Creating an Equitable and Coherent System of Learning Goals, Instructional Resources, and Formative and Summative Assessments for NGSS (Next Generation Science Standards)–Aligned Teaching and Learning

• In Event: Science Teaching, Learning, Curriculum, and Assessment

Abstract

Educators are questioning the viability of instructional approaches and assessments that do not directly support meaningful student learning. The work presented in this paper leverages research-based practices to offer an innovative design solution that can provide equitable and accessible learning opportunities and assessments for all students through the development of closely aligned curricular and assessment materials consistent with the Next Generation Science Standards (NGSS). Using a Grade 5 level instructional Unit as an example in the presentation, we will share the integrated curriculum, instruction and assessment model that guides our project and illustrate how the developed resources can support education stakeholders to develop and utilize assessments that are closely aligned with their learning goals and instruction.

Authors

• Mary Kemunto Nyaema, University of Illinois at Chicago

• Charlene Turner, edCount, LLC

• Bill Herrera, edCount, LLC

• James W. Pellegrino, University of Illinois at Chicago

• Donald Wink, University of Illinois at Chicago

• Sania Z. Zaidi, Education Development Center

• Ellen E. Forte, edCount, LLC

• Howard T. Everson, City University of New York

• Daisy Rutsein, SRI International

• Nathan Dadey, Center for Assessment

• Daniel Lewis, Creative Measurement Solutions

• Erin Buchanan, edCount, LLC