MS NGSS for Oregon OSP Module #3: Formative Assessment for Equity Tasks 1-7

What is Formative Assessment? Group Reflection and Dialogue


OSP '17-'18 NGSS4Oregon Module 3 Task 3 Overview

Overview of Group Work:

Components: Question prompts to drive reflective dialogue using resources from Task #2, Module #1 Phenomena & Equity, and new resources from 

Relevance: Building a shared understanding and experience with formative assessment in the 3D, NGSS classroom.

Please bring your thinking and reflections from Task #1 so you are ready to contribute to the group dialogue and also learn from your other team members. The work you do together in this module prepares you to approach the rest of the module with a shared understanding of formative assessment and the NGSS. For this task please refer to Task #2 resources, Survey #1, survey responses as provided by your facilitator, and the images below.

Your facilitator will set the context of this module once you are all assembled face-to-face or online.

Small Group Dialogue Part A:

Simpson/McCulloch Formative Assessment Cycle 

Share examples of formative assessment from your practice. Refer to Task #1 Survey #1 for your example if needed. What is similar about your examples? What is different?

Use the language of Beth Simpson and Amber McCulloch's Formative Assessment Cycle to the left when sharing. Also share any new ideas you have about formative assessment.

Dialogue should be done in groups no larger than 5-6. It can be done in groups as small as 3. If meeting online breakout rooms may be needed to split your group.




Small Group Dialogue Part B:

ESRU/Informal Formative Assessment Cycle

After sharing personal examples, go to the vignettes from Survey #1 and also the anonymous responses from these vignettes that your facilitator has provided. In your small group map those vignettes onto the Formative Assessment Cycle above OR onto the Informal Assessment Cycle to the left. 

Every participant should open STEM Teaching Tools Brief on the Informal Formative Assessment Cycle to reference for this part and to get more information about this model of "assessment conversation". Pay special attention to the "Differences Between Formal and Informal Formative Assessment Practices" chart on page 2.


Large Group Dialogue:

Come back together as a group to share the work you did and ideas you generated in your small groups to the whole group. If you worked as a whole group, continue your dialogue.

Your facilitator will provide you with a protocol for your dialogue in this section.

Q: Do you think it's important to distinguish between a formal assessment cycle and an informal one? Why or why not?

Q: In what ways do you see formative assessment looking different when teaching NGSS? Refer to specific dimensions of the NGSS (practice, crosscutting concepts, or discipinary core ideas) as you share.

Q: How do you think formative assessment supports the vision of science for all students? How could you communicate this message of equity to your peers?

Small Group Dialogue Part C:

As a group, look back at the Reasoning Triangle from Modules #1 and #2. In thinking about either the formal or informal assessment cycle from this task, where do you see modeling playing a role in making student thinkg visible via formative assessment? Be ready to share your ideas using the language of the formative assessment cycles and the Reasoning Triangle. See the second Reasoning Triangle below that incorporates reading, writing, and speaking to think about examples. The Reasoning Triangle is tool developed by the Sacramento Area Science Project.

reasoning triangle




Final Large Group Dialogue:

After all of your work sharing ideas and using resources related to formative assessment, you will finish this task by finalizing your shared understanding of formative assessment by comparing and contrasting it with summative assessment. Your examples and points should include material from the resources in this task as well as the 3 dimenions of the NGSS (practices, crosscutting concepts, disciplinary core ideas).

Click on this link to record these final thoughts and ideas as a group.


Once you have submitted your group statement and concluded your time with your group, please click on the right arrow below to begin Task #4 "What Are Some High Leverage Practices for Formative Assessment in the NGSS Classroom? Individual Work" on your own.