Middle School. Teacher s Guide. Sampler. Gathering evidence of three-dimensional learning

Teacher s Guide Sampler Gathering evidence of three-dimensional learning

Next Generation Science Standards (NGSS) is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product. 2016 Measured Progress. All rights reserved. Measured Progress and its logo are registered trademarks of Measured Progress, Inc. STEM Gauge is a trademark of Measured Progress, Inc. P0559.020516

Table of Contents Introduction... ii I. Organization and Alignment... 1 II. Highlighting the Science and Engineering Practices... 6 III. Instructional Strategies... 11 IV. Formative Support Tools... 18 i

Introduction The Measured Progress STEM Gauge is a formative assessment resource that supports teachers instruction and transition to the Next Generation Science Standards (NGSS)*. The standards are based on the integration of three dimensions: 1. Academic content (Disciplinary Core Ideas) 2. Science practices (Science and Engineering Practices) 3. Concepts that span the content areas (Crosscutting Concepts) Because the NGSS call for greater rigor and evidence of meeting performance expectations, students will need opportunities to engage in learning that blend all three dimensions of the standards. This approach to the standards will require incremental and continual changes in classroom instruction and assessment. The Guide to Implementing the Next Generation Science Standards, authored by a committee from the Board on Science Education, recommends using a variety of different assessment and monitoring tools that serve the different needs of state and district-level accountability, as well as the needs of classroom-level formative assessment to inform learning and instruction. As adjustments to curricula and instruction are being made to meet the goals of the NGSS, STEM Gauge provides teachers with strategies for embedding assessment into instruction and provides students with frequent formative practice to demonstrate their understanding of the integrated dimensions throughout the year. GAUGE STUDENT UNDERSTANDING OF NGSS PROGRESSING EVIDENCE OF UNDERSTANDING DEMONSTRATED Help teachers develop appropriate formative assessment strategies. School leaders need to ensure that professional development for science teachers covers issues of assessment and supports teachers in using formative assessment of student thinking to inform ongoing instruction. *Next Generation Science Standards (NGSS) is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product. Guide to Implementing the Next Generation Science Standards, The National Academies Press, 2015. Recommendation 14, p. 61. ii

1. 2. 3. 1. 2. 3. 1. 2. 3. NGSS ALIGNMENT PERFORMANCE EXPECTATION: MS-LS4-1: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. DOK: 3 ID: 183063A 183063A Extended Response (3 points) In Development W X Y Z 2015 Measured Progress. All rights reserved. Web: measuredprogress.org Measured Progress COMMON CORE and its logo are trademarks of Measured Progress, Inc. B1 NGSS.Sci.2015.Set4.NaturalSelection TEACHER S GUIDE SAMPLER I. Organization and Alignment Organization The STEM Gauge contains 15 topic-based item sets of 20 25 assessment items. Each set is based on one of the NGSS topics, and its items are aligned to the performance expectations (PEs) for the topic. The sets span the content domains of Physical Science, Life Science, and Earth and Space Science, as shown below. With purchase of STEM Gauge, educators have access to all 15 topic-based item sets. This format provides flexibility and choice for either a discipline-based or an integrated instruction model. 15 NGSS Topics in the Grade Span Physical Science Life Science Earth and Space Science Structure and Properties of Matter Structure, Function, and Information Processing Space Systems Chemical Reactions Growth, Development, and Reproduction of Organisms History of Earth Forces and Interactions Matter and Energy in Organisms and Ecosystems Earth s Systems Energy Interdependent Relationships in Ecosystems Weather and Climate Waves and Electromagnetic Radiation Natural Selection and Adaptations Human Impacts The STEM Gauge includes: 15 topic-based item sets of assessment items that come in print-ready PDF format and in QTI format for computer-based use. A Teacher s Guide with strategies for using the items to gather evidence of students understanding. Formative Support Tools that help teachers integrate the NGSS into classroom instruction and assessment. A Scoring Guide for each topic-based item set that includes answer keys, distractor rationales, rubrics, and scoring notes. Directions: Frayer Model 1. In the oval in the middle, write the topic you will be learning about. 2. Write what you already know about the topic in the part of each box with no shading. 3. At the end of the lesson, write what you learned about the topic in the part of each box that is shaded. Definition Essential Characteristics Student Name: Examples Nonexamples Partner Share: What Facts or Ideas Did You Have in Common? 2015 Measured Progress. All rights reserved. Measured Progress and its logo are registered trademarks of Measured Progress, Inc. STEM Gauge is a trademark of Measured Progress, Inc. Three-Fact Fold Chart List three ideas or facts that you remember from today s lesson and fold your paper to cover your responses. Exchange your chart with a partner. Without looking at each other's ideas, you and your partner record your own three facts in the "Partner Share" section. Trade back your charts, and together discuss the ideas or facts you had in common. Record the commonalities in the space at the bottom of your own chart. Fold down to here Scoring Guide Natural Selection and Adaptations The fossils in the diagram show how the forelimbs (front legs) of four ancestral horse species evolved over time. The table shows what scientists believe were the diets of the four species, based on structural changes of the teeth of each species. Evolution of a Forelimb Horse Diet, Based on Tooth Structure Species Diet W Soft leaves and fruits X Leaves and small amounts of grass 2015 Measured Progress. All rights reserved. Measured Progress and its logo are registered trademarks of Measured Progress, Inc. STEM Gauge is a trademark of Measured Progress, Inc. Deep Layer Location in Rock Layers Surface Layer Y Z Large amounts of grass, smaller amounts of leaves Grass only a. Describe how two structures in the forelimbs of horse ancestors changed over time. b. Using the information about diet in the table, explain why the forelimbs of horse ancestors may have changed over time. 1

