Could You Actually Like the NGSS Assessments?
Posted: Monday, February 3rd, 2014
by Peter A’Hearn
When teachers are asked about their concerns with the Next Generation Science Standards, questions about assessments top the list. This is not surprising. State assessments have been a stick to beat teachers with for a long time now and, like a dog that has been hit with a stick, teachers have learned to cower. Our thoughts about assessments often assume that the new assessment system will be like our current uninformative and punitive assessment system. An assessment system like that would:
- Test a whole year’s content in May
- Not provide much information about what kids understand and what they are confused by and not provide it until months after the students have left the class.
- Be used as a tool to ratchet up punishments on schools and teachers-especially those with large numbers of low-income students.
- Create great pressure to “cover” the over-bloated standards before the test. (A fellow teacher in my district pointed out that to “cover” means to hide or obscure.)
So, is that what the NGSS tests will look like? The report Developing Assessments for the Next Generation Science Standards from the National Academies Press says some pretty mind blowing things about how NGSS should be assessed. If policy makers take these recommendations seriously they would represent a huge shift in how science assessment works. Some nuggets from the report:
An assessment system needs three components: Classroom formative assessment, broad scale monitoring assessment (the state testing system), and assessment of the opportunity to learn science.
Assessments need to get out of the way so that class time is spent learning science and not prepping for tests.
Classroom assessment is designed to give teachers insight into how kids are thinking about science and to provide guidance for the next steps in instruction.
Assessments might include portfolios where students can demonstrate learning through their class work products.
Assessment should be build bottom up, which means that the monitoring assessment would have wait until solid classroom assessments were implemented. The state tests would come later.
Building classroom assessments first will help to avoid “teaching to the test.”
State tests would be built around rich performance tasks that assess multiple core ideas and practices.
The state tests can’t possibly test all of the standards. There are suggestions for ways to narrow the tests so that schools can focus on depth instead of breadth.
There needs to be a system to monitor the opportunity to learn science. Do students have enough time for science? Do they have access to quality equipment and materials? Do they have qualified teachers? How much time do they spend engaged in the science practices? Do they like science and want to learn more?
These recommendations paint a picture of a very different assessment system that is much more focused on deep student learning. Teachers could actually like this kind of science assessment. Of course, states can muck it all up in the implementation. In California the Science Framework will help guide the development of assessments. Let’s hope that the Framework writers take the Developing Assessments for the Next Generation Science Standards report to heart.
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…