The prior generation of science standards treated content and inquiry as fairly separate strands of science learning, but the new standards aim to involve learners in using science and engineering practices to develop and apply their understanding. This tight coupling of content and practice represents a different way of thinking about science learning and practitioners will need effective strategies for assessing the NGSS performance expectations. In this session, participants will be introduced to a design process for creating summative and formative assessments aligned to NGSS. Participants will learn how to interpret the NGSS performance expectations (PEs) with a focus on using PEs to design classroom-based assessments. Through group work, discussion, and video, participants will learn formative assessment strategies to apply when engaging students actively in using disciplinary core ideas through argumentation, modeling, and constructing explanations. Participants will also learn strategies that recognize and draw on the diverse cultural and linguistic resources that students bring to the science classroom. Participants will receive formative assessment materials for classroom use.
William R. Penuel, University of Colorado Boulder
Christopher Harris, SRI International
Angela DeBarger, Lucas Education Research
Katie Van Horne, University of Colorado Boulder