Measuring students' understanding of science and engineering practices, disciplinary core ideas, and crosscutting concepts through an embedded assessment system (MacPherson, Kastel, Howarth, Nagle, Willcox, Hariani, & Short, 2016)
Implementing the Next Generation Science Standards will require considerable investment in building new curricula, teacher/school capacity, and assessments. Building on previous collaborative work between a museum and a large urban school district to engage teachers in learning about scientific investigations, the authors report on their efforts to develop a NGSS-aligned middle school curriculum ecosystems unit and associated professional development, collaborate with teachers in the field testing and revision of that curriculum, and develop embedded student and teacher assessments. In the doing of this work, a central question has emerged around which this symposium is organized: While responding to NGSS in an era of accountability, how can you responsibly build and embed formative and summative assessments of student and teacher learning in the work?
| macpherson_et_al._narst_2016_paper.pdf |
