Next Generation Science Standards Update
Posted: Thursday, January 3rd, 2013
by Pete A’Hearn
The second public draft of the Next Generation Science Standards will be released on January 8, 2013. I urge all who are interested in a better science education for our kids to attend a public review session or review on your own. Click here for information on how to submit a review.
In speaking with science teachers, most have high enthusiasm and hope for the new standards. Enthusiasm and hope are good things, but what is really needed is for classroom practitioners to apply their vision and creativity to these standards. For example, as you review, consider the following: Is that the best practice to connect to that standard, or have you used one that is more effective? Will this standard be more appropriate for younger or older students? Does the chosen cross-cutting concept really connect strongly to this concept?
I have young daughters and these will be their science standards. Are these the standards our children deserve?
I have been to many meetings where either the NGSS or the Common Core Standards were introduced. Inevitably, classroom teachers ask what the assessment system will be and when they will get curriculum. Assessment seems to be the most strongly felt concern, and this makes sense. Teachers have learned that the assessment system is the standard.
If an animal is hit with a stick, it will become wary of sticks, and so teachers have similarly become wary of assessments and the systems in which they are embedded. Teachers understand that assessments and accountability are vital and potentially positive. But most teachers want assessments that give useful and timely feedback, involve more carrots than sticks, don’t narrow the curriculum to that which can be assessed by multiple guess, and don’t push science, art, and history out of the classroom.
In her opening keynote at the 2012 California Science Education Conference, Dr. Helen Quinn acknowledged the critical role of assessment by telling the audience that they need to be patient, that the writers of the NGSS understand the centrality of testing and would rather go slow than be quick get it wrong. That was good advice, but we already have some hints about what the assessments will be like.
Although we will have to wait to learn the grades in which they’ll be administered and how they’ll be weighted, there are some places to go to get a sense of what a well-designed science test for the NGSS might look like. One is the National Assessment of Educational Progress (NAEP).
NEAP is otherwise known as “the Nation’s Report Card,” and in 2009 they pilot-tested some multi-step computer based science items and collected data on the results. The NGSS framework points to it in the section on assessment as an example of what computer based assessments are capable of doing. There are nine items requiring students to select data, draw conclusions based on it, and connect it to the body of science knowledge they have learned.
There are also sample items for the Smarter Balanced Assessment of the Common Core. This site has examples of the types of items that will be found on the Common Core English and Math tests. It is a strong possibility the Smarter Balanced Assessment Consortium will also be involved in the science tests. The interesting thing to note for science teachers is how many of the English and math items require kids to do the NGSS science practices, especially in the multi-step performance tasks. Check out the math performance task on crickets at the high school level or the elementary English task on animal defenses for good examples of how to integrate science into English and Math.
There are many unanswered questions about the NGSS tests, but there is good reason to hope that they will honor real science teaching more that our current system does. Happy New Year!
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…