Using the CA Science
Framework to Implement the
NGSS: Statewide Rollout
Classroom
Assessment
#CANGSSRollout
#CANGSS
#NGSS
Writing team acknowledgments:
Sandi Yellenberg – Santa Clara County
Office of Education
Debbie Gordon – Palm Springs Unified
School District
1
Session Outcomes
▸ Understand the importance of a cohesive
assessment system, from the classroom to the
state assessment
▸ Focus on formative and summative assessment
and analyze how assessments are built into the
learning sequences
▸ Get acquainted with the Science Framework
assessment chapter and other resources
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
2
Magnetic Words
Look around the room at assessment words
Select one that either attracts you, or repels you
Go to that word; form small groups of 4
Introduce yourselves and why you selected the word
Be prepared to share out to the whole group
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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Assessment System
Classroom
CA Framework Chapter 7
Adapted from Herman and Heritage 2007.
district benchmarks
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
state assessment
4
Focus
on
Classroom Assessment
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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Formative vs. Summative
Assessment
With a partner discuss what these two terms mean.
Formative assessment is used to inform instruction
within a learning sequence
(Assessment FOR Learning )
Summative assessment is used to summarize student
learning at the end of a learning sequence.
(Assessment OF Learning)
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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What Are The Characteristics of a
High Quality Classroom Assessment?
▸ Table Carousel
▹ Use one piece of paper for the group.
▹ First person add their idea and pass the paper to the
person on their left.
▹ Next person adds their idea and passes paper to the
person on their left.
▹ Continue until everyone has had an opportunity to give
one idea.
▹ Continue passing as long as the ideas are flowing!
▸ Be prepared to share ideas from your carousel with the
whole group.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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CAESL Framework
3 dimensional
student learning
Quality Goals for Student
Learning and Progress
Assessment/
Instruction
Cycle
Quality Tools
Quality Use
Sound Interpretation
H1
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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Code Your List
Quality Goals for
Student Learning - G
Quality Tools – T
3 dimensional
student learning
Quality Goals for Student Learning
and Progress
Quality Use - U
Assessment/
Instruction
Cycle
Quality Tools
Quality Use
Sound Interpretation
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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Characteristics of NGSS Assessments
▸ Examine students’ performance of SEPs in the context of DCIs
and CCCs
▸ Contain multiple components (items) that may individually
assess one of the dimensions, but, together support inferences
about students’ 3D science learning in a given PE
▸ Accurately locate students along a progressively more complex
understanding of a core idea and more sophisticated
applications of SEPs and CCCs
▸ Evaluate a range of student responses that are specific enough
to be useful for helping teachers understand the range of
student learning.
NRC 2014
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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Debrief the Learning Sequence
Forces can be a push or pull
Pushes and pulls
can have different
strengths
PS2.A
Pushes and pulls
can change the
speed of an object
A bigger push/pull
makes things go
faster
PS3.C
Planning and Carrying Out
Investigations
Pushes or pulls
When objects
can change the
collide they push
direction of an
or pull each other
objects motion.
PS2.B
Pushes or pulls
can start and stop
an object
Pushes and pulls
can have
different
directions
Analyzing and
Interpreting Data
Cause and
Effect
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
Faster speeds
during a collision
can cause a bigger
change in shape of
colliding objects.
Objects push or
pull each other
when they are
connected
PS2-2
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Review the Learning Sequence Storyline
Anchoring
Phenomenon
Pushes
can
move
objects
• Effects of big and small pushes
• The direction of a push can change
or the direction of an object
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Directions for the Learning Sequence
Debrief Jigsaw
▸ Facilitator will assign your table a topic:
1. Phenomenon
2. Formative assessment
3. Questioning
4. Use of notebooks
▸ Use H2 for questions to guide your debrief
discussion
▸Be prepared to share your ideas with the whole
group
H2
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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Remember this slide from yesterday’s lesson?
What do students know coming
into the learning sequence?
▸
▸
▸
▸
▸
▸
▸
Pushes and pulls cause objects to move.
Movement is a change in position.
Pushes are made from behind an object.
Pulls are made from in front of an object.
Pushes/Pulls can be big or small.
Big pushes/pulls cause objects to move faster.
Small pushes/pulls cause objects to move slower.
Current goal:
Plan and conduct an investigation to compare the effects
of different strengths or different directions of pushes and pulls
on the motion of an object.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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Pre-Assessment
Teacher Directions: Read the question to the students, then give them time to write their
answer. Please note, the entire class can complete this assessment at the same time.
Summative Assessment:
Teacher Directions
1. Instruct students to write their name at the top of the paper.
2. Tell students, “I am going to ask you to use your little shoe to give
the ball one kick that makes it hit the block and then go into the
goal.”
3. “But first you have to predict how you can do this.”
4. “Draw an ‘X’ on the block to show where you the ball will hit the
block.”
