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

What is Formative Assessment? Module Overview

Module #3 Components:

This module is broken into Tasks as outlined below. Each task is either designed for you to complete on your own, or in real time together with others. You can complete with others either in online videoconference or face-to-face. Your facilitator will assign the tasks as bundles and you will need to complete the individual work in preparation for group dialogue with your team. If you want to facilitate a team, please be sure to refer to the "Instructor Description" in the OER Commons View of this Module.

Video Overview of OSP Module #3

Task #1 - Module #3 Overview

Task #2 - What is formative assessment? Individual Work

Task #3 - What is formative assessment? Group Reflection and Dialogue

Task #4What are some high leverage practices for formative assessment in the NGSS classroom?  Individual Work

Task #5 - What are some high leverage practices for formative assessment in the NGSS classroom?  Group Reflection and Dialogue

Task #6 - How can we develop and use culturally responsive formative assessments for NGSS? Individual Work

Task #7 - How can we develop and use culturally responsive formative assessments for NGSS? Group Reflection and Dialogue

Task #8 - How can we integrate the NGSS practices into assessment tasks? Individual Work

Task #9 - How can we integrate the NGSS practices into assessment tasks? Group Reflection and Dialogue

 

Please click on the right arrow below to advance to Task #2: What is Formative Assessment? Individual Work.

Please be sure to complete Oregon Science Project Hybrid NGSS Module 1 and Oregon Science Project Hybrid NGSS Module 2 before beginning this module.

What is Formative Assessment? Individual Work

 

Video Overview of OSP Module #3 Task 2

On Your Own:

Components: Two readings to skim and one reflective survey to prepare for Task #3 with a group.
Relevance: Building on your own understanding and experience with formative assessment.
Preparation: This individual work portion prepares you to engage in reflective dialogue with a small group in Task #3.

For the work in this module, it’s important that everyone is prepared to dialogue about formative assessment which requires we first build on our individual understanding of what formative assessment is as compared to summative assessment. Please engage with the two resources below and complete Survey #1 before you meet with your group for Task #3.

Link to Survey #1. 

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Formative Assessment

Please skim this reading and look for the five attributes of formative assessment. Be ready to respond to each in Survey #1 at the end of this task. You will also be using this document for Task #3 with your team.

 

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Please skim this reading and look for the definition of formative assessment presented on page 9. Keep this resource open on page 10 for your reference on Survey #1 at the end of this task. You will also be using this document for Task #3 with your team.

 

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Please keep your resources open to complete before you work with a group in Task #3.

Anonymous responses from Survey #1 will be used for group work in Task #3.

Once you have completed Survey #1 you are ready to meet with your group and your facilitator. When you are assembled with your team, click on the right arrow below to go to Task #3 What is Formative Assessment? Group Reflection and Dialogue.

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 www.stemteachingtools.org 

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:

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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
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

 

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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.

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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.

 

 

What Are Some High Leverage Practices for Formative Assessment in the NGSS Classroom?  Individual Work

OSP '17-'18 NGSS4Oregon Module 3 Task 4 Overview

On Your Own:

Components: One document with 27 specific high leverage practices to skim and one reflective survey to sprepare for Task #5 with a group.
Relevance: Building on your own understanding and experience with high leverage practices and how they support formative assessment in NGSS science for all students.
Preparation: This individual work portion prepares you to engage in reflective dialogue with a small group in Task #5.

Please open the resource below and then open Survey #2 before you meet with your group for Task #5. Be sure to skim the resource and take a look at the examples and nonexamples of the practices you choose on the survey.

A Resource for Equitable Classroom Practices (Equity Initiatives Unit - Office of Human Resources and Development - Montgomery County Public Schools, Maryland)

SURVEY #2 here- Please complete several days before your Task #5 Group Dialogue is scheduled so that your facilitator can use your responses to prepare.

Once you have completed Survey #2 and you are assembled with your team, click on the right arrow below to go to Task #5 What are some high leverage practices for formative assessment in the NGSS classroom? Group Reflection and Dialogue.

What Are Some High Leverage Practices for Formative Assessment in the NGSS Classroom?  Group Reflection and Dialogue

OSP '17-'18 NGSS4Oregon Module 3 Task 5 Overview

Overview of Group Work: 

Components: Question prompts to drive reflective dialogue using team responses from Survey #2 parts 1 and 2. Group creation of equity vision for students via the NGSS.

Relevance: Building a shared understanding and experience with high leverage practices to increase equitable participation in science in Oregon’s K-12 classrooms. All Oregon Science Project teams will be contributing to a shared online document to show the vision for increasing student access to high quality and engaging science via the NGSS.

Preparation for This Task:

  • Complete Survey #2 from Task 4 by the deadline set by your Learning Facilitator.

  • Revisit your responses from Survey #2. Once you submitted your responses they were sent to your inbox for the email account you used when filling out the survey.

