1/22/16 Scientific Practices:
From Standards to Assessment
Conference for the Advancement of Science Teaching 2015 Barbara Taylor Professional Learning Facilitator, Secondary Science Charles A. Dana Center 2015
2010 1 1 Session Goal
Participants will engage with a process for
analyzing the Science TEKS to make aligned,
informed decisions about teaching, learning, and
assessment.
2015
2010 2 2 1 1/22/16 2015
2010 3 3 TEKS
2015
2010 4 4 2 1/22/16 Scientific Practices: From Standards to Assessment
Three steps to integration
Step 1: Study the Standards
2015
2010 5 5 “To begin with the end in mind means to start with
a clear understanding of your destination. It means
to know where you’re going so that you better
understand where you are now and so that the steps
you take are always in the right direction.”
Stephen R. Covey
The Seven Habits of Highly Effective People
2015
2010 6 6 3 1/22/16 The Structure of the TEKS 2015
2010 7 7 Two Faces of the TEKS
Conceptual and behavioral expectations
Knowledge (Conceptual)
•  Big ideas, unifying themes, key fundamental
understandings
Skills (Behavioral)
•  Processes, procedures, definitions, facts
For every grade and every course, the TEKS include
both knowledge and skills.
2015
2010 8 8 4 1/22/16 The TEKS, by design, are
balanced between knowledge
and skills. There should be a
continuous blending of the
two.
To reach a Guaranteed and Viable Curriculum, that
same balance must be evident in our planning,
instruction, and assessment on a daily basis.
9 2015
Scientific Practices: From Standards to Assessment
2013 Assessment of Practices
Single Code 44% Duel Code 56% 2015
10 5 1/22/16 Scientific Practices: From Standards to Assessment
2014 Assessment of Practices
Single Code 33% Duel Code 67% 11 2015
Scientific Practices: From Standards to Assessment
2015 Assessment of Practices
Single Code 43% Duel Code 57% 2015
12 6 1/22/16 Scientific Practices: From Standards to Assessment
What
are the scientific and engineering practices?
“…because the term ‘inquiry’ … has been
interpreted over time in many different ways
throughout the science education community,
part of our intent in articulating the practices in
Dimension 1 is to better specify what is meant
by inquiry in science and the range of cognitive,
social, and physical practices that it requires.”
— A Framework for K–12 Science Education, page 30
2015
13 Scientific Practices: From Standards to Assessment
Scientific and engineering practices
1.
2.
3.
4.
5.
6.
7.
8.
Asking questions and defining problems.
Developing and using models.
Planning and carrying out investigations.
Analyzing and interpreting data.
Using mathematics and computational thinking.
Constructing explanations and designing solutions.
Engaging in argument from evidence.
Obtaining, evaluating, and communicating information.
2015
14 7 1/22/16 Scientific Practices: From Standards to Assessment
Scientific
investigation and reasoning
(2) Scientific investigation and reasoning. The student uses scientific inquiry
methods during laboratory and field investigations. The student is expected to:
(A) plan and implement comparative and descriptive investigations by making
observations, asking well-defined questions, and using appropriate
equipment and technology;
(B) design and implement experimental investigations by making
observations, asking well-defined questions, formulating testable
hypotheses, and using appropriate equipment and technology;
(C) collect and record data using the International System of Units (SI) and
qualitative means such as labeled drawings, writing, and graphic
organizers;
(D) construct tables and graphs, using repeated trials and means, to organize
data and identify patterns; and
(E) analyze data to formulate reasonable explanations, communicate valid
conclusions supported by the data, and predict trends.
2015
15 Scientific Practices: From Standards to Assessment
Scientific investigation and reasoning
(3) Scientific investigation and reasoning. The student uses critical thinking, scientific
reasoning, and problem solving to make informed decisions and knows the
contributions of relevant scientists. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations
by using empirical evidence, logical reasoning, and experimental and
observational testing, including examining all sides of scientific evidence of
those scientific explanations, so as to encourage critical thinking by the
student;
(B) use models to represent aspects of the natural world such as a model of
Earth’s layers;
(C) identify advantages and limitations of models such as size, scale, properties,
and materials; and
(D) relate the impact of research on scientific thought and society, including the
history of science and contributions of scientists as related to the content.
