Presentation at the CSTA 2016 conference

1. NGSS Assessment: Identifying and
Integrating Effective Technologies
CSTA 2016, October 21st, 2016
Dr. Dermot F. Donnelly, Fresno State
dermotdonnelly@gmail.com; @dfdonn
CSTA 2016 WIFI: ChevronHumanEnergy

2. Workshop Breakdown
TIME ACTIVITY
20 minutes Online Science
Assessment Platforms
10 minutes Create WISE account
20 minutes Review Curriculum Units
20 minutes Assessment Authoring
Tools
20 minutes Assessment Rubrics

3. Goals of Investigations
(Draft CA Science Framework: p. 33)
• Start with an open ended scientific question -
> develop a scientifically testable question,
• Decide how to test it,
• Decide on data collection, and
• Carry out the investigation.

4. 2015-2016 Draft CA Science
Framework
“Investigations come in many different formats,
so…can be hands on or conducted entirely on
computers. Technology-enhanced investigations
can be contrived ‘virtual labs,’ realistic computer
simulations, or investigations using digital data
such as satellite imagery.” (p.33)

5. Online Resources for Science Education
Learning
Management
Systems (LMS)
and MOOCs
Simulations,
Games, Virtual
Labs, and Learning
Platforms
Web 2.0
Technologies

6. Inquiry Learning Environments (ILEs)
Guidance strategies/Professional Dev. in 30 ILEs
Donnelly, D. F., Linn, M. C., & Ludvigsen, S. (2014). Impacts and
characteristics of computer-based science inquiry learning
environments for precollege students. Review of Educational Research,
84(4), 572–608. doi:10.3102/0034654314546954

7. Benefits of ILEs for student learning
1.Provide authentic and meaningful
contexts
1.Enhance student autonomy
1.Support collaboration
1.Use dynamic and microscopic
visualizations
(Linn & Eylon, 2011; Valanides & Angeli, 2008)

8. ILEs - Alien Rescue
http://tinyurl.com/alienrescue

9. ILEs - Geniverse (aka Genscope)
http://tinyurl.com/geniversity

10. ILEs - Atlantis Remixed (aka Quest Atlantis)
http://tinyurl.com/atlantisremixed

11. ILEs - Web-based Inquiry Science
Environment
wise.berkeley.edu
Marine Pollution

12. Potential role of these ILEs for instructors?
1. New roles and
responsibilities
2. Access to extra materials
1. More interaction with
students
1. Supports management for
larger classes
(Blanchard et al., 2010; Crawford, 2007; Smithenry, 2010; Windschitl, 2004)

13. Implications for Science Education
•Supporting students across a range of
SEPs - role of teacher guidance important.
•Longitudinal approaches to professional
development are beneficial.
•Loosen the grip on “control”, give
ownership - real power of technology to
support this.

14. QUESTIONS?
Go raibh maith agaibh!
Acknowledgements:
• College of Science and Mathematics, Fresno
State
• WISE Research Group, UC Berkeley

15. Set Up WISE Account
Go to wise.berkeley.edu
Select “Create WISE Account”
Enter details to generate username
Create a test student account (for student view)

16. Review NGSS Curriculum Units
• Self-Propelled Vehicle Design
http://tinyurl.com/newtonscooters
• Solar Oven Design
http://tinyurl.com/solarovendesign
• Desalination Unit Design
http://tinyurl.com/desalinationdesign

17. Assessment Authoring Tools
• Within “Teacher Home”, select
“Management” and then “Launch Authoring
Tool”
• Open a project to edit/add steps for different
types of assessment

18. Knowledge Integration Framework
(Linn & Eylon, 2011)
Predict Interact
CompareExplain
Integration
ELICIT ADD
DISTINGUISHREFLECT
YES
NO
MAYBE
I think X because...
Moreover...
However...
18

19. Example Representation Rubric
Item 1: Heating Saltwater Representations
• Shows water particles and salt particles
distributed amongst each other (Before Heating)
• Shows salt particles at the bottom of the
container (After Heating) and has the same
number of salt particles before and after heating.
• Shows water particles gone, some left, and/or
towards the top of the container (After Heating)

20. Example Representation Rubric
Score Response Type Nature of Representation
0 No
Response/Irrelev
ant
-Idk/Does an unrelated drawing
1 Incorrect
Representation
-Shows the loss of salt particles in the
‘after heating’ diagram
-Shows separation of salt and water in
the ‘before heating’ diagram
-Shows the same amount of water
particles in both diagrams
2 1 Representation -At least 1 of the representations noted
3 2
Representations
-At least 2 of the representations noted
4 3 -All three representations noted

21. Assessment Rubrics
Knowledge Integration Rubrics (Linn & Eylon, 2011)
Explore Items from National Assessment of
Educational Progress (NAEP, 2014):
https://nces.ed.gov/NationsReportCard/nqt/Search
Claim-Evidence-Reasoning (McNeill & Krajcik, 2012)
Inquiry and Assessment Rubrics (Galileo
Educational Network, 2008)
Experimental Design Ability Test (Sirum & Humburg,
2011)

22. References
• Blanchard, M., Southerland, S., Osborne, J., Sampson, V., Annetta, L., & Granger, E.
(2010). Is inquiry possible in light of accountability? A quantitative comparison of
the relative effectiveness of guided inquiry and verification laboratory instruction.
Science Education, 94(4), 577–616. doi:10.1002/sce.20390
• Crawford, B. (2007). Learning to teach science as inquiry in the rough and tumble
of practice. Journal of Research in Science Teaching, 44(4), 613–642.
doi:10.1002/tea.20157
• Galileo Educational Network. 2008. Inquiry and Assessment.
http://galileo.org/teachers/designing-learning/resources/inquiry-and-assessment/
(accessed October 19th, 2016).
• Linn, M., & Eylon, B.-S. (2011). Science learning and instruction: Taking advantage
of technology to promote knowledge integration. New York: Routledge.
• McNeill, Katherine. L. and Joseph Krajcik. 2008. “Inquiry and scientific
explanations: Helping students use evidence and reasoning.” In J. Luft, R. Bell & J.
Gess-Newsome (Eds.). Science as inquiry in the secondary setting (p. 121-134).
Arlington, VA: National Science Teachers Association Press.
• the discourse and practices of an atheoretical scientific method. Journal of
Research in Science Teaching, 41(5), 481–512. doi:10.1002/tea.20010

23. References
• NAEP. 2014. Sample TEL Task.
https://nces.ed.gov/nationsreportcard/tel/wells_item.aspx (accessed October
19th, 2016).
• National Research Council. 2012. A Framework for K-12 Science Education:
Practices, Crosscutting Concepts, and Core Ideas. Washington, D.C.: The National
Academies Press.
• National Research Council. 2014. Developing Assessments for the Next Generation
Science Standards. Washington, DC: The National Academies Press.
• Sirum, K., and J. Humburg. 2011. “The Experimental Design Ability Test (EDAT).”
Bioscene: Journal of College Biology Teaching 37 (1): 8–
16. http://eric.ed.gov/?q=experimental+design&id=EJ943887
• Smithenry, D. (2010). Integrating guided inquiry into a traditional chemistry
curricular framework. International Journal of Science Education, 32(13), 1689–
1714.
• Valanides, N., & Angeli, C. (2008). Professional development for computer-
enhanced learning: a case study with science teachers. Research in Science and
Technological Education, 26(1), 3-12.
• Windschitl, M. (2004). Folk theories “inquiry”: How preservice teachers reproduce