Each STEM Gauge topic-based item set can be used in a variety of ways for formative assessment. It is recommended to strategically integrate items into instruction as ongoing formative checkpoints to inform instructional next steps. Because an individual assessment item may not address the complexity of all three dimensions in the PE, it is recommended to use more than one item or type of assessment to allow students to fully demonstrate their understanding of each PE. Some Science and Engineering Practices embedded in the PEs are best assessed using performance-based assessments. Individual assessment items can be used to help prepare students for, or be incorporated within, more complex performance-based assessments. Measured Progress does not recommend using any STEM Gauge item set as an NGSS topic test. STEM Gauge is designed to work within a larger NGSS assessment program that includes both formative and summative assessment components. STEM Gauge is one part of a broad NGSS curriculum, instruction, and formative assessment program. The item sets are designed to complement instruction. To adequately assess the complex, three-dimensional structure of the PEs, summative NGSS assessments will require a different approach. By embedding STEM Gauge assessment items into daily lessons, teachers and students gain continuous information about students learning. As they progress toward mastery of the three dimensions of the PEs, students need practice working with preliminary steps. The NGSS Evidence Statements were used to design items that provide these preliminary steps. Ongoing instruction can be adjusted as needed to help all students acquire essential scientific concepts and processes as outlined in the NGSS PEs. Item Types The 15 middle school topic-based item sets are designed to both elicit evidence of understanding of the three dimensions and gauge students progress toward meeting PEs. There are three different item types included in each of the 15 topic-based item sets: multiple-choice, constructed-response, and extended-response. Each topic-based item set contains 20 25 items. Examples of each item type are included in Section III of this guide. Multiple-choice (MC): 1-point items MC items include an item stem and answer options. The incorrect answer options, or distractors, are often based on typical misconceptions. The Scoring Guide for each STEM Gauge MC item includes distractor rationales that identify the correct answer and help explain why each other option is incorrect. An analysis of students answer choices provides evidence of the students current level of understanding of key concepts and skills. Constructed-response (CR): 2-point items A CR item presents an open-ended prompt that gives students the opportunity to write answers that demonstrate application of scientific practices including scientific explanations. These items also allow students to practice higher-order thinking skills such as analyzing and synthesizing. Different CR items call for varying response lengths from brief sentences to explanations with drawings. Extended-response (ER): 3-point items ER items present open-ended prompts that require more writing than CR items. Extended-response items actively engage students in constructing and organizing their knowledge by asking students to explain, elaborate, and question their own thinking. 2