  • Open this resource from Task #4 to use: A Resource for Equitable Classroom Practices (Equity Initiatives Unit - Office of Human Resources and Development - Montgomery County Public Schools, Maryland)

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

Large Group Dialogue A 

Your Learning Facilitator will provide you with prompts and other material which relate to your responses from Survey #2. Please consider your responses and the Resource for Equitable Classroom Practice as you work collaboratively on the questions below.

Facilitator - Insert relevant materials (links, images) that relate to their responses. Please see instructor description in this task for more information.

Small Group Dialogue

Under the guidance and direction of your facilitator, you will explore the following questions in small groups of 2-4.

Q1: What would you add to the Oregon Education Investment Board definition of Equity below? Why?

OEIB Equity Defintion: Equity in education is the notion that EACH and EVERY learner will receive the necessary resources they need individually to thrive in Oregon’s schools no matter what their national origin, race, gender, sexual orientation, differently abled, first language, or other distinguishing characteristic.

Q2: How does the quote below relate to how we talk about students who struggle with science? How can shifting away from deficit thinking along with the NGSS shift away from memorization of vocabulary towards "language in use" help us refocus our conversations around supporting every student?

"Finally, Hart and Risley draw attention to a real problem that teachers encounter every day in their classrooms: children enter school with more or less of the linguistic, social, and cultural capital required for school success. However, we take exception to the characterization of this situation in terms of linguistic or cultural deficiencies. Through the lens of deficit thinking, linguistic differences among poor parents and children are transformed into deficiencies that are the cause of high levels of academic failure among poor children. In this formulation, the ultimate responsibility for this failure lies with parents who pass on to their children inadequate language and flawed culture. But, in our view, the language differences Hart and Risley reported are just that—differences. All children come to school with extraordinary linguistic, cultural, and intellectual resources, just not the same resources. (p. 369 from Pathologizing the Language and Culture of Poor Children)

 

Q3: How do you see the practices your team chose in part #2 of the survey supporting equitable access in the NGSS classroom?

Please also refer to Chapter 11 of the Framework for K-12 Science Education and connect specific language from the chapter addressing equity to high leverage practices you discuss. Be ready to share at least two specific examples with the large group.

 

Q4: In your local context, what is the most common topic when around issues of equity (i.e. migrant students, students with special needs)?

Is there a specific focus on increasing equity in science? Why or why not? Be sure everyone has a chance to share their own context in a constructive context avoiding deficit thinking as explored in the first question above.

 

Large Group Dialogue B

Under the guidance of your Learning Facilitator, your entire team will:

  1. Debrief your small group dialogue work by going through each question above and contributing ideas from each group to the large group.

  2. Shift from dialogue (shared understanding) to discussion (coming to a decision).

  3. Collaboratively craft an Equity Vision Statement that captures the rich material and ideas your small and large dialogue produced. As a member of the team it is your responsibility to ensure everyone has participated and contributed. 

  4. Contribute to your Equity Vision Statement to the statewide Oregon Science Project Equity Vision Padlet. The link to the Padlet is here, and your facilitator will post your statement once you have completed it. There should only be one statement per Oregon Science Project NGSS4Oregon Team.

Once your facilitator posts your Team Equity Vision Statement to the Oregon Science Project Padlet and concluded your time with your group, please click on the right arrow below to begin Task #6 "How can we develop and use culturally responsive formative assessments for NGSS? Individual Work" on your own.

How Can We Develop and Use Culturally Responsive Formative Assessments for NGSS? Individual Work

OSP '17-'18 NGSS4Oregon Module 3 Task 6 Overview

On Your Own:

Components: A single assignment to take three pictures to capture aspects of your life in preparation for Task #7.

Relevance: Continuing to build a shared understanding of formative assessment with a shift towards utilizing home lives and culture into the NGSS classroom via cultural formative assessment. 

Cultural Formative Assessment: Focus is on ways of knowing, doing, and being that are specific to science and other subjects. It presumes that students bring to the learning environment important knowledge, interests, and experiences from their daily lives that teachers must elicit and use to inform instruction.

Your Task 

Utilizing the camera on your phone, or another digital photography device please capture three different examples of your life and culture. You could also locate pictures on your phone or other device that represent these.

  1. An activity or item releated to how you take care of your health and wellbeing.
  2. A way that that you cool down or heat up food or drink at home. For this one please upload your photo to Google Draw and use text and other drawing tools to show what is happening when you cool off or heat up the material. 
  3. A group of learners or a learner that you are working with this year. This could be a photograph of your entire class, a picture of a couple of students, pictures of teachers you are working with, or even members of your family (including animals!). If you share pictures of students or teachers please be sure you have their permission to share with your team in this task.

You will be uploading all three of your photographs and sharing them with your team in Task #7 before you look at student examples of similar tasks and relate them to culturally responsive formative assessment. Your facilitator will provide you with a link and instructions here on the expectations of where to upload your pictures and the date that they are expected to be uploaded. Your photos should up uploaded before you meet with you team for Task #7.

