Innovative Assessments - OpenSciEd
Professional Learning Session Overview

Innovative Assessments

Investigating how OpenSciEd’s assessment system focuses on student sensemaking

Session Overview

This two-day professional development session focuses on the overarching question – How do we support and assess students’ growth in 3-dimensional learning? It assumes the prerequisite completion of the Launch Professional Learning and previous experience teaching an OpenSciEd unit. Included in this session are opportunities for teachers to:

  • Analyze OpenSciEd Assessments using key criteria for 3D Assessments.
  • Identify and analyze the different types of assessments in the OpenSciEd assessment system.
  • Examine student work to provide feedback and support students’ 3D learning.
  • Use the assessment guidance to reflect on and prepare for lessons.
  • Engage in the actual lessons of the unit as a student.

All of the instructional materials associated with this professional learning session are available for download from the instructional materials page.

Session Agenda

Day 1: How do the 3D assessments and instruction in OpenSciEd support learning?

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On Day 1, participants will examine the OpenSciEd assessment system. The focus for Day 1 in the whole group will be to look at the coherence between 3D instruction and assessment, analyze the assessment design in OpenSciEd, and examine some assessment components from a chemistry unit as an example of coherence between assessments and learning.  In the unit-specific time, there will be time to take a deeper look at the assessment system, which is built into all OpenSciEd units through engaging with your unit.

Participants will:

  • Reflect on their vision for assessment and the relationship between instruction and assessment. 
  • Be introduced to the OpenSciEd assessment system including the different types and purposes of assessments included in the materials.
  • Analyze a few examples of assessments from the C.1 Polar Ice Unit to look for coherence across the unit assessment system. 
  • Consider how the coherence across the OpenSciEd assessment system supports student sensemaking.

Length:

  • 1 hour – Introduction: Analyze the OpenSciEd assessment system looking for coherence between 3D instruction and assessment. 
  • 5 hours – Unit Specific: Experience the Anchoring Phenomena routine and build the storyline with a focus on the 3 Dimensions.

Day 2: How can we use 3D assessments to notice and support student learning?

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On Day 2, participants will reflect on using the assessment opportunities to support and communicate student learning in the whole group. In unit-specific time, they will continue to engage with their unit and continue to analyze where assessment occurs and when/how to provide feedback for continued student learning. Participants will look at some scoring guidance and student work to reflect on how assessments are a coherent piece of the OpenSciEd instructional materials. 

Participants will:

  • Analyze scoring guidance in OpenSciEd to find support for what students should know and do.
  • Examine student work samples to identify the ideas students are representing in their work. 
  • Continue to consider how the coherence across the OpenSciEd assessment system supports student sensemaking.

Length:

  • 1 hour – Introduction: Analyze student work from formative and summative tasks.
  • 5 hours – Unit Specific: Experience key lessons and use assessment guidance to reflect on and prepare for lessons.