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NSTA15: Performance-Based Portfolio Assessment of the NGSS

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Slide deck for Chris Ludwig's presentation at NSTA15 in Chicago: Student Managed Portfolios: Performance-Based Alternatives to Standardized Tests for the NGSS

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NSTA15: Performance-Based Portfolio Assessment of the NGSS

  1. 1. Chris Ludwig Student-Managed Portfolios: Performance-Based Alternatives to Standardized Tests for the NGSS La Junta High School La Junta, Colorado
  2. 2. Twitter: @chrisludwig Science Education on the Edge see.ludwig.lajuntaschools.org slidesha.re/1CrxD3f
  3. 3. …a portfolio of student work may be used…
  4. 4. 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 models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information APPENDIX F – Science and Engineering Practices in the NGSS
  5. 5. 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
  6. 6. 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/standar dized-tests-suck-fix-data-not-less Standardized tests suck, but the fix is more data, not less -Jason Tanz WIRED Magazine March 5th, 2015
  7. 7. 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 System
  8. 8. • 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 Assessments
  9. 9. • 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 Assessments
  10. 10. • 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
  11. 11. Lessons learned from previous assessments: some Pitfalls to avoid
  12. 12. 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 Herman NSTA/NGSS Podcast January 2014
  13. 13. 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
  14. 14. 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
  15. 15. Pitfall #3: Don’t ignore student motivation as a factor when creating and interpreting assessments
  16. 16. Practices of Science and Engineering Multiple Measures Monitor Student Growth Multiple Opportunities Cost Effective Classroom Embedded Indicators of the Opportunity to Learn Assessment for Learning Intrinsic Motivation Scalable for Large Numbers of Students
  17. 17. Classroom-Embedded Assessment: A Workflow for the Science Classroom Learning Activities and Labs Notebooks/Blogs Portfolios
  18. 18. Learning Activities and Labs: Performances of Science and Engineering
  19. 19. Student Blogs: Chronological Records of Coursework
  20. 20. Portfolios Are a Showcase for Evidence That Demonstrates Each Performance Standard
  21. 21. Portfolios Are a Showcase for Evidence That Demonstrates Each Content-Area Standard
  22. 22. Portfolios: Students Select Their Work That Best Demonstrates Each Standard
  23. 23. Student-Managed Portfolios Allow Students to Reflect on Their Learning
  24. 24. Portfolios Allow Students to Build Up a Body of Evidence Over Time
  25. 25. Portfolios Can Be Shared with Internal and External Evaluators
  26. 26. 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
  27. 27. Portfolio-Based Evaluation of Evidence of Learning
  28. 28. Portfolio-Based Reporting of Student Performances
  29. 29. • 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
  30. 30. -Robert Holland Lexington 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
  31. 31. -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.
  32. 32. Practices of Science and Engineering Multiple Measures Monitor Student Growth Multiple Opportunities Cost Effective Classroom Embedded Indicators of the Opportunity to Learn Assessment for Learning Intrinsic Motivation Scalable for Large Numbers of Students
  33. 33. -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.
  34. 34. Resources Science Education on the Edge http://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
  35. 35. Next Steps…

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