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Innovation Lab Network -- Quality Criteria for Performance Assessments

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Performance assessments offer a departure from traditional assessment frameworks. In performance assessments, students develop and demonstrate mastery of standard-aligned content and skills through completion of authentic, relevant, and engaging tasks, and application of higher order thinking skills through research, modeling, design, analysis, experimentation, and/or evaluation.

Material Type: Assessment

Authors: Jamie Rumage, Stanford Center for Assessment Learning and Equity

High School Assessment - How Acidic Is It? Impacts of Ocean Acidification

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This task by ClimeTime educators at Graham Kapowsin High School, is for high school chemistry students studying pH and/or equilibrium or for high school environmental science students studying ocean acidification. Students identify patterns and connections between graphs of atmospheric carbon dioxide concentrations, oceanic carbon dioxide concentrations, and ocean pH. Given chemical equations for calcium carbonate formation and bicarbonate formation, students explain how atmospheric carbon dioxide concentration increases and ocean acidification impact the ability of sea life to form shells. This resource includes a student task document, teacher guide, and task facilitation slides.

Material Type: Assessment

Authors: Brian Ehlert, Steven White

High School Assessment - Tacoma LNG: Conflicting Proposals

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Is Liquified Natural Gas needed in the Port of Tacoma? This task, by ClimeTime educators, is designed for students in grades 9-12 studying chemistry or environmental science. Students discuss their daily relationship to methane energy systems and marine-land environments, then they develop their abilities to compare and write arguments for managing the community’s energy needs. Resource includes a student task document, teacher guide, and task facilitation slides.

Material Type: Assessment

Authors: Korey Peterson, Tom Hathorn

ACESSE Resource A - Introduction to Formative Assessment to Support Equitable 3D Instruction

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In this professional development session, we will develop a shared understanding of how formative assessment works and different approaches that have been developed. The material for this resource come from a series of PD sessions on formative assessment developed by the ACESSE team: Philip Bell, Shelley Stromholt, Bill Penuel, Katie Van Horne, Tiffany Neill, and Sam Shaw.We will be updating this Facilitator's Guide for ACESSE Resource A with the most up-to-date information about this resource over time. If you encounter problems with this resource, you can contact us at: STEMteachingtools@uw.edu

Material Type: Module

Authors: Sarah Evans, Philip Bell, Shelley Stromholt, WILLIAM PENUEL, Sam Shaw, Tiffany Neill, Katie Van Horne, Abby Rhinehart

ACESSE Resource E: Selecting Anchoring Phenomena for Equitable 3D Teaching and Assessment

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This pair of workshops is designed to introduce you to the process of selecting phenomena that can anchor an entire unit that supports students’ 3D science learning or that can serve as a basis for a multi-component assessment task. This resource can also be used by individuals wanting to refine their teaching practice around phenomena based instruction. You may have heard a lot about phenomena, but you may also be wondering what exactly they are, and whether using phenomena is any different from how teachers teach today already.This learning experience will help you:Explain to a peer the role of phenomena and design challenges in science teaching, with a particular focus on equity and justice. Generate working definitions of phenomena, design challenges, and disciplinary core ideas. Identify phenomena related to a bundle of three-dimensional standards. Experience how phenomena can be introduced at the start of a unit, in order to launch a student-driven series of questions.

