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It's interesting to hear the overlap between the ASES SCASS person and the ideas of lifelong learners combined with student self-assessment. How do we develop a culture of student-teacher partnerships in assessment in the classroom rather than putting the responsibility all on the classroom teacher?

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We seem to have the ideas that in order to fix teacher assessment we need to give them the assessments – this is not feasible. We need to be working to train teachers in sound assessment principles in order to help them create their own quality assessments.

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Cross-cutting concept prompts...check them out.

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Sign up for the NGSS NOW newsletter with monthly ideas on how to use a specific example of bundled PEs.

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Sign up for the NGSS NOW newsletter with monthly ideas on how to use a specific example of bundled PEs.

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Instruction is huge (red circle).
Inside it is the classroom lesson (blue circle).
Inside the lesson, many smaller circles are formative assessment. But outside (box) of all this is the statewide/large-scale assessment - this needs to be brought inside the classroom (blue circle).

Context of summative assessment needs to be in the context of learning.

The dark side of assessment is to draw a box inside the instructional red circle and move it outside and call it summative assessment.

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The Next Generation Science Standards call for the development of “three-dimensional science proficiency,” that is, students’ integrated understanding of disciplinary core ideas, science and engineering practices, and crosscutting concepts. To assess three-dimensional science proficiency requires multicomponent tasks (National Research Council, 2014). These are sets of tasks linked by a common scenario, phenomenon, or engineering design challenge.

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Is this primer going to be available for free download?

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A key idea is that assessment tasks should look like classroom
activities, including large scale assessment, which should look like classroom
tasks. Do the developers of large-scale assessments know what NGSS looks like
in classrooms?

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A key idea is that assessment tasks should look like classroom
activities, including large scale assessment, which should look like classroom
tasks. Do the developers of large-scale assessments know what NGSS looks like
in classrooms?

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The 3-D learning curve is huge. 3-D assessment is like the famous SC definition of pornography. "-I can't define it, but I'll know it when I see it."

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curriculum designers are not necessarily skilled assessment designers (and vice versa) -- how can we be sure that new curricula that are being developed include well-designed formative assessments?,

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With the SEPs and CCCs performance task models with clear task demands can be developed in which the task measures a group of PEs, as well as a group of SEPS and a group of CCCs to make a more real world assessment design.  Why develop singleton (standalone items) that only measure one SEP, one CCC or one DCI (or even only 2 PEs), but don't require to use what they have learned during instruction and apply that in a performance task?

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With the SEPs and CCCs performance task models with clear task demands can be developed in which the task measures a group of PEs, as well as a group of SEPS and a group of CCCs to make a more real world assessment design.  Why develop singleton (standalone items) that only measure one SEP, one CCC or one DCI (or even only 2 PEs), but don't require to use what they have learned during instruction and apply that in a performance task?

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There is great need across all content areas for teachers to learn to  create  and use rubrics and score created student work and use this formatively. This should not be underestimated.

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There is great need across all content areas for teachers to learn to  create  and use rubrics and score created student work and use this formatively. This should not be underestimated.

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Definitely need more support for teachers in terms of examples.  Also potentially useful would be "non-examples."  For both we need to be able to say why some are good examples and why others are "non-examples"

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Definitely need more support for teachers in terms of examples.  Also potentially useful would be "non-examples."  For both we need to be able to say why some are good examples and why others are "non-examples"

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It might be nice to think about how we can create a collaborative tool for engaging Ts and admin in this primer. I am initially thinking an online module of sorts that could leverage the reading, but require some application and reflection. Thoughts? - sam.shaw@state.sd.us

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It might be nice to think about how we can create a collaborative tool for engaging Ts and admin in this primer. I am initially thinking an online module of sorts that could leverage the reading, but require some application and reflection. Thoughts? - sam.shaw@state.sd.us

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Performance assessment is the perfect marriage of assessment and instruction, but it takes time. How do we win converts to this model when everyone has a stop watch on assessment time

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Performance assessment is the perfect marriage of assessment and instruction, but it takes time. How do we win converts to this model when everyone has a stop watch on assessment time

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How do we reconcile the ideal of assessment tasks (including large scale summative) looking like classroom instruction with the limitations of large scale summative assessments, particularly computer sims vs. performance tasks?

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How do we reconcile the ideal of assessment tasks (including large scale summative) looking like classroom instruction with the limitations of large scale summative assessments, particularly computer sims vs. performance tasks?

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NAS Primer: How could this primer serve as a resource to you in supporting three-dimensional assessment?

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NAS Primer: How could this primer serve as a resource to you in supporting three-dimensional assessment?

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How are you supporting educators in your districts with three-dimensional classroom science assessment?

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How are you supporting educators in your districts with three-dimensional classroom science assessment?

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NAS Primer:  Where are your educators with respect to three-dimensional classroom science assessment?

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NAS Primer:  Where are your educators with respect to three-dimensional classroom science assessment?