Standards Based Biology Designing and Aligning Assessments for Next Generation Science Standards Designing and Aligning Assessments for Next Generation Science Standards DATE: July 15, 2014 TIME: 2:00 - 3:00 p.m. HOST: NASBE COST: Free This webinar is now on-demand! Watch the full event here. The National Research Council recently released a report called Developing Assessments for the Next Generation Science Standards that outlines an approach to developing science assessments that align to the vision of standards such as Next Generation Science Standards (NGSS). Join NASBE July 15, 2014, from 2:00 to 3:00 pm (EDT), for a webinar with the Learning Science Research Institute’s Jim Pellegrino to explore ways to develop and implement a system of assessments designed to support teachers’ instruction, monitor learning on a broad scale, and identify ways students can learn science. Designing and Aligning Assessments for NGSS Presentation
Systems 1: Simple Machines © 2012 Clipart.com Purpose To explore the parts of a system and develop students’ understanding of the interactions between those parts. To engage in troubleshooting and design related to systems. Context This lesson is the first of a two-part series on systems. Elementary students tend to believe that a system must be doing something in order to be a system or that a system that loses a part of itself is still the same system. In Systems 1: Simple Machines, students take a closer look at a variety of simple hardware devices. Systems 2: Systems, Up, Up and Away! Planning Ahead Preview the online activities used in this lesson and gather required materials (listed on the websites): Motivation Before starting the Motivation, distribute the Gadget Breakdown student sheet. Visit the Exploring Leonardo website, designed by Boston's Museum of Science for the Science Learning Network, with your students. Development What does this part help the device do? Have students share their findings. Assessment
Assessment Instrument Information Page Assessment Instrument Information Page Please do not allow students to keep copies of any of these tests. It takes years of development effort to create and validate a reliable assessment instrument. If it is released to the public domain, students will locate it and all that work will be for naught. In fact, you might not want to use the formal name of the test on the versions you have students take. None of these tests are to be incorporated into a web-based question delivery system without adequate security to prevent printing or other unauthorized access by students. If you have any questions, please contact phone 919-515-7226 or e-mail Robert J. Graphing, Measurement TUG-K Beichner's Test of Understanding Graphs in Kinematics is available in English, Spanish, French, German, Finnish, and Portugese by sending e-mail to firstname.lastname@example.org . For graphing also see the FMCE, below. Deardorff & Beichner's Test of Measurement Uncertainty Concepts can be requested from email@example.com .
TEACHING|chemistry I’ve been piloting a standards-based grading system in my Advanced Chemistry course this year. Here’s an overview of what my system looks like now.* Standards (Topics) At the beginning of each unit, I provide students with a list of topics: Example: The bold items represent the main content topics in the unit. Students are generally […] Read more » Welcome to the October 21, 2010 edition of the standards-based grading gala. We have 24 great submissions from regulars and newcomers alike. Read more » The first standards-based grading gala hosted by Matt had 20 great submissions from SBG veterans and SBG newbies alike. Read more » At the end of 2009-2010, I wrote a modified draft of my course expectations. Read more » Snippets from a syllabus I found online: What message does this send to the students about learning?
:: Assessments CAASPP - California Assessment of Performance and Progress California's Plan The new science assessment is known as CAST: California Science Test. You Can Be Involved! CDE is recruiting classroom science teachers to participate in item writing, item review, and other science assessment development activities. Field Test Assessment - Spring 2018 In the spring of 2018 all LEAs will administer the field test version of the CAST and the second year pilot of the CAAS as part of the 2017-18 CAASPP administration. California's Plan to Comply with Federal Regulations (ESEA) for 2017/18 Last year (for the 2016/17 school year), CDE successfully obtained a one-year waiver from federal testing regulations relating to the administration of a science assessment from the U.S. The plan details how California will comply with the Elementary & Secondary Education Act (ESEA). Field Test Details and Resources Testing Window: The field test will be available for LEAs on April 2, 2018. Updates from CDE
STEAM Resources and Activities for the Music Classroom STEAM Resources and Activities for the Music Classroom STEAM learning involves the integration of Science, Technology, Engineering, the Arts, and Math to solve real-world problems. It is an educational approach that encourages learning for learning’s sake. STEAM lessons incorporate a cross-disciplinary approach and integrate the engineering design process to solve complex problems. Student teamwork and creativity play an important role. This article on the Six Characteristics of a Great STEM Lesson and the STEAM Education section on the Education Closet website both provide excellent information for those of you wanting to know more about the basics of STEAM. STEAM Resources & Activities for Music Teachers In music lessons, the science of sound, instrument-making, exploring pitch, and visualising sound provide perfect areas of study for students. Download a copy of the resources mentioned in this episode Would you like to take a copy of this with you? Click here to download
Q4B Concept Inventories | Questions For Biology Listed below are the Concept Inventories that are being developed by various members of the Q4B team. For information regarding specific inventories, click on the links to read the rationale behind development, how many questions have been – or will be – developed, the anticipated development timeframe until the inventory is ready for use, and any other inventory-specific information such as important teaching notes/guides. We encourage interested instructors from tertiary institutions to get in touch with team members to obtain concept inventories for use in their classes; in all cases, we ask instructors to send messages to the individuals who have worked on the inventories in which they are interested. Validated Concept Inventories (for which complete packages can be provided) 1: Biological Experimental Design Concept Inventory (BEDCI) 2: Meiosis 3: Population Dynamics 4: Speciation 5: Statistical Reasoning in Biology Concept Inventory (SRBCI) 6: Transcription and Translation 1: Adaptation
sbgbeginners - home