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Very well thought out :)

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You are Right! It'll be tough, but we can do it :)

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From what I read too
performance was not
enough. It's tough :(
KM

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We need to take out more concepts from our list

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We need to take out more concepts from our list

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To do this, we are going to have to make serious cuts from out previously proposed units.  This will require more time and I am fine with that, but what do we get rid of to carry out these tasks? No one like to take out things they have done.

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Reading this article makes me feel that most of my questions on tests and quizzes are useless because they are ont embedded in an authentic problems. MLS

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Reading this article makes me feel that most of my questions on tests and quizzes are useless because they are ont embedded in an authentic problems. MLS

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To comment on Kevin M's question...I feel like we do tend to jump the gun a bit. I am hoping the modeling course this summer gives me a new perspective on teaching chemistry. It seems to match with SEPs. MLS

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To comment on Kevin M's question...I feel like we do tend to jump the gun a bit. I am hoping the modeling course this summer gives me a new perspective on teaching chemistry. It seems to match with SEPs. MLS

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Much of this is what I know to be the best for students, but not always possible to implement

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It is clear from the article that there needs to be lots of time available to create these assessments, and revisions are an essential part of the process. This is an ongoing challenge, not something that will be 'solved' in the next few years. JF

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Kevin's Major Takeaway in developing NGSS

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Kevin's Major Takeaway in developing NGSS

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From what I have read so far and from my current understanding of the 3 dimensions of NGSS understanding. It looks like we are trying to be more broad and place a Chemistry perspective in major topics and themes. Based on what he have planned, do we need to reconsider our approach? Do we want to incorporate more big picture topics and try to infuse chemistry themes? Thoughts from KEVIN MICHIE

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p. 5 Evidence for time and Professional developement needed for Assessments OF learning

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p. 5 Evidence for time and Professional developement needed for Assessments OF learning

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"..these types of assessments...challenging to design...  Teachers will need extensive professional development to successfully incorporate..." KB

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The article confirmed we need time to build assessments.

May thinking has not changed.  I have always thought we are assessing students in a variety of methods that hit upon the 3d style of NGSS

We need time to build and time in the classroom. We may need to address the number of topics we teach and reduce to allow more of these 3D assessment methods to be used.

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As stated it takes adequate time and resources for professional development so that teachers can be properly prepared and guided to implement such assessments

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It does sound like this article had schools in mind like college preps, IMSA, etc. - not schools that service the general population.  MLS

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It does sound like this article had schools in mind like college preps, IMSA, etc. - not schools that service the general population.  MLS

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Page 2 under title: An Assessment System

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Page 2 under title: An Assessment System

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Sentence reads: "Students will need multiple-and varied- assessment opportunities to demonstrate their competence on the performance expectations."  I completely agree with this statement.  However, the TIME it will take to allow students to demonstrate their competence in multiple ways will affect the amount of PE's we cover.

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I think this article discussed good practices in terms of assessment and brought up valid points we should be doing in science classes, but often don't for a variety of reasons.  Lab practicals and performance based test should be part of our routine, but are difficult to implement and are time intensive both to prep and administer.

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"It's will not be feasible to assess all of the PE for ag iven grade level during a single assessment occasion" (pg. 2 last sentence).

"More tha one assessment task may be needed to adequently assess students' mastery of some PE, and any given assessment task may assess aspects of more than one PE" (pg. 3 first paragraph).

"Assessment tasks that attempt to test practices in siolation from oen another may not bve meaningful as assessments of 3D science learning" (pg. 3 first paragprah).

"Teachers will need extensive professional development to successfully incorporate this type of assessment into their practice" (pg. 5, second paragraph).

"[assessments] need to be designed so that they can be given to alarege numbers of studens, to be sufficiently standardized to support the intended monitoring purpose, to cover an appropriate breadth of the NGSS, and to be feasible and cost-effective for states" (p.g 6 second paragraph).

From all of this - we need a lot of PD, which doesn't seem to be available yet.  And we need to have our district 99 duties be setting up all of these PE assesments.  Also, I dont know how to make these assessments "feasible and cost-effective" and "be sufficiently standarized" so we can compare data.  This is all very tough and overwhelming.  I do think we should start small with maybe revamping how we look at giving and assessing labs.

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We have been doing lots of formative and some summative assessments that do address multiple components of NGSS (content as well as practices). At least in the classroom - state assessments are not, but we do not control those. JF

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"Teachers will need extensive professional development to successfully incorporate this type of assessment into their practice". What, if any, opportunities are there to be professionally developed for developing assessments for NGSS in our area? Should we consider putting the development of a question bank on hold until we have this training? Thoughts from KEVIN MICHIE

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Pg. 5 last paragraph - AT  - discusses curriculum development - where are the resource materials aligned to the new science framework

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Pg. 5 last paragraph - AT  - discusses curriculum development - where are the resource materials aligned to the new science framework

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Classroom assessments vs. Monitoring assessments

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Classroom assessments vs. Monitoring assessments

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We currently do these types of classroom assessments (mostly assessments FOR learning).  Yet, the district and state assessment development should not be a an expectation of a classroom teacher. KB

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The depth, level, multidimensional requirements of the assessments described are not something we as teachers can do in a few 2 hour time-blocks.  There are however professionals at textbook companies whose entire job consists of writing curriculum that takes into consideration the multi-dimensional needs of students while focusing on NGSS SEP's and PE's.  MLS

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The depth, level, multidimensional requirements of the assessments described are not something we as teachers can do in a few 2 hour time-blocks.  There are however professionals at textbook companies whose entire job consists of writing curriculum that takes into consideration the multi-dimensional needs of students while focusing on NGSS SEP's and PE's.  MLS

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There is not much new here.  We know this process takes lots of time and energy to develop quality assessments. JF

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See page 5!  "teachers will need extensive professional development..." We are very restricted on the time to do this correctly!  MLS

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See page 5!  "teachers will need extensive professional development..." We are very restricted on the time to do this correctly!  MLS

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The take away that I have from this section is that we can still do contained curricular units or item banks (modules?). I also saw that schools can choose if they want to be portfolio driven, are we considering to be more standard based in grading? Thoughts from KEVIN MICHIE

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South

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What questions, concerns, or suggestions do you have as we move forward with writing assessments in conjunctions with re-aligning chemistry in the 3d model?

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What questions, concerns, or suggestions do you have as we move forward with writing assessments in conjunctions with re-aligning chemistry in the 3d model?

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In what ways was your thinking  about designing science assessments changed as a result of reading this article?

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In what ways was your thinking  about designing science assessments changed as a result of reading this article?

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What components of how you think about science assessments were confirmed by reading this article?

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What components of how you think about science assessments were confirmed by reading this article?

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Post your thoughts below the following column headings.

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Post your thoughts below the following column headings.

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Initial your posts.  MJH