2015
16 8 1/22/16 Scientific Practices: From Standards to Assessment
Scientific
investigation and reasoning
(2) Scientific investigation and reasoning. The student uses scientific inquiry
methods during laboratory and field investigations. The student is expected to:
(A) plan and implement comparative and descriptive investigations by
making observations, asking well-defined questions, and using
appropriate equipment and technology;
(B) design and implement experimental investigations by making
observations, asking well-defined questions, formulating testable
hypotheses, and using appropriate equipment and technology;
(C) collect and record data using the International System of Units (SI) and
qualitative means such as labeled drawings, writing, and graphic
organizers;
(D) construct tables and graphs, using repeated trials and means, to
organize data and identify patterns; and
(E) analyze data to formulate reasonable explanations, communicate valid
conclusions supported by the data, and predict trends.
2015
17 Scientific Practices: From Standards to Assessment
What
should students know, understand, and be able to do?
2015
18 9 1/22/16 Scientific Practices: From Standards to Assessment
What
should students know, understand, and be able to do?
AssessmentPlanningGuide
Unit:ViewingandInterpretingEarth’sSurfaceFeatures
Grade:8 StudytheStandards:Basedonthecontentandscientificandinvestigationstandards,whatshould
studentsknow,understand,andbeabletodobytheendofinstruction.
Concepts
Practices
(Whatdostudentsneedtoknow?)
(HowwillstudentsengageintheScience?)
(8.9) Earth and space. The student knows that natural (2) Scientific investigation and reasoning. The student uses
events can impact Earth systems. The student is
scientific inquiry methods during laboratory and field
expected to:
investigations. The student is expected to:
(C) interpret topographic maps and satellite
(E) analyze data to formulate reasonable explanations,
views to identify land and erosional features and
communicate valid conclusions supported by the data, and
predict how these features may be reshaped by
predict trends.
weathering.
• Natural events can impact the topographic
• Studentswillusescientificinquirymethodsduringafield
investigation.
features on the surface of the earth.
o Useandinterpretmodelstorepresentnaturalfeatures
• Topographic maps and satellite views can be
o Collectandusedataasevidenceforexplanationsofnatural
used to identify land features.
events
• Topographic maps and satellite views can be
o Collectdataandlookforpatternsandrelationshipsthatcanbe
used to identify erosional features.
usedtocommunicatevalidconclusions
• Weathering is a natural event that results in the
o Useandinterpretmodelstodevelopexplanationsforpresent
reshaping of earth’s surface features.
andfuturenaturalevents
• Topographic maps and satellite views can be
o Defendtheirexplanationsofnaturalevents
used to make predictions about how earth’s
surface features may be reshaped by weathering.
LearningGoal–Overarchingcriteriaforthisbuildingblock
(WHATstudentsneedtoknow,HOWtheyengage,andinwhatCONTEXT)
2015
• Studentswilluseandinterprettopographicmapsandsatelliteviewstoidentifyearth’ssurfacefeaturesandtocommunicate
apredictionofhowweatheringwillcausethesefeaturestochangeovertime.
Criteria
19 (Clear,specific,measurablestatementsthatdescribewhatstudentsdotodemonstratetheirunderstanding)
Ican...
•
•
•
Useandinterpretdatafromtopographicmapsandsatelliteviewsasevidencefortheidentificationoflandand
erosionalfeatures.
Lookforpatters
Useandinterpretdatafromtopographicmapsandsatelliteviewsasevidenceastheymakepredictionsabout
howsurfacefeaturesrepresentedbythemaphavebeenreshapedasaresultoferosion.
