Index
A
Assessment of three-dimensional learning (see Classroom assessment; Design of tasks and assessments; Implementing assessments; Monitoring assessments; System approach)
B
Behavior of Air, 51, 52–59, 68, 73
Biodiversity in the Schoolyard, 40–46, 47, 49
C
California assessment program, 24, 72
Class discussions
air behavior activity, 51, 52–59, 68, 73
as assessment, 3–4, 20, 28, 52, 53, 54–56, 68, 69, 80, 98
changes in classroom practice, 15
cultural diversity in, 97–98
interpreting results, 58
student–teacher dialogues, 2, 55–56
water movement activity, 5, 73, 80–84, 89–90
wet corn discussion, 1–3, 4, 16, 20
Classroom assessment (see also Instruction; Scoring and evaluating work)
air behavior activity, 51, 52–59, 68, 73
biodiversity in the schoolyard, 40–46, 47, 48, 49, 73, 79
clicker technology, 81, 82, 83
connections among scientific concepts, 5, 7, 15, 101–104
diversity of students incorporated in, 15, 17–18, 26, 97–98
ecosystems, 17, 40–46, 47, 48, 49, 73, 74–80, 84–89, 98, 99
formative uses, 28, 29–30, 32, 34, 44, 57, 58, 59, 64, 68–69, 73, 80, 85–86, 87, 92, 102, 104
genetic processes example, 66
grounding assessment in instruction, 3–4, 19–20, 22–23, 30, 32, 33, 34, 38
interdisciplinary SSSNOW example, 101–104
interpreting results, 27, 29, 51, 58–65, 69, 101
multiple-choice questions, 4, 81, 83, 84
multiple-component tasks, 19, 29, 48, 49, 95, 99
NGSS alignment, 4
recording results, 2, 3, 41, 51, 76
sets of tasks, 40, 48, 49, 68, 82, 95
silkworm measurement activity, 51, 58–65, 68
summative uses, 28, 44, 64, 68, 69, 73, 79, 87, 89, 92
value of, 4
variation in tasks, 19, 79, 99
Climate change, 5, 73, 74–79, 89, 98
Coherent science education system, 8–13, 23, 32
Collaborating with colleagues, 60, 65, 82, 96, 99–100, 104
Common Core State Standards, 101, 102
Crosscutting concepts
cause and effect, 7, 8, 102–104
coherence with core ideas and practices, 8–10, 12
energy and matter, 8, 33, 34–38, 40, 48, 49, 51, 52–59, 67, 73, 84–90, 102–104
patterns, 8, 40–46, 47, 48, 49, 51, 58–65, 68, 73, 79, 84–89, 90
scale, proportion, and quantity, 8
stability and change, 8
structure and function, 8
systems and system models, 5, 8, 51, 52–59, 67, 73, 74–79, 80–90, 98
Cultural diversity considerations, 15, 16, 17–18, 26, 71, 96–98, 105
D
Design of tasks and assessments
adaptation to three-dimensional learning, 22–26
air behavior activity, 73
basic principles, 26–32
classroom practices and, 3–4, 19–20, 22–23
climate change activity, 73, 74–79, 89, 98
coherence with instruction and curriculum, 21, 23
collaborating with colleagues, 60, 65, 82, 96, 99–100, 104, 105
comparability of results, 30–31, 94
ecosystems example, 84–89
evidence-centered, 57, 67, 71, 73, 79, 82
formative, 28, 29–30, 32, 34, 44, 57, 58, 59, 64, 68–69, 73, 80, 85–86, 87, 92, 102, 104
goals, 18–19
inclusive and accessible instructions, 15, 17–18, 24–26, 31
interactive computer technology and, 79, 83–89
learning progressions and, 13–14
measuring precision of, 30
for multiple purposes, 79, 89–90, 93
purpose of assessment and, 21, 29–30
student understanding of tasks, 30
summative, 24, 28–30, 32, 44, 58, 64, 68, 69, 72, 73, 79, 87, 88, 89, 92, 93
traditional assessment compared, 23, 31, 32, 99
validity/validation, 26–27, 29, 58, 92
water movement activity, 5, 73, 80–84, 89–90
Disciplinary core ideas
biological evolution, 40–46, 47, 48, 49, 73, 79
characteristics and areas of science, 8–9
coherence with crosscutting ideas and practices, 8–10, 12
Earth and human activity, 73, 74–79, 89, 98
ecosystems, 73, 74–79, 84–89, 90, 98
gradual understanding, 10
interactions, energy, and dynamics, 73, 74–79, 84–89, 90, 98
