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NGSS Assessment Academy

CSUN NGSS

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Presenter:

Brendan Finch

HS and MS Science teacher

LAUSD, KIPP, Green Dot, CAVA

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Email me at brendan@innerorbit.com

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Agenda:

  1. Review of Good Phenomena and Sense-making
  2. DCIs for Background Knowledge
  3. K-12 Progressions
  4. Evidence Statements RULE!
  5. Example Formative Clusters

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What’s a Good Phenomena?

Students need the phenomena to answer questions!

  • Attributes of good phenomena:
    • Novel
    • Relevant
    • Interesting
    • Can be explained by�application of science �knowledge

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Is this a Good Phenomena?

Do students need the phenomena to answer questions?

Boiling pot of water: Model how the heat changes molecular motion.

  • Not specific instance, general common example
  • Recall, or representing knowledge. NOT Modeling SEP.

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Is this a Good Phenomena?

Do students need the phenomena to answer questions?

Hot Air Balloon: Use a model to show how heat and molecular motion explain the balloon’s movement.

  • Specific instance, novel example, applying concepts
  • Must see it to answer questions

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DCIs

for

Diagnosis

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Progressions

DCIs build from K-12

  • Write a few questions that assess background knowledge
    • What gaps in understanding do you anticipate from prior grade bands?

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DCI PS1.A: Progression

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DCI PS1.A: Progression

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Progressions

for

Rigor

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SEP Progressions

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SEP Progressions

3-5

6-8

9-12

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CCC Progressions

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Evidence

Statements

RULE!

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Using Evidence Statements

Great Litmus Test for Complexity

  • Divided into sections, with increasing complexity
    • First: Background knowledge or basic elements
    • Middle: Diving deeper, Making Connections
    • Last: Integrating 3 dimensions to meet the PE

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Using Evidence Statements

  • 1st part of evidence statements:
    • What background knowledge will students need?

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Using Evidence Statements

Middle evidence statements:

    • Does the student need to show relationships?

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Using Evidence Statements

Final Elements of Evidence Statements:

  • Incorporating all SEPs/DCIs/CCCs

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CAST

Item

Specs!

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CAST Item Specifications

Assessment Targets + Evidence for HS-PS1-4

  • Task provides information about energy changes in a chemical system and a list of relevant and irrelevant components to model the system:
    • Selects the relevant components to illustrate the energy changes in the chemical system (2.1.1, PS1.B.7, and CCC5)

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CAST Item Specifications

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Clusters

Groups of questions around a phenomenon

  • Clusters can include ~1-10 questions
    • Evidence statements and elements to write a group of questions to make sense of the phenomena.

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Clusters

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Send questions to:

brendan@innerorbit.com

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Let’s meet to chat about your assessments!

Send me standards you’d like to assess and we’ll create a Diagnostic, Formative, and/or Summative assessment for you to try!

brendan@innerorbit.com

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Custom NGSS Assessments

Send me standards you’d like to assess and we’ll create a Diagnostic, Formative, and/or Summative assessment for you to try!