NGSS Assessment: Identifying and Integrating Effective Technologies
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This document summarizes a workshop on identifying and integrating effective technologies for NGSS assessment. The workshop covered online science assessment platforms, creating accounts for the Web-based Inquiry Science Environment (WISE), reviewing NGSS curriculum units in WISE, and authoring assessment tools and rubrics in WISE. It discussed inquiry learning environments for supporting science practices and how technologies can enhance student autonomy, collaboration, and visualization while loosening teacher control.
NGSS Assessment: Identifying and Integrating Effective Technologies
- 1. NGSS Assessment: Identifying and Integrating Effective Technologies CSTA 2016, October 21st, 2016 Dr. Dermot F. Donnelly, Fresno State dermotdonnelly@gmail.com; @dfdonn CSTA 2016 WIFI: ChevronHumanEnergy
- 2. Workshop Breakdown TIME ACTIVITY 20 minutes Online Science Assessment Platforms 10 minutes Create WISE account 20 minutes Review Curriculum Units 20 minutes Assessment Authoring Tools 20 minutes Assessment Rubrics
- 3. Goals of Investigations (Draft CA Science Framework: p. 33) • Start with an open ended scientific question - > develop a scientifically testable question, • Decide how to test it, • Decide on data collection, and • Carry out the investigation.
- 4. 2015-2016 Draft CA Science Framework “Investigations come in many different formats, so…can be hands on or conducted entirely on computers. Technology-enhanced investigations can be contrived ‘virtual labs,’ realistic computer simulations, or investigations using digital data such as satellite imagery.” (p.33)
- 5. Online Resources for Science Education Learning Management Systems (LMS) and MOOCs Simulations, Games, Virtual Labs, and Learning Platforms Web 2.0 Technologies
- 6. Inquiry Learning Environments (ILEs) Guidance strategies/Professional Dev. in 30 ILEs Donnelly, D. F., Linn, M. C., & Ludvigsen, S. (2014). Impacts and characteristics of computer-based science inquiry learning environments for precollege students. Review of Educational Research, 84(4), 572–608. doi:10.3102/0034654314546954
- 7. Benefits of ILEs for student learning 1.Provide authentic and meaningful contexts 1.Enhance student autonomy 1.Support collaboration 1.Use dynamic and microscopic visualizations (Linn & Eylon, 2011; Valanides & Angeli, 2008)
- 8. ILEs - Alien Rescue http://tinyurl.com/alienrescue
- 9. ILEs - Geniverse (aka Genscope) http://tinyurl.com/geniversity
- 10. ILEs - Atlantis Remixed (aka Quest Atlantis) http://tinyurl.com/atlantisremixed
- 11. ILEs - Web-based Inquiry Science Environment wise.berkeley.edu Marine Pollution
- 12. Potential role of these ILEs for instructors? 1. New roles and responsibilities 2. Access to extra materials 1. More interaction with students 1. Supports management for larger classes (Blanchard et al., 2010; Crawford, 2007; Smithenry, 2010; Windschitl, 2004)
- 13. Implications for Science Education •Supporting students across a range of SEPs - role of teacher guidance important. •Longitudinal approaches to professional development are beneficial. •Loosen the grip on “control”, give ownership - real power of technology to support this.