Collectandusedatafromtopographicmapsandsatelliteviewsasevidencefortheirexplanationsofhow
Earth’ssurfacefeaturesmayhavebeenreshapedasaresultofweatheringanderosion.
Collectandusedatafromtopographicmapsandsatelliteviewsasevidencefortheirpredictionsofhow
Earth’ssurfacefeaturesmaybereshapedinthefutureasaresultofweatheringanderosion.
Scientific Practices: From Standards to Assessment •
•
What should students know, understand, and be able to do?
CharlesA.DanaCenterat
TheUniversityofTexasatAustin
2015
20 10 1/22/16 Scientific Practices: From Standards to Assessment
What should students know, understand, and be able to do?
AssessmentPlanningGuide
Unit:ViewingandInterpretingEarth’sSurfaceFeatures
Grade:8 StudytheStandards:Basedonthecontentandscientificandinvestigationstandards,whatshould
studentsknow,understand,andbeabletodobytheendofinstruction.
Concepts
Practices
(Whatdostudentsneedtoknow?)
(HowwillstudentsengageintheScience?)
(8.9) Earth and space. The student knows that natural (2) Scientific investigation and reasoning. The student uses
events can impact Earth systems. The student is
scientific inquiry methods during laboratory and field
expected to:
investigations. The student is expected to:
(C) interpret topographic maps and satellite
(E) analyze data to formulate reasonable explanations,
views to identify land and erosional features and
communicate valid conclusions supported by the data, and
predict how these features may be reshaped by
predict trends.
weathering.
• Natural events can impact the topographic
• Studentswillusescientificinquirymethodsduringafield
investigation.
features on the surface of the earth.
o Useandinterpretmodelstorepresentnaturalfeatures
• Topographic maps and satellite views can be
o Collectandusedataasevidenceforexplanationsofnatural
used to identify land features.
events
• Topographic maps and satellite views can be
o Collectdataandlookforpatternsandrelationshipsthatcanbe
used to identify erosional features.
usedtocommunicatevalidconclusions
• Weathering is a natural event that results in the
o Useandinterpretmodelstodevelopexplanationsforpresent
reshaping of earth’s surface features.
andfuturenaturalevents
• Topographic maps and satellite views can be
o Defendtheirexplanationsofnaturalevents
used to make predictions about how earth’s
surface features may be reshaped by weathering.
LearningGoal–Overarchingcriteriaforthisbuildingblock
(WHATstudentsneedtoknow,HOWtheyengage,andinwhatCONTEXT)
• Studentswilluseandinterprettopographicmapsandsatelliteviewstoidentifyearth’ssurfacefeaturesandtocommunicate
apredictionofhowweatheringwillcausethesefeaturestochangeovertime.
2015
Criteria
21 (Clear,specific,measurablestatementsthatdescribewhatstudentsdotodemonstratetheirunderstanding)
Ican...
•
•
•
•
Useandinterpretdatafromtopographicmapsandsatelliteviewsasevidencefortheidentificationoflandand
erosionalfeatures.
Lookforpatters
Useandinterpretdatafromtopographicmapsandsatelliteviewsasevidenceastheymakepredictionsabout
howsurfacefeaturesrepresentedbythemaphavebeenreshapedasaresultoferosion.
Collectandusedatafromtopographicmapsandsatelliteviewsasevidencefortheirexplanationsofhow
Earth’ssurfacefeaturesmayhavebeenreshapedasaresultofweatheringanderosion.
Collectandusedatafromtopographicmapsandsatelliteviewsasevidencefortheirpredictionsofhow
Earth’ssurfacefeaturesmaybereshapedinthefutureasaresultofweatheringanderosion.
Scientific Practices: From Standards to Assessment •
Three steps to integration
Step 2: Establish learning goal(s)
and success criteria by integrating
content and practices.
CharlesA.DanaCenterat
TheUniversityofTexasatAustin
2015
22 11 1/22/16 Scientific Practices: From Standards to Assessment What should students know, understand, and be able to do?