matter and its interactions, 9, 33, 34–38, 40, 48, 49, 51, 52–59, 68, 73
structure and function, 9, 51, 58–65, 68
structure and processes, 33, 34–38, 40, 48, 49, 73
water in Earth’s surface processes, 5, 73, 80–84, 89–90, 101–104
Discussions (see Class discussions)
E
Ecosystem examples
climate change, 73, 74–79, 89, 98
plant–animal dependency, 38–39, 47–48
simulation-based modules on interactions, energy, and dynamics, 84–88
tree planting in cities, 17
English/Language Arts, 101–104
Examples of three-dimensional assessments
Behavior of Air, 51, 52–59, 68, 73
Biodiversity in the Schoolyard, 40–46, 47, 49
Climate Change, 5, 73, 74–79, 89, 98
Ecosystems, 84–88
Measuring Silkworms, 51, 58–65, 68
Movement of Water, 5, 73, 80–84, 89–90
Students Synthesizing Snow data in Natural Objective Ways (SSSNOW) Project, 101–104
traditional assessment compared, 38–39, 46–48
wet corn activity, 1–3, 4, 16, 20
What Is Going on Inside Me?, 33, 34–38, 40, 48, 49, 73
External assessments, 22, 91, 94
F
Fair tests, 2
Farkash, Lori, 1 n.1
H
How Do Plants and Animals Depend on Each Other?, 38–39, 47–48
I
Implementing assessments (see also Classroom assessment; Examples of three-dimensional assessments)
adapting traditional assessments, 48–49, 71
applying new approaches, 73–83, 99–100
class discussions, 1–3, 54–56, 68
community resources, 99–100
cost considerations, 83, 84, 89, 90, 93, 102
district and state, 71–73
equity and fairness, 15, 17–18, 26, 71, 94, 96–99
familiar activities, 51–58
graphs, charts, and tables, 41–43, 49, 62–63
progress in understanding over time, 36–37, 38, 49
scoring and evaluation, 37, 38, 46, 58–67
three-dimensional learning measured, 35, 38, 40–46
traditional assessment compared, 38–39, 46–48
using results, 57
writing tasks, 34, 35, 38, 49, 73, 99
Inquiry Hub, 17
Instruction (see also Classroom assessment)
anchoring in a phenomenon, 15–17
assessment grounded in, 3–4, 19–20, 22–23, 30, 32, 33, 38, 90
challenging students’ prior ideas, 11, 17, 52, 57, 65–66, 67, 81–82, 83, 89, 100, 101
changes in practices, 14–18
coherence with curriculum over time, 13
diversity incorporated in, 96–99
interactive computer-based, 5, 73, 74–79, 83–89, 91, 98
key ideas, 83
three-dimensional approach, 6–10, 32, 91
International Baccalaureate program, 94
L
Language proficiency, 16, 17, 26, 98, 101
Large-scale accountability assessments (see Monitoring assessments)
Learning progression for food ideas, 13–14
Learning progressions, 12–14, 24, 29, 65, 66, 67, 68
Learning science
assessment and, 18–26
changes in classroom practice, 14–18
coherence of instruction, curriculum, and assessment, 11–12
crosscutting concepts, 7–8, 32
disciplinary core ideas, 8–9, 32
goals (see Performance expectations)
gradual development of understanding, 5, 10, 11–14, 34, 40–46, 47, 49
integrating dimensions, 9–10
learning progressions, 12–14, 24, 29, 65, 66, 67, 68
scientific and engineering practices, 5, 6–7, 32
standards, 32
terminology, scientific, 17, 26, 78, 98
three-dimensional approach, 6–10, 32
M
Maryland assessment system, 72
Measuring Silkworms, 51, 58–65, 68
Michael, Mary Jo, 1 n.1
Monitoring (large-scale) assessments
classroom assessments used for, 31, 94
district and statewide tests, 24, 28, 71–73, 91, 92
International Baccalaureate Program, 94
measurement and implementation issues, 27, 92
national, 91
opportunities to learn and do science, 21, 92–93
performance-based design, 93, 94
quality of the instruction, 92, 105
Queensland approach, 94
systems approach, 22, 23, 24, 27, 28, 30, 31, 71, 91, 92–95, 96, 105
teacher participation in development, 94
Movement of Water, 5, 73, 80–84, 89–90
N
