Competency, Assessment, and the Next Genscience Science Standards

Stan Freeda

WORKSHOP PRESENTATION OUTLINE 1

AGENDA

• Competency
• Next Generation
Science Standards
• Common Core
Connections
• Assessment

WORKSHOP PRESENTATION OUTLINE
2

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.

3

ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
Ed 306.27 High School Curriculum, Credits, Graduation
Requirements, and Cocurricular Program.
(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;

4

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.

5

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

6

LEARN MORE ABOUT COMPETENCY ONLINE

www.CompetencyWorks.org

www.education.nh.gov/innovati
ons/hs_redesign/competencies.
htm

www.inacol.org/research/comp
etency/

7

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?

8

SCIENCE STANDARDS

stan·dard [stan-derd]
something set up and established by
authority as a rule for the measure of
quantity, weight, extent, value, or
quality.

9

NEXT GENERATION SCIENCE STANDARDS

Phase I Phase II

1990s
1990s-2009

July 2011 – March 2013
1/2010 - 7/2011

10

TIMELINE OF DEVELOPMENT
• 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 ?

11

CONCEPTUAL SHIFTS

• 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.

12

THE DNA OF NEXT GENERATION SCIENCE
• 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.

13

SCIENCE PRACTICES Science Curriculum Framework
Science Process Skills

1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations PRACTICES

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

14

CROSS CUTTING CONCEPTS OF SCIENCE

1. Patterns CROSSCUTTING
2. Cause and effect
3. Scale, proportion and quantity

NECAP Unifying Themes
4. Systems and system models
Scientific Inquiry
Nature of Science
5. Energy and matter
Systems and Energy
Models and Scale 6. Structure and function
Patterns of Change
Form and Function 7. Stability and change

15

CORE DISCIPLINES OF SCIENCE

1. Physical Sciences
CONTENT
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

16

Core Disciplines of Science
PHYSICAL SCIENCES
PS1 Matter and its interactions
How can one explain the structure, properties, and interactions of CONTENT
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?

17

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?

18

LIFE SCIENCES

LS3 Heredity: Inheritance and variation of traits CONTENT
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?

19

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?

20

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?

21

THE ARCHITECTURE OF NGSS

Illustrate and describe the location of Earth and the Solar System with respect to the sizes and structures of the This is the
Milky Way galaxy and Universe. Performance
Expectation
Assessment Boundary: Mathematical models are not expected; use AU for Solar System scale; use light years for universal scale

Developing and Using ESS1.A: The Universe and Its Stars: Earth Scale, Proportion and
Models: Create and interpret and its solar system are part of the Milky Way Quantity: Different scientific
Foundation scale drawings, scale galaxy, which is one of many galaxies in the phenomena correspond to
Boxes models, or other depictions universe. different powers-of-ten scales.
of differences in scale.

Practice
PRACTICES Disciplinary Core Idea
CONTENT Crosscutting Concept
CROSSCUTTING

22

THE ARCHITECTURE OF NGSS

CROSSCUTTING

CONTENT
PRACTICES

23

COMMON CORE CONNECTIONS IN NGSS

The Final Version will be released shortly.
Connections to Common Core are given.
Connection to other disciplinary core ideas will be coming.

24

NEW WAYS OF TEACHING AND LEARNING

EFFECTIVE SCIENCE TEACHING CAN BE USED AS
A FOCAL POINT THAT EXEMPLIFIES TEACHING
PRACTICES FOR ALL COMMON CORE AREAS.

25

CONVERGENCE AT THE CORE

• Knowledge through content-rich
text.
• Reason abstractly and
quantitatively.
• Construct arguments.
• Critique the reasoning of others.
• Argue with evidence.

26

COMMONALITIES AT THE CORE

• 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!

27


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.

28


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.

29

COMMON PRACTICES
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.

30

COMMON PRACTICES
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.

31

COMMON PRACTICES

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.”

32

COMMON PRACTICES

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.

33

THE GOOD NEWS

“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.

34

THE BAD NEWS
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.”

35

LEARN MORE ABOUT STANDARDS ONLINE

www.NextGenScience.org

www.CoreStandards.org

www.iste.org/standards

36

stan·dard [stan-derd]
something set up and established by
authority as a rule for the measure of
quantity, weight, extent, value, or quality.

Where are we on
standards?

37

SCIENCE ASSESSMENT

as·sess·ment [uh-ses-muhnt]
the process of documenting,
usually in measurable terms,
knowledge, skills, attitudes,
and beliefs.

38

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?

39

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

40

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

41

LEARN MORE ABOUT ASSESSMENT ONLINE

www.nciea.org

sites.nationalacademies.org/DB
ASSE/BOSE/Topics/DBASSE_0
70456

assessment.aaas.org

42

as·sess·ment [uh-ses-muhnt]
the process of documenting, usually in
measurable terms, knowledge, skills, attitudes,
and beliefs.

Where are we on
assessment?

43

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

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

45

THE END


RESOURCES FOR TEACHERS

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

47

OFFICE OF EDUCATIONAL TECHNOLOGY
Contact Information

@
Stan Freeda
New Hampshire Technology Readiness Coordinator
Office of Educational Technology
New Hampshire Department of Education

Stanley.Freeda@doe.nh.gov 603.271.5132

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


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