Competency, Assessment, and the Next Genscience Science Standards

W O R K S H O P P R E S E N T A T I O N O U T L I N E 1

Stan Freeda

AGENDA

2 W O R K S H O P P R E S E N T A T I O N O U T L I N E

• Competency

• Next Generation

Science Standards

• Common Core

Connections

• Assessment

SCIENCE COMPETENCY


com·pe·ten·cy [kom-pi-tuhn-see]

having the behaviors, knowledge, skills

and abilities that are necessary for

successful demonstration of knowledge

and understanding.

ED 306

MINIMUM STANDARDS FOR SCHOOL APPROVAL


(b) The required curriculum content shall comply with the following:

(4) If a district chooses to offer extended learning opportunities, the

extended learning opportunities shall:

b. Be governed by a policy adopted by the local school board that:

5. Requires that granting of credits shall be based on a student’s

demonstration of competencies, as approved by certified

educators;

Ed 306.27 High School Curriculum, Credits, Graduation

Requirements, and Cocurricular Program.

ED 306



Ed 306.27 High School Curriculum, Credits, Graduation

Requirements, and Cocurricular Program. (d) The local school board shall require that a high school credit can be earned by

demonstrating mastery of required competencies for the course, as approved by

certified school personnel. Each high school shall determine the number of credits

to be awarded for successful demonstration of competencies following completion

of a classroom course, independent study, distance learning course, or extended

learning opportunity. One credit shall equate to the level of rigor and achievement

necessary to master competencies that have been designed to demonstrate the

knowledge and skills necessary to progress toward college level and career work.

Determination of the weight of each course competency on which credit is based,

as well as the degree of mastery on which credit will be granted, shall be a local

decision.

ED 306



TA #12 Competency Assessment of Student Mastery (2006) State Standards indicate that local districts must have a competency

assessment process and defined competencies in place by the 2008-2009

school year. The school approval standards state that local school boards

may implement competency assessment of student mastery at the high

school level at any time, but it is not required by the state standards until the

2008-2009 school year.

http://www.education.nh.gov/standards/documents/advisory12.pdf

LEARN MORE ABOUT COMPETENCY ONLINE

7

www.CompetencyWorks.org

www.education.nh.gov/innovati

ons/hs_redesign/competencies.

htm

www.inacol.org/research/comp

etency/

W O R K S H O P P R E S E N T A T I O N O U T L I N E

COMMENTS OR QUESTIONS


com·pe·ten·cy [kom-pi-tuhn-see]

having the behaviors, knowledge, skills and

abilities that are necessary for successful

demonstration of knowledge and

understanding.

Where are we on course

competencies?

SCIENCE STANDARDS


something set up and established by

authority as a rule for the measure of

quantity, weight, extent, value, or

quality.

stan·dard [stan-derd]

NEXT GENERATION SCIENCE STANDARDS

10

July 2011 – March 2013

1/2010 - 7/2011

1990s

1990s-2009

Phase II Phase I


TIMELINE OF DEVELOPMENT

11

• National Research Council develops Framework for Science Literacy – released July 2011

• Achieve develops Next Generation Standards based on the Framework

• First public draft of Next Generation Science Standards - May 2012

• NH Science Teachers Association develops review team – December 2012

• Second and final public draft of NGSS– January 8, 2013

• Recommendations for adoption provided to Commissioner – March/April, 2013

• FINAL NGSS release – March 2013

• NH Legislature adopts new standards – Spring/Summer 2013 ?


CONCEPTUAL SHIFTS

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• K-12 science education should reflect the interconnected nature of science as it is practiced and experienced in the real world.

• The Next Generation Science Standards are student performance expectations – not curriculum.

• The science concepts build coherently from K-12.

• The NGSS focus on deeper understanding of content as well as application of content.

• All the Sciences are integrated in the NGSS from K–12.

• The NGSS and Common Core State Standards ( English Language Arts and Mathematics) are aligned.


THE DNA OF NEXT GENERATION SCIENCE

13

• The NGSS are written as

Performance Expectations

• Each Standard represents a

combination of all three

dimensions.

• NGSS will require contextual

application of the three

dimensions by students.

• NGSS promotes Competency

in Science.


SCIENCE PRACTICES


PRACTICES

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Science Curriculum Framework Science Process Skills

CROSS CUTTING CONCEPTS OF SCIENCE


CROSSCUTTING 1. Patterns

2. Cause and effect

3. Scale, proportion and quantity

4. Systems and system models

5. Energy and matter

6. Structure and function

7. Stability and change

NECAP Unifying Themes Scientific Inquiry Nature of Science Systems and Energy Models and Scale Patterns of Change Form and Function

CORE DISCIPLINES OF SCIENCE


CONTENT 1. Physical Sciences

2. Life Sciences

3. Earth and Space Sciences

4. Engineering, Technology, and the Applications of Science

NH Science Curriculum Framework Content Domains Physical Sciences Life Sciences Earth Space Science

PHYSICAL SCIENCES


CONTENT

PS1 Matter and its interactions How can one explain the structure, properties, and interactions of matter?

PS2 Motion and stability: Forces and interactions How can one explain and predict interactions between objects and within systems?

