State Discussion of the Classroom Assessment Primer by Peter McLaren https://padlet.com/mclarenpeterj/89xwsao1g8 Use this space to record your thoughts...questions...comments to help disseminate this tool en-us 2016-10-25 00:01:12 UTC 2025-10-28 08:28:43 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Apple.png NAS Primer:  Where are your educators with respect to three-dimensional classroom science assessment? https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133326750 2016-10-26 14:05:08 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133326750 How are you supporting educators in your districts with three-dimensional classroom science assessment? https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133327260 2016-10-26 14:06:09 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133327260 NAS Primer: How could this primer serve as a resource to you in supporting three-dimensional assessment? https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133327645 2016-10-26 14:07:03 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133327645 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? https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133327767 2016-10-26 14:07:21 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133327767 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 https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133328356 2016-10-26 14:08:44 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133328356 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 salladmas https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133329022 2016-10-26 14:10:09 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133329022 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" https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133330247 2016-10-26 14:12:43 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133330247 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. https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133330766 2016-10-26 14:13:56 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133330766 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? https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133331578 2016-10-26 14:15:37 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133331578 https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133331776 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?, ]]> 2016-10-26 14:16:01 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133331776 sean_elkins1 https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133331963 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."

]]> 2016-10-26 14:16:26 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133331963 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? https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133332113 2016-10-26 14:16:48 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133332113 scott_speedracer https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133344992 Is this primer going to be available for free download?]]> 2016-10-26 14:48:02 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133344992 http://learndbir.org/resources/NGSS-TaskFormats_March2016v3.pdf mdmbcope https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133345427  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. ]]> 2016-10-26 14:49:12 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133345427 Brett's circles of beautifulness https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133345805 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.]]> 2016-10-26 14:50:06 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133345805 Sign up for the NGSS NOW newsletter with monthly ideas on how to use a specific example of bundled PEs. https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133345877 2016-10-26 14:50:18 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133345877 http://learndbir.org/resources/CrosscuttingConceptsPrompts-160822.pdf mdmbcope https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133346766 Cross-cutting concept prompts...check them out.]]> 2016-10-26 14:52:34 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133346766 Rick Stiggins https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133373217
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. 

]]> 2016-10-26 15:51:36 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133373217 Plenary ideas https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133434468 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? ]]> 2016-10-26 18:17:15 UTC https://padlet.com/mclarenpeterj/89xwsao1g8/wish/133434468