- 14. QUESTIONS? Go raibh maith agaibh! Acknowledgements: • College of Science and Mathematics, Fresno State • WISE Research Group, UC Berkeley
- 15. Set Up WISE Account Go to wise.berkeley.edu Select “Create WISE Account” Enter details to generate username Create a test student account (for student view)
- 16. Review NGSS Curriculum Units • Self-Propelled Vehicle Design http://tinyurl.com/newtonscooters • Solar Oven Design http://tinyurl.com/solarovendesign • Desalination Unit Design http://tinyurl.com/desalinationdesign
- 17. Assessment Authoring Tools • Within “Teacher Home”, select “Management” and then “Launch Authoring Tool” • Open a project to edit/add steps for different types of assessment
- 18. Knowledge Integration Framework (Linn & Eylon, 2011) Predict Interact CompareExplain Integration ELICIT ADD DISTINGUISHREFLECT YES NO MAYBE I think X because... Moreover... However... 18
- 19. Example Representation Rubric Item 1: Heating Saltwater Representations • Shows water particles and salt particles distributed amongst each other (Before Heating) • Shows salt particles at the bottom of the container (After Heating) and has the same number of salt particles before and after heating. • Shows water particles gone, some left, and/or towards the top of the container (After Heating)
- 20. Example Representation Rubric Score Response Type Nature of Representation 0 No Response/Irrelev ant -Idk/Does an unrelated drawing 1 Incorrect Representation -Shows the loss of salt particles in the ‘after heating’ diagram -Shows separation of salt and water in the ‘before heating’ diagram -Shows the same amount of water particles in both diagrams 2 1 Representation -At least 1 of the representations noted 3 2 Representations -At least 2 of the representations noted 4 3 -All three representations noted
- 21. Assessment Rubrics Knowledge Integration Rubrics (Linn & Eylon, 2011) Explore Items from National Assessment of Educational Progress (NAEP, 2014): https://nces.ed.gov/NationsReportCard/nqt/Search Claim-Evidence-Reasoning (McNeill & Krajcik, 2012) Inquiry and Assessment Rubrics (Galileo Educational Network, 2008) Experimental Design Ability Test (Sirum & Humburg, 2011)
- 22. References • Blanchard, M., Southerland, S., Osborne, J., Sampson, V., Annetta, L., & Granger, E. (2010). Is inquiry possible in light of accountability? A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science Education, 94(4), 577–616. doi:10.1002/sce.20390 • Crawford, B. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613–642. doi:10.1002/tea.20157 • Galileo Educational Network. 2008. Inquiry and Assessment. http://galileo.org/teachers/designing-learning/resources/inquiry-and-assessment/ (accessed October 19th, 2016). • Linn, M., & Eylon, B.-S. (2011). Science learning and instruction: Taking advantage of technology to promote knowledge integration. New York: Routledge. • McNeill, Katherine. L. and Joseph Krajcik. 2008. “Inquiry and scientific explanations: Helping students use evidence and reasoning.” In J. Luft, R. Bell & J. Gess-Newsome (Eds.). Science as inquiry in the secondary setting (p. 121-134). Arlington, VA: National Science Teachers Association Press. • the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching, 41(5), 481–512. doi:10.1002/tea.20010
- 23. References • NAEP. 2014. Sample TEL Task. https://nces.ed.gov/nationsreportcard/tel/wells_item.aspx (accessed October 19th, 2016). • National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, D.C.: The National Academies Press. • National Research Council. 2014. Developing Assessments for the Next Generation Science Standards. Washington, DC: The National Academies Press. • Sirum, K., and J. Humburg. 2011. “The Experimental Design Ability Test (EDAT).” Bioscene: Journal of College Biology Teaching 37 (1): 8– 16. http://eric.ed.gov/?q=experimental+design&id=EJ943887 • Smithenry, D. (2010). Integrating guided inquiry into a traditional chemistry curricular framework. International Journal of Science Education, 32(13), 1689– 1714. • Valanides, N., & Angeli, C. (2008). Professional development for computer- enhanced learning: a case study with science teachers. Research in Science and Technological Education, 26(1), 3-12. • Windschitl, M. (2004). Folk theories “inquiry”: How preservice teachers reproduce
Editor's Notes
- #17: Musical Instrument Design http://tinyurl.com/musicalinstrumentsproject
- #19: Pedagogy: The framework behind this research is the Knowledge Integration perspective Which suggests that guiding inquiry should help elicit students’ existing ideas, help them explore additional, more normative ideas, And support them in distinguishing and organizing those ideas into a coherent integrated understanding. Guides design Across contexts a focus on Knowledge Integration instruction helps students reflect upon and refine their understanding.