PS3 Energy How is energy transferred and conserved?

PS4 Waves and their applications in technologies for information transfer How are waves used to transfer energy and information?

Core Disciplines of Science

LIFE SCIENCES


CONTENT

LS1 From molecules to organisms: Structures and processes How do organisms live, grow, respond to their environment, and reproduce?

LS2 Ecosystems: Interactions, energy, and dynamics How and why do organisms interact with their environment, and what are the effects of these interactions?


LIFE SCIENCES


CONTENT LS3 Heredity: Inheritance and variation of traits How are characteristics of one generation passed to the next? How can individuals of the same species and even siblings have different characteristics?

LS4 Biological evolution: Unity and diversity How can there by so many similarities among organisms yet so many different kinds of plants, animals, and microorganisms? How does Biodiversity affect humans?


EARTH AND SPACE SCIENCES


CONTENT ESS1 Earth’s place in the universe What is the universe and what is Earth’s place in it?

ESS2 Earth’s systems How and why is Earth constantly changing?

ESS3 Earth and human activity How do Earth’s surface processes and human activities affect each other?


ENGINEERING, TECHNOLOGY, AND

APPLICATIONS OF SCIENCE


CONTENT ETS1 Engineering design How does engineering solve problems?

ETS2 Links among engineering, technology, science and society How are engineering, technology, science, and society interconnected?


THE ARCHITECTURE OF NGSS


This is the

Performance

Expectation

Foundation

Boxes

Practice Disciplinary Core Idea Crosscutting Concept

Illustrate and describe the location of Earth and the Solar System with respect to the sizes and structures of the

Milky Way galaxy and Universe.

Assessment Boundary: Mathematical models are not expected; use AU for Solar System scale; use light years for universal scale

Developing and Using Models: Create and interpret

scale drawings, scale

models, or other depictions

of differences in scale.

ESS1.A: The Universe and Its Stars: Earth

and its solar system are part of the Milky Way

galaxy, which is one of many galaxies in the

universe.

Scale, Proportion and Quantity: Different scientific

phenomena correspond to

different powers-of-ten scales.

CROSSCUTTING PRACTICES CONTENT

THE ARCHITECTURE OF NGSS

23

PRACTICES

CONTENT

CROSSCUTTING


COMMON CORE CONNECTIONS IN NGSS

24

The Final Version will be released shortly. Connections to Common Core are given.

Connection to other disciplinary core ideas will be coming.


NEW WAYS OF TEACHING AND LEARNING

25

EFFECTIVE SCIENCE TEACHING CAN BE USED AS

A FOCAL POINT THAT EXEMPLIFIES TEACHING

PRACTICES FOR ALL COMMON CORE AREAS.


CONVERGENCE AT THE CORE

26

• Knowledge through content-rich

text.

• Reason abstractly and

quantitatively.

• Construct arguments.

• Critique the reasoning of others.

• Argue with evidence.


COMMONALITIES AT THE CORE

27

• REQUIRE THAT TEACHERS FOCUS MORE ATTENTION ON

REASONING AND “THINKING PRACTICES.”

• REQUIRE STUDENTS TO PARTICIPATE IN MAKING THEIR

THINKING PUBLIC AND COGENT.

• STUDENTS WILL NEED GUIDANCE TO MAKING THEIR

THINKING…

• Visible

• Public

• Available to others

…IN SPEAKING AND WRITING!



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TEACHERS WILL HAVE TO HELP ALL STUDENTS: • EXTERNALIZE THEIR THINKING;

• LISTEN CAREFULLY TO ONE ANOTHER AND TAKE ONE ANOTHER SERIOUSLY;

• DIG DEEPER INTO THE DATA AND EVIDENCE FOR THEIR POSITIONS;

• WORK WITH THE REASONING OF OTHERS.



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AT THE CORE OF ALL THESE STANDARDS IS: • REASONING WITH EVIDENCE. • BUILDING ARGUMENTS AND CRITIQUING THE ARGUMENTS

OF OTHERS. • DEVELOPING RIGOROUS, CONCEPTUALLY STRONG,

EVIDENCE-BASED THINKING PRACTICES. • PARTICIPATING IN REASONING-ORIENTED PRACTICES,

WITH OTHERS. A FEW MORE OF THESE PRACTICES SEEM TO RELATE EXPLICITLY TO SENSE-MAKING AND DISCUSSION: REASONING, IN THE SERVICE OF MAKING ARGUMENTS.


COMMON PRACTICES

30

Science and Engineering Practices 1. Asking questions and defining problems.

2. Developing and using models.

3. Planning and carrying out investigations.

4. Analyzing and interpreting data.

5. Using mathematics, information and computer technology, and computational thinking.

6. Constructing explanations and designing solutions .

7. Engaging in argument from evidence.

8. Obtaining, evaluating, and communicating information.


COMMON PRACTICES

31

English Language Arts Capacities 1. Demonstrate independence.

