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Chris LudwigChris Ludwig
Student-Managed Portfolios: Performance-Based Alternatives to Standardized Tests
for the NGSS
Student-Managed Portfolios: Performance-Based Alternatives to Standardized Tests
for the NGSS
La Junta High SchoolLa Junta, Colorado
La Junta High SchoolLa Junta, Colorado
Twitter: @chrisludwig
Science Education on the Edge
see.ludwig.lajuntaschools.org
slidesha.re/1CrxD3f
The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below:
Asking questions (for science) and defining problems (for engineering)
Developing and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations (for science) and
designing solutions (for engineering)Engaging in argument from evidenceObtaining, evaluating, and communicating
information
APPENDIX F – Science and Engineering Practices in the NGSS
The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below:
Asking questions (for science) and defining problems (for engineering)
Developing and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations (for science) and
designing solutions (for engineering)Engaging in argument from evidenceObtaining, evaluating, and communicating
information
APPENDIX F – Science and Engineering Practices in the NGSS
It will not be feasible to assess all of the performance expectations for a given grade level during a single assessment occasion.
Developing Assessments for the Next Generation Science Standards
National Research Council, National Academies Press 2014
2014-2015 Colorado (Pearson) CMAS Grade 12 Science ePAT
We cannot continue “testing” as it has been done to students before.
http://www.wired.com/2015/03/standardized-tests-suck-fix-data-not-less
Standardized tests suck, but the fix is more data,
not less-Jason Tanz
WIRED MagazineMarch 5th, 2015
1. Classroom Assessments
2. Monitoring Assessments
3. Indicators of the Opportunity to Learn
Developing Assessments for the Next Generation Science Standards
National Research Council, National Academies Press 2014
NGSS Assessment SystemNGSS Assessment System
• Focus on assessment FOR learning
• Assess student growth, not “ability”
• Create multiple chances to prove mastery of core practices and content knowledge
• Apply multiple practices of science and engineering to complex problems
Classroom AssessmentsClassroom Assessments
• Assess large numbers of students across a district or state
• Audit student learning over time
• Are feasible and cost-effective
• Are classroom-embedded, not purely external assessments
Monitoring AssessmentsMonitoring Assessments
• Reveal the quality and content of instruction
• Document curriculum assignments and student work
• Examine implementation of the NGSS and the availability of resources and training
• Allow for equitable distribution of funding and resources across diverse student populations
Indicators of the Opportunity to Learn
Indicators of the Opportunity to Learn
Teachers and schools tend to mimic the content and format of state assessment in their ongoing curriculum and teaching…
Pitfall #1:Don’t replace real-life labs with simulated science and engineering assessment tasks
-Joan HermanNSTA/NGSS Podcast January 2014
Pitfall #2:Don’t interpret the NRC guidelines as a call for more time to be spent on state-mandated testing during a school year
Students will need multiple—and varied—assessment opportunities to demonstrate their competence on the performance expectations
Developing Assessments for the Next Generation Science Standards
National Research Council, National Academies Press 2014
Practices of Science and Engineering
Multiple Measure
s
Monitor Student Growth
Multiple Opportunitie
s
Cost Effectiv
e
Classroom Embedded
Indicators of the
Opportunity to Learn
Assessment for
Learning
Intrinsic Motivatio
n
Scalable for Large
Numbers of Students
Classroom-Embedded Assessment:A Workflow for the Science Classroom
Classroom-Embedded Assessment:A Workflow for the Science Classroom
Learning Activities and Labs
Notebooks/Blogs
Portfolios
Learning Activities and Labs: Performances of Science and Engineering
Learning Activities and Labs: Performances of Science and Engineering
Student Blogs: Chronological Records of Coursework
Student Blogs: Chronological Records of Coursework
Portfolios Are a Showcase for Evidence That Demonstrates Each Performance
Standard
Portfolios Are a Showcase for Evidence That Demonstrates Each Performance
Standard
Portfolios Are a Showcase for Evidence That Demonstrates Each Content-Area
Standard
Portfolios Are a Showcase for Evidence That Demonstrates Each Content-Area
Standard
Portfolios: Students Select Their Work That Best Demonstrates Each StandardPortfolios: Students Select Their Work
That Best Demonstrates Each Standard
Student-Managed Portfolios Allow Students to Reflect on Their Learning
Student-Managed Portfolios Allow Students to Reflect on Their Learning
Portfolios Allow Students to Build Up a Body of Evidence Over Time
Portfolios Allow Students to Build Up a Body of Evidence Over Time
Portfolios Can Be Shared with Internal and External EvaluatorsPortfolios Can Be Shared with
Internal and External Evaluators
Portfolio-Based Evaluation of Evidence of Learning
Portfolio-Based Evaluation of Evidence of Learning
Quality of the evidence of learning
Opportunity to learn through performances
of science and engineering
Equal opportunity for all students to learn
Portfolio-Based Evaluation of Evidence of Learning
Portfolio-Based Evaluation of Evidence of Learning
• Course and/or grade level portfolios or long-term collections?
• Required artifacts (exams, labs, activities)?
• Student-managed or teacher-collected?
• Review all student portfolios or only representative samples?
Portfolios as Monitoring Assessments:Some Design Considerations
Portfolios as Monitoring Assessments:Some Design Considerations
-Robert HollandLexington Institute
Portfolio assessment: can it be used to hold schools accountable?
http://educationnext.org/portfolio-assessment (2004)
Scorers may have no way to tell if the work samples came from a student or a smart uncle or from an Internet download
-Chester E. Finn Jr.President, Thomas B. Fordham Foundation
Portfolio assessment: can it be used to hold schools accountable?
http://educationnext.org/portfolio-assessment (2004)
(Authentic assessment) is costly indeed, and slow and cumbersome, but I think its biggest flaw as an external assessment is its subjectivity and unreliability.
Practices of Science and Engineering
Multiple Measure
s
Monitor Student Growth
Multiple Opportunitie
s
Cost Effectiv
e
Classroom Embedded
Indicators of the
Opportunity to Learn
Assessment for
Learning
Intrinsic Motivatio
n
Scalable for Large
Numbers of Students
-Martin Luther King Jr.“The Purpose of Education”
Maroon Tiger-Morehouse College, February 1947
The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society.
ResourcesResourcesScience Education on the Edgehttp://see.ludwig.lajuntaschools.org
“Physics portfolios: a picture of student understanding” Brooke A. Whitworth and Randy Bell, NSTA’s The Science Teacher Nov. 2013
Guide to Implementing the NGSS http://www.nap.edu/catalog/18802/guide-to-implementing-the-next-generation-science-standards (2015)
Developing Assessments for the NGSS http://www.nap.edu/catalog/18409/developing-assessments-for-the-next-generation-science-standards (2014)
NPR: What schools could use instead of Standardized Tests http://www.npr.org/blogs/ed/2015/01/06/371659141/what-schools-could-use-instead-of-standardized-tests