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6 Assessment
Pages 61-68

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From page 61...
... RECOMMENDATION 14 Help teachers develop appropriate forma tive assessment strategies. School leaders need to ensure that profes sional development for science teachers covers issues of assessment and supports teachers in using formative assessment of student thinking to inform ongoing instruction.
From page 62...
... Specifically, the tasks designed to assess the performance expectations in the NGSS will need the following characteristics: • include multiple components that reflect the connected use of different scien tific practices in the context of interconnected disciplinary ideas and cross cutting concepts; • address the progressive nature of learning by providing information about where students fall on a continuum between expected beginning and ending points in a given unit or grade; and • include an interpretive system for evaluating a range of student products that are specific enough to be useful for helping teachers understand the range of student responses and, for formative assessment, provide tools that can help teachers decide on next steps in instruction. The National Research Council (2014a)
From page 63...
... Assessments will need to include a variety of response formats, one of which needs to be performance-based questions that require students to con struct or supply an answer, produce a product, or perform an activity. Although performance-based questions are especially suitable for assessing some aspects of student proficiency on the NGSS performance expectations, it will not be feasible to address the full breadth and depth of the NGSS performance expectations for a given grade level with a single external assessment comprised solely or mostly of performance-based questions.
From page 64...
... Information should be routinely collected to monitor the quality of the classroom instruction that students receive, to determine whether all students have the opportunity to learn science in the way called for in the Framework, and to see whether schools have the resources they need to support science learning. This information might include onsite program inspections, student and teacher sur veys, monitoring of teachers' professional development, and a system for periodic documentation of samples of teachers' lesson plans and associated student work (National Research Council, 2014a)
From page 65...
... States are likely to be able to capitalize on efforts already under way to implement the new Common Core State Standards in English language arts and mathematics, which have required educators to integrate technology for assessment along with new learning expectations and instruction. Nevertheless, the approach to science assessment recommended in the NRC report (National Research Council, 2014a)
From page 66...
... For example, if the system includes classroom-based performance tasks, technology will be needed to allow teachers to submit student work products, share assessment rubrics, and grade the work of other teachers' students. Given the complexity of the science assessment system envisioned, state sci ence education leaders and those responsible for state assessment should consider partnerships with other states for the work.
From page 67...
... Wherever possible, the tran sition needs to be supported by temporary relief from high-stakes accountability targets to allow both teachers and students the time to "hit their stride" with new demands of the NGSS (National Research Council, 2014a)


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