Taking Stock of Science Standards Implementation Proceedings of a Virtual Summit (2022) / Chapter Skim
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8 Assessment as a "Caring Practice" - Systems of Assessment
8 Assessment as a "Caring Practice" - Systems of Assessment
Pages 65-74
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From page 65... ...
Badrinarayan asked workshop participants to think about what they value most about the experiences that students have, the performance that they can produce as a result of their educational experiences, and what role assessment plays in meeting this vision. When people are asked these questions, she said, they tend to focus on students seeing themselves and their identities as essential components of the scientific endeavor, on students building confidence and growing, and on students becoming critical thinkers who can navigate complex novel situations.
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From page 66... ...
Like in the other sessions, Badrinarayan asked the following five panelists a series of questions. • Daniel Alcazar-Roman, The Lawrence Hall of Science at the Uni versity of California, Berkeley • Alec Barron, San Diego Science Project • Tamara "TJ" Heck, Michigan Department of Education • Angela Landrum, Colorado Department of Education • Jim Pellegrino, University of Illinois at Chicago VISION FOR ASSESSMENT What does it look like for students to demonstrate learning and performance as laid out by the Framework and the NGSS?
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From page 67... ...
Although there has already been quite a bit of work on long cycle assessments and end-of-learning tests, the next frontier of work is to focus on short cycle assessment processes that help support students with moving toward goals. In Barron's former role as a content specialist, he used three core questions to guide student assessment: Where am I with my learning, where am I headed, and how am I going to get there?
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From page 68... ...
Barron shared that he and his partners have been working to develop an NGSS assessment toolkit to bring greater coherence among curriculum, instruction, and assessment at the classroom level. In Colorado, said Landrum, graduating students are required to pass one or more assessments from a menu of options; the menu includes traditional assessments such as the ACT and SAT but also innovative studentcentered options such as capstones and performance assessments.
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From page 69... ...
Educators are now collaborating to design assessments rather than working in isolation, and more principled approaches, such as evidence-centered design, are being used to guide assessment and development at the classroom and local level. For example, he said, in Washington, DC, modules from the Access Project were used to help teachers understand the NGSS and assessment; at the same time, teachers were engaged in the process of developing learning performances for every performance expectation that is included in state-level science assessments.
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From page 70... ...
In addition, the collaboration offered opportunities for networking, professional learning, and building relationships between researchers and practitioners. Another state-led effort, said Heck, has been facilitating a shift away from rote knowledge practices toward phenomenon-focused assessment structures; this allows students to use their sensemaking skills and bring together their knowledge of various dimensions of knowledge on the assessment.
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From page 71... ...
At the state level in Michigan, a bias and sensitivity review committee examines each assessment item, and stakeholders with specific lenses (e.g., special education, English language learner) look for potential issues.
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From page 72... ...
State- and federal-level assessments tend to have a number of restrictions, but at the classroom and district levels, there is more flexibility for adapting assessments to the context of the learner. We need tools to help educator networks contextualize phenomenon and problems and develop tasks that address local issues so that assessments can be more culturally relevant and equitable, AlcazarRoman said.
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From page 73... ...
Heck added that we need to consider "who is grading serving" and how we can create a system that will actually be of value to the parents and students in providing feedback. One approach, she said, is to create a student learning story -- how are the students learning and growing, and what can they do now that they couldn't before?
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