Science Standards Roll-out and Assessment Concept Draft

“Change is the law of life. And those who look only to the past or present are certain to miss the future.”

—John F. Kennedy

The focus is science instruction.

With KBE’s support, teachers will focus fully on classroom implementation of the Next-Generation Science Standards (NGSS) during the upcoming school year. Teachers will continue developing proficiency and understanding of the science standards with the support of teacher networks, develop new curriculum and units, and engage students in the kind of classroom experiences expected with more rigorous, performance-oriented standards. This provides teachers the time to develop facility with pedagogical strategies that support the three-dimensional learning as required by the standards: integration of content with science and engineering practices and cross-cutting concepts.

While implementing new standards, there is no need to prepare students for a test of outdated standards.• The new standards will require a different kind

of assessment. KDE has been working to define the concepts and testing framework for a new science test.• Due to the NCLB waiver, an NRT for science will

be given but will NOT be a part of accountability. • Accountability is adjusted to move the

contribution from the science test to other subject area tests.

Developing Assessments for the Next Generation Science Standards

• Read the brief that summarizes the full report beginning on page 2 at the section titled, A SYSTEMS APPROACH TO ASSESSMENT.• While reading, underline ONE sentence that you find the

most important.• At your tables, take turns sharing your sentence,

WITHOUT COMMENTARY FROM SPEAKER OR GROUP MEMBERS.

The state assessment drives what happens in our classrooms and it derails authentic science

learning for our students.

So, what if…..

Imagine if you had the opportunity to reverse that model?

What if you could be part of a system where instructional planning based on 3-dimensional science standards was the cornerstone of assessment design?

What if…Kentucky teachers focused first on shifting their instruction and developing assessments to reflect the 3-dimensional learning intention of the framework?

What if…

This teacher and student learning determined what our state assessment looked like so that our kids are assessed in a way they can demonstrate what they really know?

Our new science standards require a shift from what scientists and engineers know to what scientists and engineers do with what they know.

Instructional experiences created from these standards will give students an opportunity that many have not had before: to solve problems, evaluate evidence and search for important questions.

Imagine…

A world where classroom experiences drive state assessment

A world where students engage in authentic science experiences

Teacher Leaders are the pivotal point in this process!

WHY?

As a table discuss the purpose of the 3 components on the chart.

The questions provided are only meant to be a starting point for the discussion.

Why Standards for ALL?

• Science is more than just 4th and 7th grade!

• Science is more than just memorizing facts and ‘knowing’ science. Science is DOING!

• Science is a vehicle to engage students who often find other subjects unengaging.

Why Assessment Literacy?

Implementation of formative assessment strategies to monitor student understanding and alter classroom instruction enables science teachers to immediately begin the types of assessments that NGSS will require.

Why Common Embedded Assessments?

• These will provide a more complete picture than one assessment at the end of the year.

• These will give students the opportunity to ‘do’ the science that can’t be shown with a MC test.

Concept Design - DRAFT

Science Teacher Leadership Network

September 30, 2014

Teresa Emmertteresa.emmert@education.ky.gov