5. “Draw an arrow, starting at the picture of the ball, to show the
path the ball will roll so it hits the block on then goes into the
goal.”
6. “Before you try your plan, circle your answer to question #1, Will
you give the ball a big or small kick to get it into the goal?”
7. “Now try your plan. Count how many tries it takes.”
8. “Did you have to change your plan? Circle your answer to
question #2, did the ball move the way you predicted?”
9. Lead a discussion with the class asking, “ Why did the ball move
the way it did when you kicked it?”
H3 Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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Summative Assessment: 3 Dimensions
Claim - Based on the DCIs students can:
▸ Predict how a ball will move based on the direction
they push or pull it.
▸ Explain that the ball will go further if they push or pull
harder.
▸ Explain how to change the direction a ball moves.
Support or refute these claims using the SEPs:
▸ Plan and Conduct an Investigation
▸ Analyze and Interpret Data
Frame explanations using the CCCs:
▸ Cause and Effect
Back up your explanation with reasoning.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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Summative Assessment: Debrief
Deconstruct the assessment:
▸ Where (and how) are the Performance
Expectations assessed?
▸ Which practices were used and how were the
components of the SEP determined?
▸ How were the components of the selected CCC
(Cause and Effect) determined?
▸ How were the DCIs addressed? Were all DCIs
addressed in the assessment?
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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Looking Back: Goals, Tools, Use
3 dimensional
student learning
Quality Goals for Student
Learning and Progress
Assessment/
Instruction
Cycle
Quality Tools
Quality Use
Sound Interpretation
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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Resources For Constructing
Assessments
● Learning sequence performance task (SEP, DCI, CCC)
● Assessment and the 5Es
● Evidence Statements: Appendix of Observable
Features (Shells)
● SEP Learning Progressions: California Science
Framework Appendices F
● CCC Learning Progressions: California Science
Framework Appendices G
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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Assessment and the 5Es
Stage
H4
Learning
Activity
Assessment Purpose
Engage
Elicit prior knowledge
Explore
Building understanding
Explain
Tentative explanation
Elaborate
Application of understanding
Evaluate
Generalization (explanation
with application
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
Strategies or Tools to
serve assessment purpose
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Assessment and the 5Es
Stage
Learning
Activity
Assessment Purpose
Strategies or Tools to
serve assessment
purpose
Engage
Elicit prior knowledge
Bubble map, storyboard,
probe
Explore
Building understanding
Notebook entries
(gathering data)
Metacognitive links
Explain
Tentative explanation
Notebook entries (sense
making prompts)
Elaborate
Application of
understanding
Selecting data to serve as
evidence from a large
data set
Evaluate
Generalization (explanation Conducting a town hall
with application
meeting
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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Looking Back: Goals, Tools, Use
3 Dimensional
Student Learning
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
Achieve’s Evidence Statements –
An Analogy
PE
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
Evidence
Statement
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Key Is/Is Not Statements
WHAT IT IS
WHAT IT IS NOT
Describes what it looks like
for students to fully satisfy
the PE
Used as a checklist that denotes
the order or sequence of steps in
a student’s performance
Supports instructional design
Used as a description of teacher
prompts, steps in a classroom
activity, or instructional
techniques
Describes a “proficient” level
of understanding
To be used as a complete scoring
rubric
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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EVIDENCE
STATEMENT
EXAMPLE
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
H5
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Explore the K-12 “Observable Features”
With a partner, select 1 practice
Read the appendix and discuss the “observable features” for
the practice
What are the components of the practice?
How do the “observable features” contribute to the learning
progression of the practices? To student understanding?
H6a-e
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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Framework Examples
There are eight science and engineering practices that make
up one of the 3-dimensions of NGSS.
We are going to take a closer look at three of those across
the K-2 grade band.
▸Planning and carrying out investigating
▸Engaging in argument from evidence
▸Analyzing and interpreting data
Count off by 3’s at your table and choose one of the practices
to read.
Be prepared to share with your table group how that practice
looks in the K-2 Grade span.
H7a-h
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Phenomenon-Based Instruction and
Assessment
You have completed a sequence of learning about phenomenon,
how to construct a phenomenon-based learning sequence, and
how to plan for three dimensional assessments.
There is much more to learn!
Contact the NGSS Collaboration Team for
Assistance
COE, CSTA, CSP, K-12 Alliance @ WestEd
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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Table Talk Topics – After Lunch
▸District time
▸Your choice (write and title and see who joins you)
▸Assessment
▸Access and equity
▸Professional learning
▸High school models
▸Middle school model choices
▸Administrator issues
▸Engineering
▸EP& C
▸New to NGSS? – find this table
▸Elementary NGSS and CCSS
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
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Reflection
Based on your learning from the lesson and this
session on assessment, comment on the following
statement and how it will impact your classroom:
Assessment and instruction
are two sides of the same coin.
GOTS
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
NEEDS
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