Developing Three-Dimensional Assessments to Support Teachers' and Students' Trajectories Toward Next-Generation Science

• In Event: Formative Assessment for Mathematics and Science Standard Test

Abstract

Purpose
The Next Generation Science Standards (NGSS) promote three dimensions of deep science learning: disciplinary core ideas, cross cutting concepts, and scientific practices. For all students to meet the rigor of the NGSS, a variety of new resources are needed, such as accessible instructional resources, including aligned formative assessment tools, practices and materials to monitor ongoing learning, and resources that provide effective differential information. Both teachers and students could benefit from new tools to support three-dimensional learning. The digital ONPAR science assessments have been developed to meet these challenges faced in today’s middle school classrooms.
Perspectives
ONPAR assessments use multi-semiotic resources (e.g., visuals, action, sound, and written and spoken the language) to convey meaning to and from the test taker (see Kress, Jewitt, Ogborn & Tsatsarelis, 2001; Kress & van Leeuwen, 2001). By using computer capabilities of animation, stimuli manipulation, and interactivity, as well as novel response screens, in order to present problems and harvest student responses, the ONPAR methodology (Kopriva, 2008) reflects the varied ways students learn and reason (Logan-Terry & Wright, 2010) in NGSS-focused classrooms. In addition, the ONPAR approach addresses access needs of students who face challenges with literacy components of traditional assessments because it simultaneously uses multiple stimuli to convey meaning. It also uses a wide variety of item types aligned to the ways learning tasks are presented in the classroom and how students might show or explain what they know.
Methods
The current ONPAR project is to develop 75 middle school classroom-based assessment tasks aligned to NGSS. Teachers implement the assessments as part of the regular instructional time; assessments are automatically scored and provide immediate feedback to help teachers monitor and direct ongoing learning in the classroom. To investigate the usability and feasibility of the assessments, this study examines an initial round of classroom tryouts with three middle school chemistry tasks.
Data
Tryouts were conducted with 482 students and six teachers. Data includes classroom observation data, and survey and interview responses from try out teachers.
Results
Results indicate that the tasks were successfully implemented by teachers in a variety of settings with a range of students, including English Learners. Teachers reported that ONPAR tasks reflected the challenging content on new NGSS-focused state tests, as well as the three dimensions of the standards. However, two main challenges were identified including technology infrastructure in schools and teacher implementation of technology. Taken together, these poster reviews findings from the tryouts, and provide considerations for developing and using multi-semiotic assessments that are effective in today’s diverse classrooms.
Significance
The study highlights the promise of integrating a range of new technologies and multi-semiotic features in assessments that can assess the increased rigor of the NGSS as well as the need for information about students’ development of three-dimensional learning. It also provides insight into ways to innovatively support teachers as they shift their teaching practices to attain the goals set forth by NGSS and adopt technological tools to meet these aspirations.

Authors

• Rebecca Kopriva, University of Wisconsin - Madison

• Laura J. Wright, University of Wisconsin - Madison