Going Further (optional)

Interested in learning more about how this process of self documentation can support equity and inform formative assessment in the NGSS classroom? Head to STEM Teaching Tools Brief 31 and check out some of the links: How to launch STEM investigations that build on student and community interests and expertise

After uploading your pictures, you will next meet with your group and collaboratively complete the next task in real time. Once you are gathered with your team and ready to begin, click on the right arrow below to head to Task 7: How Can We Develop and Use Culturally Responsive Formative Assessments for NGSS? Group Reflection and Dialogue

How Can We Develop and Use Culturally Responsive Formative Assessments for NGSS? Group Reflection and Dialogue

OSP '17-'18 NGSS4Oregon Module 3 Task 7 Overview

Components: Small group sharing of self documentation work from Task #6, individual reflective survey, small group dialogue, large group dialogue, wrap up.

Relevance: This task brings your self documentation work in Task #6 to bear on culturally responsive formative assessment in the NGSS classroom. You will have the opportunity to think with your team about possibly overlooked opportunities to connect science with your students’ lives.

Preparation for this Task: Be sure to complete your self documentation work from Task #6 and upload all three of your images to the shared online workspace that your facilitator has created specifically for your team. Be ready to share more about your images when you meet to complete this task as a group.

Group Sharing of Self Documentation work from Task #6  (in groups no larger than 6)

Your facilitator will provide you with a protocol for sharing your images and providing more background about each image.

Individual Survey in Real Time

Please complete Survey #3 in real time during this group work. Your facilitator will provide you with the group responses to use in this section of the task. Although your responses are anonymous you are welcome to share which ones are yours if you would like.

Survey #3 here.

Large Group Dialogue A

As a large group, look at the summary results of your survey. This could be provided by your facilitator or you can access the summary once you submit your survey.

Under the guidance of your facilitator, use the questions below to guide your group dialogue. Some of the questions may be of more interest or relevance to your work than others. Connect the questions below to the responses and quotes in Survey #3 that you just completed.

Please focus on what you can do and the possibilities avoiding deficit thinking and language as covered earlier in this module.

How can science instruction…

  • be inclusive to the interests and goals of all students and their communities?

  • connect the science students learn in class to experiences outside the classroom—in personally or culturally relevant ways?  

  • build on student’s experiences with natural phenomena?

  • make connections between everyday and disciplinary knowledge, discourse, and ways of knowing?

  • help students leverage or extend personal identities in relation to science?

Small Group Dialogue A

In groups of 2-4, please go to the instructions for a student self documentation project here. After taking a look at the student task, click on the student self documentation work samples from the task by clicking the image below. Every member of the group can have their own document open, or you can share your screen to go through them together. Look for interests and everyday practices that could be connected to a ‘microbiology of health’ unit. 

After you have looked at all of the samples be ready to contribute your ideas to the next large group dialogue.

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Click Image for Student Work Samples


Large Group Dialogue B

In your whole group and under the guidance of your facilitator, share your ideas and the connections you are making. The five questions below are a guide.

1. One or two interest-driven lesson connections or investigations students could engage in.

2. How you might use the self-doc instructional technique in your teaching.

3. Which curriculum units do you teach that could be connected to students’ lives outside of school?

4. How will you create a safe classroom culture where students are able to openly share aspects of their lives? How can you help them share only what they and their families are comfortable sharing?

5. You should model how STEM relates to your own cultural life. Do any self-doc task yourself before asking students to do it. What would you focus on?

Small Group Dialogue B

What cultural formative assessment purpose do you think would be the most useful in your context?

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Click Image to go to larger font

 

Large Group Dialogue C

Debrief the small group dialogue and build upon it using the prompt below for your large group dialogue wrap up.

In what different ways do you see cultural assessment guiding instruction? Use the list below to make specific connections to your context and practice.

  1. Identifying cultural endeavors from the lives of learners and relating them to instruction. This could be done at the start of the unit or by making connections along the way

  2. Identifying compelling phenomena or culturally-grounded, local investigations for students to engage in

  3. Identifying follow-on community “action projects” that connect to science concepts (e.g., public service announcements, community engagement projects)

  4. Placing students in teacher-like roles, in which they can support their peers based on their life experiences and knowledge

  5. Identifying and resourcing desired individual archetypes (i.e., kinds of people they may want to become) that fit student interests and dispositions

Going Further - Optional

Design a Self-Doc Assessment Task

  • Think about a self-doc task you could use for a specific purpose. Review the sample prompts:

    • Personally Relevant Instruction: What are the things you and your family do to stay healthy?

    • Cultural Sources or “Funds” of Knowledge: Which groups or individuals in your community engage in systematic design? What do they design?

    • Relating Science to a Community Project: What environmental challenges are faced by your community?

  • Select the purpose for the self-doc and draft a prompt for your self-doc task.

  • Share your draft with your team, review their feedback, and revise it.


Once your facilitator has concluded your time with your group, please click on the right arrow below to begin Task #8 How can we integrate the NGSS practices into assessment tasks? Individual Work on your own.
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Resources from Module #3

Please see all of the resources from Module #3 attached below. This is the single place where you can access all of these resources. This task is not an assignment, but instead a library for you.