NGSSToolkitPathwaySession5:Using Evidence of Learning Specifications to

Develop a Performance Task and Rubric

NSTA National ConferenceLos Angeles 2017

Goals• Applyacommonunderstandingofhighqualityclassroomassessmenttothedevelopmentofaperformancetask

• DeepenunderstandingofhowperformancetasksaligntoEvidenceofLearningSpecificationsbasedonPerformanceExpectations

• UseEvidenceofLearningSpecificationsdevelopedinTool2tocreateaperformancetaskwithrubricsasasummativeassessmentofaninstructionalsequence

DevelopingAssessmentsfortheNextGenerationScienceStandards

“Assessmenttaskshavetobedesignedtoprovideevidenceofstudents’abilitytousepractices,toapplytheirunderstandingofthecrosscuttingconcepts,anddrawontheirunderstandingofspecificdisciplinaryideas,allinthecontextofaddressingspecificproblems.”

– Pellegrino,Wilson,Koenig,Beatty,Editors,DevelopingAssessmentsfortheNextGenerationScienceStandardsNationalAcademiesPress(2014)

AssessmentBoundaryTo

Teachers

NatureofScience

Engineering,Tech,andAppofScience

DCI SEP CCC

AssessmentTask

EvaluateLesson

Tool2:PlanningforAssessment

PE• Whataretheperformanceexpectations?

Evidenceof

LearningSpecs

• Whatevidenceoflearningspecificationswillguideassessmenttask(s)development?

Tool5:DevelopingClassroomAssessments

Task• Howwillstudentsdemonstratetheirachievement

oftheperformanceexpectations?

ClassroomAssessmentDesignDesignGuidelines Whatisit? HowDoesNGSShelpme

thinkaboutit?HowdoIuseit?

PerformanceExpectations

• Stateswhatstudentsshouldknowandbeabletodo.

RemindsmethatPEsintegratethethreedimensions:SEPs,DCIs,CCCs

Tool 1

EvidenceofLearningSpecifications

• Specifications fortheevidencethatstudentshaveachievedand/orsurpassed thePE.Theevidence isobtainedthroughobservationsofstudentsand/orstudentworkproducts.

Helpsmedescribe anassessment(s)thatintegratesthethreedimensionswithinthePE(s).

Tool2

Assessment TaskandRubric

• TheAssessment Taskrequiresstudentstodemonstratethattheyhaveachievedand/orsurpassedthePEsbyperformingorproducingstudentworkalignedtotheEvidenceofLearningSpecifications.

Tool5

Providethefoundationforassessmenttask

PerformanceTaskforInstructionalSequence1

PerformanceTaskandStudentChecklist

• ReadPerformanceTaskandreviewtheStudentChecklist.

• Withapartner,writeanidealstudentresponseforeachprompt.

ScoringRubric

• CompareyourresponsestotheScoringRubric.

• TowhatextentdoyourresponsesalignwiththeScoringRubric?

• Whatwasalike?Whatwasdifferent?• ConsiderthewayseachresponsecombinesSEPs,DCIs,andCCCs.

AligningtheEvidenceofLearningSpecificationstothePerformanceTask• ReadthePEandtheEvidenceofLearningSpecifications(EoLS).

• ReadeachPerformanceTaskprompt.• RecordthenumberofeachEvidenceofLearningSpecificationtoitscorrespondingsectionoftheperformancetaskintothechartonyourhandout.

Tool5Example

DevelopingaPerformanceTask

• HowdidyoudevelopperformancetasksforyourstudentspriortoNGSS?

• WhatwillyouneedtoconsiderwhenyoudevelopperformancetasksintheeraofNGSS?

GuideforDevelopingaPerformanceTask&Rubric

Step1:ReviewyourEoLS.Step2:Exploreresources;useEvaluateAnalysis

Guide.Step3:Constructperformancetaskquestions

andpromptsalignedwithEoLS.Step4:DevelopScoringRubric(high,low,and

mediumlevelsasneeded).Step5:DevelopStudentChecklist.

QualityAssessments

AdaptedfromtheAssessment-CenteredTeachingFramework

YourTurn

• UsetheGuidetoDevelopingaPerformanceTaskandRubrictocompleteTool5anddesignaperformancetask,scoringrubric,andstudentchecklistfortheEvaluateinyourlearningsequencefromTool4.

Reflection

• HowhasyourthinkingaboutdevelopingperformancetasksforclassroomassessmentintheeraofNGSSchanged?

Resources

• Allresourcesareavailableathttp://www.amnh.org/explore/curriculum-collections/five-tools-and-processes-for-ngss/

• Staytunedforadditionalresourcestargetedforspecificpurposes/audiencestobepostedsoon!

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