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?
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?
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.
