Task Annotation Project in Science: Introductory Webinar - Shared screen with speaker view
We are looking into the bell issue.
Hello all- looks like exciting and relevant stuff!
Can we turn off the bell when people enter the session. It is very distracting.
Hello from Nebraska!
Vanessa... Aneesha needs to click on Manage Particpants and then more
Great - we will turn off the bells in a moment!
Hi Everyone, from Cambridge.
HI Everyone from NYC!
Hello from Idaho!
The bell has been turned off. :)
Hi all from New York!
Michigan in the house!
hello all from Maine!
Carole Grand Rapids MI Curriculum Director
THANK YOU Vanessa!!!!
Hello from NJ!
Hello from Kansas
Hello from Oregon
If I were trained by Pavlov, I would be drooling right now
Hi from New Jersey!
Hello from Boston, MA!
What was the Twitter #?
Hello from Colorado!
Hi from Seattle!
Louisiana says hello!
Rob Rolling New Jersey. K-12 Supervisor of Science and Technology
Hello from MT
Hi from Michigan!
Hello from St. Mary's County, Maryland
Hello from Portland, OR!
Hello from Macomb, MI!
Maryland sends its regards!
Hi from CA
Hello from Seattle
Hello from Boulder, CO!
Greetings, all! The twitter hashtag is #AssessNGSS
Hello from Grand rapids, michigan KISD!
Hello from Iowa!
Hi from Las Vegas!
Hi from southern california... yeah it's sunny outside
Wendi Vogel with a whole group of HS Ts in Kent Co. MI
Diana Wehrell-Grabowski, PhD
Hello from sunny Cocoa Beach, Florida.
Greetings from Johnston, IA.
Another beautiful day in Pennsylvania
Hi from East Harlem, NYC!
Hello fellow enthusiasts from the Sacramento area in California.
Hello from Kalamazoo MI
Hello from UCLA Science Project
Greetings from Howard County Maryland.
Hola from Monterrey, Mexico
Bianca Deliberto, Zachary Community School District, Louisiana, Science Curriculum
Hi everyone from San Jose, CA
Jessica from Oakland County Michigan!
Science in Society, Northwestern University
Love that my home state of Michigan has a lot of representation here!
Debbie in Palm Springs
Cassie from South Dakota
John from Walled Lake Michigan
Hello from the D
Hello all. Nice day in New Orleans.
Hi from Illinois!
Hello from Berkeley, CA!
You can find the TAPS project website here: https://www.achieve.org/our-initiatives/equip/tools-subject/science/task-annotation-project-science
At least one standards geek!
hello from NY
See the list of expert (and geeky, for some) reviewers who participated in this project here: https://www.achieve.org/science-task-annotations-acknowledgments
Hi from San Diego!
Ahoy from InnerOrbit in Los Angeles!
Hello from Irvine, CA!
Hi from CT.
Hi from Lexington, KY
Hello from Oklahoma :-)
In this format, the reviewers are able to "tell the story" of each task's strengths and weaknesses.
Hi from CT
See the non-negotiables document here: https://www.achieve.org/publications/science-task-annotations-non-negotiables
Non-negotiables are the qualities that three-dimensional assessments must have.
Question for the panel at some point: When you talk about alignment to NGSS, do the same issues apply to determining whether an assessment is aligned to other three-dimensional standards that are based on the Framework for K-12 Science Educaiton
Thanks, Ted. I've added it to the list!
Here are some of the tradeoffs/decisions that assessment developers have to make: https://www.achieve.org/publications/task-annotation-project-science-systems
Question for the open discussion: As a district science specialist, how do you suggest supporting teachers in this work? Going trough all the documentation is not something the average classroom teacher has time to do, so how should/could I distill and support?
This project really reinforced the importance of equity. See the equity two-pager here: https://www.achieve.org/publications/task-annotation-project-science-equity
Seeing Students Learn Science: https://www.nap.edu/catalog/23548/seeing-students-learn-science-integrating-assessment-and-instruction-in-the
And here's the Task Screener tool reviewers used that Bill just referenced: https://www.nextgenscience.org/taskscreener
Question: if districts are "tied" to a curriculum how do we get publishers to change their assessments or will we have to write our own?
ACESSE Resources can be found here: ACESSE: http://cosss.org/ACESSE_Resources
Question for the discussion: How will these higher-quality, 3D, equitable assessments compare to various state science compulsory assessments?
Phenomena is what it's all about! See the phenomena 2-pager here: https://www.achieve.org/publications/science-task-annotations-phenomena
(And you may notice some similarities with Criterion A of the Task Screener!)
Does the assesment always have to have all three dimensions?
Diana Wehrell-Grabowski, PhD
Per the current presenter, yes!
so how would you make the evaporating puddle example 3-dimensional?
Try to make them extend their current knowledge
Note that "data" does not have to be a set of numbers. It could be a set of observations
Question: Is Joe suggesting that a task for assessment is an APPLICATION of students' understanding of the dimensions, working together?
I agree Ted
Rae, that’s right
The blank slide is a phenomena
Yes application of understanding is essential
Will we receive a copy of this presentation with the links you have provided?