Material Type: Module

Authors: Hank Clark, WILLIAM PENUEL, Philip Bell, Deb Morrison, Abby Rhinehart

ACESSE Resource B - How to Assess Three-Dimensional Learning in Your Classroom

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The NRC Framework for K-12 Science Education and the resulting Next Generation Science Standards focus on an integrated three-dimensional view of science learning in which students develop understanding of core ideas of science and crosscutting concepts in the context of engaging in science and engineering practices.How is assessing three-dimensional science learning different than how we have thought of science learning in the past? How can we design assessment tasks that elicit student’s current understanding of specific aspects of the disciplinary core ideas, science and engineering practices, and crosscutting concepts in order to shape future instruction? In this workshop, participants will learn how to interpret and design cognitive formative assessment to fit a three-dimensional view of learning.This resource originates from a series of PD sessions on 3D formative assessment developed and provided by Katie Van Horne, Shelley Stromholt, Bill Penuel, and Philip Bell. It has been improved through a collaboration in the ACESSE project with science education experts from 13 states. Please cite this resource as follows:Stromholt, S., Van Horne, K., Bell, P., Penuel, W. R., Neill, T. & Shaw, S. (2017). How to Assess Three-Dimensional Learning in Your Classroom: Building Assessment Tasks that Work. [OER Professional Development Session from the ACESSE Project] Retrieved from http://stemteachingtools.org/pd/SessionB

Material Type: Module

Authors: Sarah Evans, Philip Bell, Shelley Stromholt, Katie Van Horne, WILLIAM PENUEL, Sam Shaw, Tiffany Neill, Abby Rhinehart

ACESSE Resource C - Making Science Instruction Compelling for All Students

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How can science instruction be meaningfullyconnected to the out-of-school lives of students? In this professional development, we will consider how to design formative assessments that build on learners’ interest and knowledge, promoting equity and social justice in the process. The material for this resource comes from a series of PD sessions on formative assessment originally developed by Philip Bell and Shelley Stromholt.We will be updating this Facilitator's Guide for ACESSE Resource C with the most up to date information about this resource over time. If you encounter problesm with this resources, you can contact us at STEMteachingtools@uw.eduThis resource was refined through a 13-state collaboration to make the resource more broadly useful. If you choose to adapt these materials, please attribute the source and that it was work funded by the National Science Foundation (NSF).

Material Type: Module

Authors: Sarah Evans, Philip Bell, Abby Rhinehart

ACESSE Resource D - How to Craft 3D Classroom Science Assessments

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Abstract: This session provides a step-by-step process to support participants as they design a 3D assessment task for the science classroom. Along the way, they learn how to define 3D learning performances for specific lessons—and how to use a range of tools to support their assessment design work. A key goal of the session activity is to improve the connection of intended learning goals to assessment practices. Participants build their 3D assessment design capacity by designing and workshopping tasks—before piloting them in their classrooms. The approaches learned in this workshop can be used with any curricula, at any grade level, and across all subjects of science. 

Material Type: Module

Authors: Hank Clark, Philip Bell, Abby Rhinehart, Deb Morrison

ACESSE Resource G - Learning to See the Resources Students Bring to Sense-Making

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Overview: In this workshop, we will build our capacity to identify the range of intellectual resources students use as they make sense of phenomena. We will first explore how equity and justice relate to culture-based approaches to pedagogy—and then focus on how to identify and leverage the resources students use in moments of sensemaking. This resource can also be used by individuals wanting to learn how equity involves promoting the rightful presence of all students across scales of justice, desettling inequities, and supporting expansive learning pathways. This workshop provides participants with an opportunity to explore important theoretical ideas by exploring examples of how learners engage in diverse sense-making. Participants will learn about some of the challenges that less expansive learning environments can cause for learners from non-dominant communities. This resource is estimated to take between 161-268 minutes (2 ⅔ - 4 ¾ hours), depending on the choices of the facilitator in scenario selection.

Material Type: Module

Authors: Hank Clark, Philip Bell, Deb Morrison, Gina Tesoriero, Abby Rhinehart

Using Phenomena in NGSS-Designed Lessons and Units

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WHAT ARE PHENOMENA IN SCIENCE AND ENGINEERING? Natural phenomena are observable events that occur in the universe and that we can use our science knowledge to explain or predict. The goal of building knowledge in science is to develop general ideas, based on evidence, that can explain and predict phenomena. Engineering involves designing solutions to problems that arise from phenomena, and using explanations of phenomena to design solutions. In this way, phenomena are the context for the work of both the scientist and the engineer.