National Aeronautics and Space Administration, 102
National Assessment of Educational Progress (NAEP), 91
New York state assessment program, 24 n.9
Next Generation Science Standards
assessment targets, 12
classroom assessment aligned with, 4
district and state adoption, 71–73
learning progressions, 12–13
performance expectations, 12, 19
purpose, 5
three-dimensional framework, 6 n.4, 11, 71
Novak, Michael, 1 n.1
P
Performance expectations
anchoring instruction in a phenomenon and, 16
and classroom assessments, 19, 30
coherence in, 12–13
examples of students’ responses for scoring, 60–61, 65–67, 68, 69, 78
learning progressions, 12–14, 24, 29, 65, 66, 67, 68
scoring rubrics, 58–59, 60–61, 65–66, 69, 100
targets for assessment, 12, 19, 60–61, 64, 94, 95
and variation in tasks, 79
Professional development, 11, 23, 25, 29, 92–93, 100–101, 109
Purdie-Dyer, Ruth, 1 n.1
Q
Queensland system, 94
R
R+P Collaboratory, 16 n.6
Reiser, Brian, 1 n.1
S
Science literacy, 5
Scientific and engineering practices
analyzing and interpreting data, 6, 40–46, 47, 48, 49, 51, 58–65, 68, 69, 73, 74–79, 84–89, 90, 98, 102–104
aquatic plants experiment, 7
arguing from evidence, 6, 33, 34–38, 40, 48, 49, 51, 58–65, 68, 73, 101, 103
asking questions, 51, 58–65, 68
communicating information, 6, 51, 58–65, 68
constructing explanations, 5, 6, 33, 34–38, 40–46, 47, 48, 49, 51, 58–65, 68, 73, 79, 80–84, 89–90
core ideas and crosscutting concepts integrated with, 6, 9–10, 12
and development of understanding, 11
key practices, 6–7
mathematics use, 6, 51, 58–65, 68, 102–104
model development and use, 5, 6, 8, 51, 52-59, 67, 69, 73, 74-79, 80-90, 98
planning and carrying out investigations, 6, 40-46, 47, 48, 49, 51, 58-65, 68, 73, 79, 84-89, 90, 102-104
Scoring and evaluating work
and design of assessments, 58, 59, 60–61, 69
examples of students’ responses to tasks used to design, 60–61, 65–67, 68, 69, 78
genetic processes rubric, 65–66, 68
grouping students into categories and, 68
language proficiency and, 98
learning progressions and, 37–38, 66
for monitoring assessments, 94
performance expectations as rubrics, 58–59, 60–61, 65–66, 69, 100
red squirrel prediction rubric, 76, 77–78
silkworm measurement activity, 51, 58–65, 68
solar system/seasons example, 66–67, 68
validity and reliability, 27
Severance, Sam, 17 n.7
Students Synthesizing Snow data in Natural Objective Ways (SSSNOW) Project, 101–104
System approach
accountability policies, 5, 17, 18, 20, 22, 91, 93–95
classroom assessments, 21–22, 23–24, 92, 94, 96
collaborating with colleagues, 60, 65, 82, 96, 99–100, 104
components of integrated system, 91, 92–93, 94
diversity considerations in, 26, 92–93, 94
interdisciplinary connections, 101–104
International Baccalaureate program, 94
for monitoring, 22, 23, 24, 27, 28, 30, 31, 71, 91, 92–95, 96, 105
performance assessment, 94, 95
professional development and service opportunities, 11, 23, 25, 29, 92–93, 100–101
Queensland system, 94
reporting results, 27, 91, 95–96, 104
standardization of information collected, 23–24, 30–31, 92, 94
using results, 22, 23–24, 28–29, 91, 95
working within, 91–96
T
Technology applications
handheld GPS, 103
interactive computer modules, 5, 73, 74–79, 83–89, 91, 98
videoconferencing, 102
Trends in International Mathematics and Science Study (TIMSS), 91
U
Understanding science
coherence across disciplines and years, 11–12
gradual development of, 5, 10, 11–14, 34, 36–38
learning progressions and, 12–14
scientific terminology, 17, 26, 78, 98
W
Water movement activity, 5, 73, 80–84, 89–90
Wet corn activity, 1–3, 4, 16, 20
What Is Going on Inside Me? example, 33, 34–38, 40, 48, 49, 73