Are we only talking about summative 3D or multi-dimensional assessments here on this webinar? Knowing the purpose for assessment is important. It seems like the puddle example shared might be useful as a formative assessment
Sabine De brabandere
At what frequency would you advise to do a phenomena based assesment ? And a second question: What would you advise to asses a single lesson?
Thanks, Jessica and Sabine!
We've been having conversations around selection of phenomena for units/lessons and phemomena for asessment (performance tasks, state test items, etc. - not classroom assessment). Hearing from the panel about this would be helpful! Is there a difference? If is so, what are the differences?
Sabine, we do have a Lesson Screener when you're looking at a lesson and not just a task: https://www.nextgenscience.org/screener
What is an example of the role cross-cutting concepts play in an assessment item?
Lots of nice questions on phenomena. If you email me, I will try and answer them. I can’t track of of them that went by.
Sabine... it depends in part what you mean by "an assessment" Keep in mind that any time students engage in a practice, there is an opportunity for a teacher to gain insights into their understanding of DCIs and CCCs and their ability to engage in Practices.
Dervin, 1998 & 1983- sources for Sense-making Theory
Jennifer, one rule of thumb we use is to stick with one PE for assessments, but a unit will address multiple PEs. But not everyone does it this way.
SEP two pager:https://www.achieve.org/publications/science-task-annotations-science-and-engineering-practices
Can you clarify -" the student is pulling the practice forward"
CCC two pager: CCCs: https://www.achieve.org/publications/science-task-annotations-crosscutting-concepts
Can the panel talk about motivation and problematizing?
Thanks Douglas, Molly, and Suzanne!
How can we access an archive of this webinar?
We will be tweeting out the recording with hashtag #AssessNGSS!
yes - what Carole said, I have dismissal duty in 8 min
We'll be sure to get the recording out there far and wide.
Will the questions and links from the chat be listed also on #assessNGSS?
Supports students in attending to disciplinary ideas, crosscutting concepts, and practices when attempting to explain a phenomenon or solve a problem.Supports student engagement by engendering curiosity about some aspect of a phenomenon or problem.
Problematizing: Supports students in attending to disciplinary ideas, crosscutting concepts, and practices when attempting to explain a phenomenon or solve a problem.Supports student engagement by engendering curiosity about some aspect of a phenomenon or problem.
(And we'll send the recording to everybody who registered)
Can the panel talk about how to do this on a scantron?? ::kidding::
Any other way than Tweeting?
Problematizing: Example from Earth science:If sea water is salty, then why isn’t rain water that forms over the ocean salty?Problematizing Example from life science:Over many generations, the birds’ behavior is getting bolder. They are not afraid of people. Maybe the parents taught babies how to be bold? Or maybe they just learned? So how could boldness be inherited?
Why doesn’t rain water dilute the oceans?!?
Will you talk about the shift from focusing on the “item” to “task”?
where can we find the CCC handout?
How do you know it doesn’t???
How can teachers provide scaffolds and practice so their students are successful in this type of assessments? What should be present in high quality curriculum or teacher designed units to help the teacher with this?
Will there be training offered on how to do a task screening (besides this webinar) and/or PL guidance made available so PL providers can facilitate this training?
The CCC handout is here: https://www.achieve.org/publications/science-task-annotations-crosscutting-concepts
TJ McKenna: Technically, rainwater DOES dilute the oceans, but they don't end up getting any more diluted. ;)
IRT used to assess the validity of the different 3D measurements?
There are some projects using IRT to do so, The Next Generation Science Assessment project is an example
Thanks Kathy and Sydney!
Sydney: are you near Colorado? I’d love to get folks together to figure that out :)
Because the rainwater came from the ocean?
People must pollute the oceans with their Himalayan salt lamps…
Sydney, Achieve does provide professional learning on the task screener. Read more here! https://www.achieve.org/our-initiatives/equip/services/achieve-professional-learning-services
If you want to learn more about professional learning opportunities, email me! firstname.lastname@example.org
Thank you Vaness
Aside from the recently released TAPS sample assessments, where can teachers get other examples? Has anyone organized 3D assessments from other organizations as well?
Here is the systems resource: https://www.achieve.org/publications/task-annotation-project-science-systems
Where are the TAPS sample assessments?
You can find the TAPS sample assessments here under "Tasks by Grade Band": https://www.achieve.org/our-initiatives/equip/tools-subject/science/task-annotation-project-science
Will task submission be available to the public (similar to the current instructional materials format)?
are you going to share the poll results from the start of the webinar?
Rebecca, I’ve seen many states put together sets of 3D science resources, like wisconsin
Rebecca, Google “Through Course Tasks Science Kentucky” Not perfect but a good selection
Douglas -- The results of the poll quickly flashed on the screen! We didn't dwell on them terribly long. You can check them out when we post the recording. :)
say that again!
How can we help use these TAPS resources with large urban districts that are still focused on “boxed” curriculum that do not provide equitable opportunities to progressively uncover student ideas?
Is there a spot on the TAPS samples that tells you what acceptable student evidence must include in their response to meet the standard?