2015
23 Using Formative Assessment to Guide Instruction
What are learning goals and success criteria?
Learning Goals
•  Specify the learning that is intended for a sequence of
lessons or a unit of study.
•  Are broken down into sub-goals or success criteria.
Success Criteria
•  Make clear what the students will learn during a lesson or
series of lessons.
•  Indicate how a student can demonstrate his/her learning
en route to meeting learning goals.
Taken together, the learning goals and success criteria
enable both teachers and students to develop a conception
of the learning that must occur.
2015
24 12 1/22/16 Using Formative Assessment to Guide Instruction Developing a learning progression
Overarching Learning Goal
Building
Block #1
Concept
Concept
Concept
Building
Block #2
Practice
Concept
Practice
Concept
Building
Block #3
Practice
Concept
Practice
Practice
Concept
Practice
Practice
Practice
— Adapted from Popham, W. J. (2011). Transformative assessment in action: An inside look at applying
the process. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
25 2015
Using Formative Assessment to Guide Instruction Developing a learning progression
Students will use and interpret topographic maps and satellite views to identify Earth’s
surface features and to communicate a prediction of how weathering will cause these
features to change over time.
Building
Block #1
Concept
Concept
Concept
Practice
Practice
Building
Block #2
Concept
Concept
Building
Block #3
Practice
Concept
Practice
Practice
Concept
Practice
Practice
Practice
— Adapted from Popham, W. J. (2011). Transformative assessment in action: An inside look at applying
the process. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
2015
26 13 1/22/16 Scientific Practices: From Standards to Assessment
How do you establish learning criteria?
Overarching Learning Goal
Building Block #1
Concepts
Practices
Building Block #2
Concepts
Practices
2015
27 Scientific Practices: From Standards to Assessment How do you establish learning criteria?
PracEces Use and interpret models to represent natural features. PracEces Collect and use data as evidence for explanaMons of natural events. Content Topographic maps can be used to make predicMons about how Earth’s surface features may be reshaped as a result of erosion. PracEces Use and interpret models to represent natural features. PracEces Collect and use data as evidence for explanaMons of natural events. Content Satellite views can be used to make predicMons about how Earth’s surface features may be reshaped as a result of erosion. 2015
28 14 1/22/16 Scientific Practices: From Standards to Assessment How do you establish learning criteria?
PracEces Use and interpret models to represent natural features. PracEces Collect and use data as evidence for explanaMons of natural events. Content Topographic maps can be used to make predicMons about of how Earth’s surface features may be reshaped as a result of erosion. Students will:
•  Use and interpret data from topographic maps as evidence as they
make predictions about how surface features represented by the
map have been reshaped as a result of erosion.
•  Collect and use data from topographic maps as evidence for
explanations of how Earth’s surface features may be reshaped as
a result of erosion.
29 2015
Scientific Practices: From Standards to Assessment How do you establish learning criteria?
PracEces Collect and use data as evidence for explanaMons of natural events. PracEces Collect and use data as evidence for explanaMons of natural events. PracEces Use and interpret models to develop explanaMons for present and future natural events. PracEces Use and interpret models to develop explanaMons for present and future natural events. 2015
Content Topographic maps can be used to idenMfy land and erosional features. Content Satellite views can be used to idenMfy land and erosional features. 30 15 1/22/16 Scientific Practices: From Standards to Assessment How do you establish learning criteria?
PracEces Collect and use data as evidence for explanaMons of natural events. PracEces Use and interpret models to develop explanaMons for present and future natural events. Content Topographic maps can be used to idenMfy land and erosional features. Students will:
•  Use and interpret data from topographic maps and satellite views as
evidence for the identification of land and erosional features.
2015
31 Scientific Practices: From Standards to Assessment What should students know, understand, and be able to do?
2015
32 16 (Whatdostudentsneedtoknow?)
(HowwillstudentsengageintheScience?)
