stems, identifying CER in scientific articles, and more.
Just like NGSS will ask our students to revise models of what they think of phenomena, teachers need to revise and constantly rethink how they will attend to assessment of science practices. Within one department of teachers at one school site, assessments, rubrics, and how teachers address what students know has changed.
Nothing is stuck in stone or perfect the first time. It has been a huge learning process in getting teachers and students to buy into a common assessment for common skills, but the results have been showing improvement and the assessments have also changed to match the changing skills and abilities of our students. This has been an ongoing project, but with every level – students AND teachers are improving with better being able to work with scientific data and being able to explain what the data shows them. Moving with NGSS and assessment is a journey and it cannot be done in one day. It is not an easy one-day quick fix. It takes a lot of people committed to wanting their students to do better, time to make and provide feedback on assessments, and changes to instruction to follow up, but with NGSS, it can be done, and I feel that by knowing that it can happen at one school, it can continue to happen at many other schools to help ALL students become better at science.
Sample Assessment – 2nd Quarter 2015
Webber, Hannah, Sarah Nelson, Ryan Weatherbee, Bill Zoellick, and Molly Schauffler. “The Graph Choice Chart.” The Science Teacher Sci. Teacher. 081.08 (2014): n. pag. Web.
Thank you to Jennifer Spinetti, Steve Jackson, Doug Le, Tracy Serros, William Chavez, Jeff Manker, Nick Matarangas, Elida Moore, Shanti Wertz, Amanda White, and Chloe Smith.
Janet Lee is a NGSS Teacher on Special Assignment for Gilroy High School for the Gilroy Unified School District. She can be contacted at firstname.lastname@example.org.
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…