Formatively Assessing NGSS: Three Models of Formative Assessment for Addressing NGSS Domains

Autor/inn/en	Cian, Heidi; Marshall, Jeff; Cook, Michelle
Titel	Formatively Assessing NGSS: Three Models of Formative Assessment for Addressing NGSS Domains
Quelle	In: Science Teacher, 86 (2019) 6, S.44-49 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Science Instruction; Teaching Methods; Standards; Science Teachers; Curriculum Development; Scientific Concepts; Lesson Plans; Student Projects; Active Learning; Problem Based Learning; Formative Evaluation; Guidelines; Engineering Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lesson planning; Unterrichtsplanung; Schulprojekt; Aktives Lernen; Problem-based learning; Problemorientiertes Lernen; Richtlinien; Ingenieurausbildung
Abstract	The "Framework" (NRC 2012) and "Next Generation Science Standards" (NGSS Lead States 2013) require science teachers to think differently. Specifically, NGSS's performance expectations now require that three domains (disciplinary core ideas (DCI), crosscutting concepts (CCC), and scientific and engineering practices (SEP)) be seamlessly integrated into teaching for each grade level. Great strides have been made in developing curriculum and instructional practices that assist teachers in guiding students to meet these performance expectations. For example, NGSS's "Classroom Sample Tasks", provide lesson plans that support student achievement of performance expectations through integrated project- and problem based activities. Despite these resources, clear strategies for assessments, particularly formative assessments, remain elusive for practicing teachers. In an attempt to provide assessment guidance for these NGSS goals, the authors of this article illustrate how formative assessments can be organized to support learning in all three domains using three models: Concurrent, Sequential, and Embedded. Table 1 summarizes the three models, including guidance of when each may be most useful. The remainder of the article shows what these models may look like in practice, including an example with a specified performance expectation and tips for teachers. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01