Material Type: Teaching/Learning Strategy

Authors: Achieve, Jamie Rumage, NextGenStorylines, STEMTeachingTools

Oregon Science Project Hybrid Module #2 - Talk & Equity

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The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.Who talks and why?Engaging All Students 

Material Type: Module

Author: Cristina Trecha

Remix

Oregon Science Project Hybrid Module #3: Formative Assessment for Equity

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Oregon Science Project Module #3 Facilitator Video OverviewThis is the third in a series of Hybrid NGSS Modules curated by the Oregon Science Project in 2017 using already created, research-based NGSS professional development resources. This module focuses on formative assessment and how it can help educators to make student thinking visible and also how to use student ideas and models for teaching in the NGSS classroom.  It builds on the work of the first two: Module #1 Phenomena & Equity, Module #2 Talk & Equity.All Oregon Science Project Hybrid NGSS PD Modules are designed to be done together with other educators in real time either online or face-to-face. The Oregon Science Project utilizes the videoconferencing tools of Zoom to run small teams of K-12 educators through these modules online in real time. Some Oregon Science Project Learning Facilitators are able to meet with their teams in person and still use these modules on computers during face-to-face work.It was built using the OER Commons Module builder so it is broken into units as Tasks. Some are meant to be done individually, while others are designed for group dialogue and interaction. Dialogue in this case is used as way to build shared understanding. This is compared to discussion where a group is working on making a decision or choice. This difference is based upon the Adaptive School Work of Garmston and Wellman. You can read more about this in Chapter 4 of the Adaptive School: A Sourcebook for Developing Collaborative Groups. The design of the modules and overall framework is also informed by the research about professional development from A Facilitator's Guide to Online Professional Development: Establishing Communities of Learning and Cultures of Thinking by Carol Brooks Simoneau and Gerald Bailey.Instructor DescriptionsAccompanying each task is a backend "Instructor Description." Each Instructor Description is only intended for the instructor or facilitator of the module and not the educator participating as a learner in the module. Each Instructor Description includesbakckground informationinstructions for facilitator preparationtips/ideas for facilitators working with a group onlinetips/ideas for face-to-face facilitationlinks to other resources when appropriateRemixing and Using this Module for Professional DevelopmentIf you would like to use this module, simply select REMIX and then edit your own copy so that it represents your facilitation style, local context, and professional development needs. This module was developed based upon the assumption that all participants have completed Oregon Science Project Hybrid NGSS Modules #1 and 2 and are studying the NGSS.Module #3 Components:Task #1 - Module #3 OverviewTask #2 - What is formative assessment? Individual WorkTask #3 - What is formative assessment? Group Reflection and DialogueTask #4- What are some high leverage practices for formative assessment in the NGSS classroom?  Individual WorkTask #5 - What are some high leverage practices for formative assessment in the NGSS classroom?  Group Reflection and DialogueTask #6 - How can we develop and use culturally responsive formative assessments for NGSS? Individual WorkTask #7 - How can we develop and use culturally responsive formative assessments for NGSS? Group Reflection and DialogueTask #8 - How can we integrate the NGSS practices into assessment tasks? Individual WorkTask #9 - How can we integrate the NGSS practices into assessment tasks? Group Reflection and Dialogue

Material Type: Module

Author: Cristina Trecha

NGSS Toolkit

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This Wakelet is a collection of links to free online resources that address all areas of teaching the Next Generation Science Standards (NGSS). The resources are grouped together in smaller, topic-based collections. A range of resources are provided for K-12, and additional links will be continually added to the collection. 