The TAPS project does represent a good range of examples of tasks that have been well designed, tested in the field, and annotated by experts
Thanks, Vanessa :)
Oklahoma deveoped tasks through a MSP grant- they can be found here: https://learn.k20center.ou.edu/scienceresources.html
Link for KY's through Course Tasks: https://education.ky.gov/curriculum/conpro/science/Pages/tct.aspx
Will you be sharing the great resources being shared in the chat?
These were designed for Kentucky's assessment system.
And no tasks are perfect!!
Where can we find concrete examples of assessment questions that model 3D assessment.
Ditto- break those silos- within districts, states and across the country
Hear hear! I’ll meet you all on Science Ed Twitter to discuss this further :)
Also Stanford’s NGSS SNAP project
It would be awsome to have a site that brings all these assessment resources together in one place from Achieve's material to KY Through Tasks, to Oklahoma, etc...
Is it possible to use Art as an artifact to reflect student learning about science? Are there examples that are part of TAPS?
Jon, I will check out the NGSS SNAP
This is excellent work done by the panel! Hopefully curriculum and assessment developers will follow through to provide practice and quality assessments for our students. Thank you for being thoughtful and dedicated for science education. We will be looking for quality assessment tools as we adopt curriculum.
Is it possible to get emails for the people on the webinar today?
Does anyone on the panel see us moving toward group-level performance-based 3-D assessments? Like, groups of students collaboratively using the 3 dimensions to perform somehow (community challenge??)?
I’m also going to shamelessly plug Stanford NGSS Assessment’s hybrid online courses that support PLCs in engaging in professional learning around NGSS assessment https://snapgse.stanford.edu/snap-courses
Plug away, Jill!
they are free and self-paced
thanks, Bill :-)
They are very helpful!
This is a great way to learn about 3D Assessment!
The SNAP resources are wonderful!!
I will speak to the power of the SNAP courses when teachers and leaders go through the courses together!!!
awww, thanks all!
Stanford's assessments and curriculum are excellent resources!!! Two thumbs up for SNAP!
SNAP courses are awesome! (even if I've only been able to complete the online portion)
CAN WE DEVELOP A ONE STOP SHOP/CLEARINGHOUSE FOR ALL THINGS 3-D ASSESSMENTS?
While this is extremely important in the classroom, of course…and states/assessment developers are trying to improve the quality of state assessments…but how can we continue this goal of improving assessments by moving away from one-day snapshots of student learning with a long, one-day test? I am pondering that it doesn’t matter how well-written an assessment is if the results don’t depict an accurate snapshot of student learning
SNAP resources are great - thanks for the great work Jill!
Agreed Godfrey. So many resources out there. Would be nice to have them all in one place, perhaps on Achieve.
SO many fabulous resources and ideas shared. Thanks to the presenters for your time and expertise.
We will send out all hte links from this chat!
Godfrey, Aneesha and I talk about this every week…working on it…
I agree TJ. I am wondering if formative assessment might be the place to start with urban districts
Besides twitter, is there another platform by which communication can take place?
Will we be emailed a link to the webinar recording?
Did this question get answered?: Does anyone on the panel see us moving toward group-level performance-based 3-D assessments? Like, groups of students collaboratively using the 3 dimensions to perform somehow (community challenge??)?
shameless plug for the 3D assessments we’re building on www.Innerorbit.com and would love to hear any feedback you have.
That’s a great idea Jason.
Cool stuff Jill
what are the twitter # and channels these conversations will take place?
Molly, we have a number of curriculum-embedded assessments that are group-level — consensus models of anchoring phenomena
Brendan, I've looked over your InnerOrbit resources and really like them.
Thank you for the overwhelming amount of information! When will you send out a link for the webinar?
Molly, I've written down your question!
Hey, thanks Jason! We’re still a work in progress, but it’s good to hear positive feedback :)
Danielle- #assessNGSS on Twitter
Excited to look at innerorbit!
I've been writing down all these questions (although I fear we will not have time to get to all of them on the webinar!)
Aneesha’s on the CCCs role on 3-D Assessments need to be more explicit in these conversations
Institute for Systems Biology is working toward these assessment goals in embedded classroom. Would love to hear feedback and new ideas. How do we connect with a group here that would like to help us review?
Thankyou! Great conversation and information.
Thank you for pointing out all these great resources!
Thanks for the multitude of resources provided therein
Will the recording of this discussion be available?
Thank you everyone. Well done. Lots of great NGSS talk.
Thanks for your leadership, Aneesha!
we need more of these relevant flattening discussions on 3-D assessments
You are all awesome! Thank you!
There are a lot of links in the chat box. Will they be posted at one site? Thank you.
Thanks all for joining!
Thank you everyone!
Thank you all!!!
Thank you :-)
Thank you everyone!!!
Thank you- Awesome webinar :)
Thanks everyone!!! This was fabulous!!!
Thanks! This was awesome!
Thanks to all of you for joining!
Thank you Panel and Participants
how can we get copies of this presentation?
Thanks from PA!
Thank you- Good stuff
Hedi Baxter Lauffer
Great stuff! Thanks!