2. Build strong content knowledge.

3. Respond to the varying demands of audience, task, purpose, and discipline.

4. Comprehend as well as critique.

5. Value evidence.

6. Use technology and digital media strategically and capably.

7. Come to understand other perspectives and cultures.


COMMON PRACTICES

32

ELA Capacities manifest as: “construct effective arguments,” “request clarification,” “ask relevant questions,” “build on others’ ideas,” “articulate their own ideas,” “question assumptions and

premises,” “assess the veracity of claims,” “assess the soundness of reasoning,” “cite specific evidence,” “make their reasoning clear,” “constructively

evaluate others’ use of evidence,” “evaluate other points of view critically and

constructively,” “express and listen carefully to ideas,” “cite specific textual

evidence to support conclusions,” “delineate and evaluate the argument and

specific claims in a text including the validity of the reasoning as well as the

relevance and sufficiency of the evidence,” “participate effectively in a range of

conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.”


COMMON PRACTICES

33

Points to Consider:

• “Reasoning practices” in all content areas have to be enacted,

and for learners, most are enacted socially, through talk and

writing.

• “Social” does not just mean student-led group work. Well-

structured social interaction builds in time to think as an individual – making thinking available - metacognition.


THE GOOD NEWS

34

“Reasoning” practices are common to all 3 sets of standards. Big bang for the buck.

The practices of discussion transfer from one content domain to another.

We now know a great deal about how to induct students, from all backgrounds, into these reasoning practices, through rigorous, content-rich, teacher-guided discussions.

Good science teaching has always supported these practices.


THE BAD NEWS

35

The dominant forms of talk in classrooms — recitation and direct instruction —

do NOT support reasoning, building arguments with evidence, explaining,

critiquing, and building common ground.

Teachers are often not well-prepared to lead academically productive, reasoning-

oriented discussions.

Teachers often rely on group work, hoping that the hands-on activities, in small

groups, will teach the students what they need to learn.

Even science teachers have a hard time running the discussions. Discussions

are often skipped. “…We just didn’t have time.”


LEARN MORE ABOUT STANDARDS ONLINE

36

www.NextGenScience.org

www.CoreStandards.org

www.iste.org/standards




Where are we on

standards?

something set up and established by

authority as a rule for the measure of

quantity, weight, extent, value, or quality.

stan·dard [stan-derd]

SCIENCE ASSESSMENT


as·sess·ment [uh-ses-muhnt]

the process of documenting,

usually in measurable terms,

knowledge, skills, attitudes,

and beliefs.

SCIENCE ASSESSMENT


Innovation in Assessment for understanding

• Performance Expectations

• Integrating the Three Dimensions

Practices

Core Ideas

Crosscutting Concepts

. The performance expectation is clear and the practice, idea, and

concepts are all described. How do you assess?

SCIENCE ASSESSMENT


Innovation in Assessment for understanding

Do the assessments represent the whole standard? Is the whole greater

than the sum of the parts?

• Standard vs. Statements of Performance Expectations

• Science and Engineering Practices

• Disciplinary Core Ideas

• Crosscutting Concepts

SCIENCE ASSESSMENT


Expand your vision by thinking of innovative

ways to assess

End-of-Course Assessments Practical Tests

Observations Performance Investigations

Presentations PISA-type Units

Fieldwork Selected Response

Computer Simulations/Modeling Open Response

Portfolios Interpreting Graphs, Tables, Figures

Concept Mapping Video

LEARN MORE ABOUT ASSESSMENT ONLINE

42

www.nciea.org

sites.nationalacademies.org/DB

ASSE/BOSE/Topics/DBASSE_0

70456

assessment.aaas.org




Where are we on

assessment?

as·sess·ment [uh-ses-muhnt]

the process of documenting, usually in

measurable terms, knowledge, skills, attitudes,

and beliefs.

44

THE TAKE AWAY

The Bottom Line

We cannot effectively teach and assess kids

on the Next Generation Science Standards or

the Common Core using technology and an

online assessment unless we use the teaching

and learning models suggested by the Next

Generation Science Standards and the

Common Core State Standards.


THE TAKE AWAY

45

What do we do now?

• We need to take seriously our role as educators in New Hampshire.

• We have to model these core ideas in our actions and teaching.

• We have to insist that our professional development fits this active

teaching model.

• Engages socially through peer interactions

• Stresses metacognitive processes

• Extends learning beyond the “workshop” or “webinar” or “seminar”

• Requires a project based / demonstration product to assess learning

• Incorporates technology to engage and enhance the experience


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THE END


RESOURCES FOR TEACHERS

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New Hampshire Educators Online www.nheon.org

OPEN NH Professional Development www.opennh.org

NH Digital Resources Consortium www.nhdrc.org

NH Educational GIS Partnership www.nhedgis.org

Science www.education.nh.gov/instruction/curriculum/science

Open Education Resources www.oercommons.org

Thinkfinity www.thinkfinity.org

NSTA Learning Center www.learningcenter.nsta.org


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OFFICE OF EDUCATIONAL TECHNOLOGY

Contact Information

Stan Freeda New Hampshire Technology Readiness Coordinator

Office of Educational Technology

New Hampshire Department of Education

[email protected] 603.271.5132

www.education.nh.gov www.nheon.org www.opennh.org

@


Documents

Competency, Assessment, and the Next Genscience Science Standards