A number of effective approaches and strategies related to the measurement of multidimensional science standards have emerged through early development efforts of large-scale assessments. This paper discusses several key considerations for designing and developing effective next generation science assessments, including an exploration of the quality expectations and development considerations that help support development.
From the abstract: The purpose of this paper is to provide readers the opportunity to see the planning, organization and delivery of an undergraduate course in the area of STEAM (Science, Technology, Engineering, Arts, and Mathematics). This course for is designed for students to thoughtfully engage in the interdisciplinary nature of STEAM. In the course students develop skills related to intersections between these content areas, and the construction and application of STEAM models for cross-disciplinary dialogue, inquiry, and problem solving. The discussion fits in the discipline of SCIENCE and contributes to the continued efforts in the science community to engage and create opportunities for interdisciplinary study for student work and research (p. 2).
Boston College professor and scholar Katherine L. McNeill developed a series of resources to support middle school science and social studies teachers’ use of argumentation. The resources are organized in a course format and include a syllabus, slide decks and class materials for each session, and assignments. As teachers work through each session, they learn about the claim, evidence and reasoning (CER) framework, and how to use this framework to engage students in argumentation. The resources support teachers’ understanding of evidence and reasoning, as well as distinctions between science and history. The resources also support teachers’ instructional planning of lessons to support students’ development of argumentation.
This kindergarten class of English language learners (ELLs) demonstrates Lily Wong Fillmore’s guidance in how teachers can support students in acquiring and using academic language and working successfully with complex text. These ELL kindergartners have engaged in a unit studying butterflies where academic vocabulary, language structure, and keys to unlocking the meaning of complex text have been deeply embedded into their daily learning. This video is on sharing a reading/writing lesson which celebrates text complexity. Key points include: (1) Each day select text to amplify as part of instructional conversations and (2) Choose text that has complex structure but also that holds the essence of your lesson/activity, or some really pivotal information.
The Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESSA), includes new provisions that are designed to support ELs’ participation in statewide testing. To facilitate testing of ELs and to support their testing participation, ESSA includes stipulations for states to administer content assessments in languages other than English. ESSA also requires states to make efforts to develop state content assessments in languages that are present to a significant extent in their student population. As with federally required state content assessments, any assessment developed in a language other than English must meet federal requirements for technical quality and peer review.
This resource provides an overview of the different state content and language assessment requirements for states to consider and is designed to be shared with state department of education staff and can be used as part of training materials for district and school staff who assess English learners.
CSAI presented at the Bureau of Indian Education (BIE) Standards, Assessments, and Accountability System Negotiated Rulemaking Committee meeting on state requirements related to English Learners under the Every Student Succeeds Act. In the presentation, CSAI shared federal policy requirements, state implementation examples, and considerations for how the Committee may approach their own decision-making. The meeting was held in Arlington, Virginia on December 4-6, 2018.