Venue: The American International School of Muscat, Oman
CHRIS CHARNITSKI was a high school life science teacher for 20 years – the first ten primarily at Thomas Jefferson High School for Science and Technology in Fairfax County, Virginia, and the last ten years in Ecuador, Myanmar, and most recently in Oman at The American International School of Muscat. Last year he left the classroom and repatriated to North Carolina in the US.
Mr Charnitski co-facilitates the NGSS Introduction for Educators at the AERO Summer Institute in Virginia and NESA’s AERO preconference at the Spring Educators Conference. He serves on Achieve’s Peer Review Panel for Science vetting lessons and units for alignment with the NGSS.
Mr Charnitski recently presented at the CEESA Assessment Summit and works with international schools around the world training teachers to better understand and implement the Next Generation Science Standards.
Currently, he is in training to be a NSTA NGSS presenter. He participated in writing the AERO HS Life Science Standards and is a National Board-certified teacher.
Assessment and the NGSS
Quality assessment meaningfully designed to target the three dimensions of the NGSS is essential in transitioning to the NGSS. We will first discuss the importance of assessment, and what the writers of the Framework imagined as the role of formative and summative assessment in a Next Gen classroom. We will explore existing assessment tasks, and look at and implement tools designed to determine the quality and alignment of assessment tasks.
Developing 2D and 3D assessment tasks is challenging. The majority of our time will be spent investigating tools that guide us through the process of assessment task creation. We will go through the process of developing portions of assessment tasks using the tools available.
Rubrics for assessing engagement with elements of the Science and Engineering Practices and elements of the Crosscutting Concepts have been developed by a number of organizations and science educators. Time permitting, we will evaluate some of these rubrics and discuss their usefulness in the NGSS classroom.
Target Audience: Grades K-5 teachers (who are all science teachers), Grades 6-12 science teachers, curriculum/science coordinators.
Continuum Levels: 2, 3
NESA's Learning Continuum:
Participants will. . .
- gain insight into the role of assessment in the NGSS.
- be exposed to different existing NGSS assessment tasks and engage with tools to vet their alignment to the NGSS.
- develop assessment task items to determine student engagement with an understanding of elements of the Science and Engineering Practices and the Crosscutting Concepts.
- explore and discuss existing rubrics for assessing student engagement in the Science and Engineering Practices and the Crosscutting Concepts.
Participants should have a functional understanding of the NGSS. This would include an understanding of what three-dimensional learning and teaching might look like in a classroom, an ability to read, understand and potentially unpack a standard and the ability to dialogue using the lexicon of the NGSS.
Participants should know the role of phenomena in the NGSS and be familiar with the Science and Engineering Practices and the Crosscutting Concepts, and how they work together with the Disciplinary Core Ideas. Typically, this requires professional development of some sort, however there are certainly educators and others who have worked to achieve an effective level of understanding.
Experience working with the NGSS in the classroom is not necessary for this session.