(8.9) Earth and space. The student knows that natural (2) Scientific investigation and reasoning. The student uses
events can impact Earth systems. The student is
scientific inquiry methods during laboratory and field
expected to:
investigations. The student is expected to:
(C) interpret topographic maps and satellite
(E) analyze data to formulate reasonable explanations,
views to identify land and erosional features and
communicate valid conclusions supported by the data, and
predict how these features may be reshaped by
predict trends.
weathering.
• Natural events can impact the topographic
• Studentswillusescientificinquirymethodsduringafield
investigation.
features on the surface of the earth.
o Useandinterpretmodelstorepresentnaturalfeatures
• Topographic maps and satellite views can be
o Collectandusedataasevidenceforexplanationsofnatural
used to identify land features.
events
• Topographic maps and satellite views can be
o Collectdataandlookforpatternsandrelationshipsthatcanbe
used to identify erosional features.
usedtocommunicatevalidconclusions
• Weathering is a natural event that results in the
o Useandinterpretmodelstodevelopexplanationsforpresent
reshaping of earth’s surface features.
andfuturenaturalevents
• Topographic maps and satellite views can be
o Defendtheirexplanationsofnaturalevents
used to make predictions about how earth’s
surface features may be reshaped by weathering.
LearningGoal–Overarchingcriteriaforthisbuildingblock
(WHATstudentsneedtoknow,HOWtheyengage,andinwhatCONTEXT)
• Studentswilluseandinterprettopographicmapsandsatelliteviewstoidentifyearth’ssurfacefeaturesandtocommunicate
apredictionofhowweatheringwillcausethesefeaturestochangeovertime.
1/22/16 Scientific Practices: From Standards to Assessment What should students know, understand, and be able to do?
Criteria
(Clear,specific,measurablestatementsthatdescribewhatstudentsdotodemonstratetheirunderstanding)
Ican...
•
•
•
•
•
Useandinterpretdatafromtopographicmapsandsatelliteviewsasevidencefortheidentificationoflandand
erosionalfeatures.
Lookforpatters
Useandinterpretdatafromtopographicmapsandsatelliteviewsasevidenceastheymakepredictionsabout
howsurfacefeaturesrepresentedbythemaphavebeenreshapedasaresultoferosion.
Collectandusedatafromtopographicmapsandsatelliteviewsasevidencefortheirexplanationsofhow
Earth’ssurfacefeaturesmayhavebeenreshapedasaresultofweatheringanderosion.
Collectandusedatafromtopographicmapsandsatelliteviewsasevidencefortheirpredictionsofhow
Earth’ssurfacefeaturesmaybereshapedinthefutureasaresultofweatheringanderosion.
2015
33 CharlesA.DanaCenterat
TheUniversityofTexasatAustin
Scientific Practices: From Standards to Assessment
Three steps to integration
Step 3: Analyze
instructional and
assessment materials.
2015
34 17 1/22/16 Scientific Practices: From Standards to Assessment What will serve as teaching/learning tools?
Students must be provided with an opportunity to learn
the required content and engage with the scientific
practice(s) identified.
-  When designing/selecting instructional resources,
student learning goals and success criteria should be
used to guide decisions about the activities/
investigations that are most appropriate and that
provide opportunities to meet the criteria.
2015
35 Scientific Practices: From Standards to Assessment Selecting instructional materials
2015
36 18 1/22/16 Scientific Practices: From Standards to Assessment Session reflection
What?
What are three significant understandings that you have
gained?
So What?
Why are these understandings significant for you?
Now What?
What action step can you take as a result of these significant
understandings?
2015
37 Scientific Practices: From Standards to Assessment
Contact information
Barbara Taylor
Professional Learning Facilitator, Secondary Science
Charles A. Dana Center
barbara_taylor@austin.utexas.edu
For information on the Dana Center’s other professional
development opportunities, see
www.utdanacenter.org/pd
2015
38 19