Material Type: Activity/Lab, Data Set, Game, Homework/Assignment, Interactive, Lesson, Reading, Simulation, Unit of Study

Author: Kimberley Astle

High School Integrated Physics and Chemistry Course

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The High School Integrated Conceptual Science Program (ICSP) is a NGSS-aligned curriculum that utilizes the conceptual progressions model for bundling of the NGSS, High School Conceptual Model Course 1 and strategies from Ambitious Science Teaching (AST) to focus on teaching practices needed to engage students in science discourse and learning. Course 1 is the High School Integrated Physics and Chemsitry Course.   The goal of these units is to encourage students to continue in STEM by providing engaging and aligned curriculum. The focus of this year long course is on the first year of high school (freshman).  While the course is designed to be taught as a collection of the units, each unit could be taught as a separate unit in a science course.  A video about the new course shared its unique approach to learning and teaching. Wenatchee School District, one of the participating districts, wanted a way to share the program with the community. https://youtu.be/9AGk19YUi2oCourse 1 of the ICSP development was funded by Northwest Earth and Space Sciences Pipeline (NESSP) which is funded through the NASA Science Mission Directorate and housed with Washington NASA Space Grant Consortium at the University of Washington.

Material Type: Activity/Lab, Assessment, Full Course, Lesson, Module, Unit of Study

Authors: Carissa Haug, MECHELLE LALANNE

Supporting Students’ Science Learning During School Closures

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As schools close their doors as part of public health measures to limit the spread of COVID-19, educators are faced with how to support the diverse needs of all learners when students are not in school. This guide recognizes that solutions will not be – nor should be – “school as usual,” simply delivered in a virtual environment. Instead, this resource was developed by members of the Council of State Science Supervisors to provide guidance around how to support student science learning during these unique circumstances. Image by April Bryant from Pixabay 

Material Type: Teaching/Learning Strategy

Authors: Barbara Soots, Kimberley Astle, Ellen Ebert, Washington OSPI OER Project

Kindergarten - Engineering a Game Solution

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Portland Public Schools has developed this unit. Their hope is that ALL K-5 students will be able to access rigorous, standards-aligned science instruction that engages them in hands-on experiences and sense-making through student discourse. They want to encourage all students to be critical thinkers and lifelong learners. To that end, the science and ESL departments at Portland Public Schools, in consultation with NGSS writer Rita Januszyk, have developed units that are aligned with both Next Generation Science Standards and Oregon’s English Language Proficiency standards. Throughout this unit, students test pushes and pulls. They apply their understanding of forces to solve an engineering problem to design a game that requires players to move their tennis ball within given rules.

Material Type: Activity/Lab, Lesson

Authors: Geoff Stonecipher, Jamie Rumage, Jennifer Mayo, Jennifer Scherzinger, Kate Yocum, Rita Januszyk, Susan Holveck

COVID-19! How Can I Protect Myself and Others?

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COVID-19! How Can I Protect Myself and Others? will help you, and your community, understand the science of the virus that causes COVID-19 and other viruses like it. It will help you to figure out how this virus is impacting or affecting you or may impact you in the future. It will help you to understand the actions that you can take to keep yourself and your community safe. In this project, you will discuss how people feel about the virus. You will investigate the science of this virus. You will explore public health measures, which are things that are happening in your community or may happen soon to keep COVID-19 from spreading. You will take action to support health in your community.

Material Type: Lesson, Lesson Plan, Unit of Study

Authors: InterAcademy Partnership, Smithsonian Science Education Center

Food! How Do We Ensure Good Nutrition for All?

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Food! is a freely available community research guide developed by the Smithsonian Science Education Center (SSEC) in partnership with the InterAcademy Partnership as part of the Smithsonian Science for Global Goals project. These Smithsonian Science for Global Goals community research guides use the United Nations Sustainable Development Goals (SDGs) as a framework to focus on sustainable actions that are defined and implemented by students. Food! is a module broken up into seven parts. Each part contains a series of tasks to complete. Each task contains additional resources to support that task. We have provided a suggested order for the parts and tasks. However, the structure of the guide hopefully allows you to customize your learning experience by selecting which parts, tasks, and resources you would like to utilize and in what order you would like to complete them.

Material Type: Lesson, Lesson Plan, Module, Unit of Study

Authors: InterAcademy Partnership, Smithsonian Science Education Center

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