Topic Overview Each STEM Gauge topic-based item set includes a Topic Overview that lists the PEs that are addressed in each set. Student Learning Targets provided with each item set translate the PEs into student-friendly, observable demonstrations. Below is the Topic Overview for Earth s Systems. Earth s Systems Topic Overview The Topic Overview identifies the number and types of items associated with each PE. NGSS Performance Expectations MS-ESS2-1 Develop a model to describe the cycling of Earth s materials and the flow of energy that drives this process. Develop a model to describe the cycling of water through Earth s systems driven by energy from the sun and the MS-ESS2-4 force of gravity. Construct a scientific explanation based on evidence for how the uneven distributions of Earth s mineral, energy, MS-ESS3-1 and groundwater resources are the result of past and current geoscience processes. Next Generation Science Standards (NGSS) is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product. Item Count MS-ESS2-1 MS-ESS2-4 MS-ESS3-1 TOTAL ER (extended-response 3 points) 1 2 2 5 CR (constructed-response 2 points) 2 4 3 9 MC (multiple-choice 1 point) 3 4 4 11 TOTAL 6 10 9 25 Student Learning Targets PE: MS-ESS2-1 PE: MS-ESS2-4 PE: MS-ESS3-1 I can make a model to describe how Earth s materials are recycled. I can make a model to describe the flow of energy that recycles Earth s materials. I can make a model to describe how water cycles through Earth s systems. I can make a model to describe how energy from the sun and the force of gravity drive the cycling of water. I can use evidence to explain that Earth s mineral, energy, and groundwater resources are found in different places in the world because of the geoscience processes going on there now and that occurred in the past. Student Learning Targets Crafted specifically for the NGSS PEs, Learning Targets help students organize their thinking and establish goals for learning. 3

Item Index Each topic-based item set also includes an Item Index that outlines the specifications of all the items. The index can be used as a reference when searching for specific items to integrate into lesson plans. MS Earth s Systems Item Index As outlined in the Performance Expectations (PE) of the NGSS, the three dimensions are the disciplinary core ideas (DCI), science and engineering practices (SEP), and crosscutting concepts (CCC). Note that due to the complexity of the PEs, individual assessment items may not address all three dimensions. Click on any item ID in the table to view the student version of the item. To return to the index page, click on the Measured Progress logo at the upper left corner of the student item page. All STEM Gauge items are coded to a Depth of Knowledge (DOK) level of either 2 or 3. DOK 2 items require the application of information or knowledge. DOK 3 items demand strategic thinking such as reasoning or planning. Item ID Item Type DOK Performance Expectation Science and Engineering Practices Developing and Using Models Constructing Explanations and Designing Solutions Earth Materials and Systems Disciplinary Core Ideas The Roles of Water in Earth s Surface Processes Natural Resources Patterns Crosscutting Concepts Cause and Effect Energy and Matter Stability and Change Influence of Engineering, Technology, and Science on Society and the Natural World Each item identification number is also included on the top of each student item page and Scoring Guide (PDF versions). 182079A ER 3 MS-ESS2-1 x x x 182080A ER 3 MS-ESS2-1 x x x 182081A ER 3 MS-ESS2-1 x x x 182082A ER 2 MS-ESS2-1 x x x 124432A CR 2 MS-ESS2-1 x x x 175194A CR 2 MS-ESS2-1 x The Xs indicate x the specific x 136638A CR 2 MS-ESS2-1 x dimensions x addressed by each item. x 175161A CR 2 MS-ESS2-1 x x x 135135A MC 2 MS-ESS2-1 x x x 137083A MC 2 MS-ESS2-1 x x x 136464A MC 2 MS-ESS2-1 x x x 182093A ER 2 MS-ESS2-4 x x x 182083A ER 2 MS-ESS2-4 x x x 182084A ER 2 MS-ESS2-4 x x x 124436A CR 2 MS-ESS2-4 x x x 137090A CR 2 MS-ESS2-4 x x x 176150A CR 2 MS-ESS2-4 x x x 176156A NGSS ALIGNMENT CR 2 MS-ESS2-4 x x x PERfORMANCE ExPECTATION: 122774A MS-ESS2-1: MC 2 Develop MS-ESS2-4 a model to describe x the cycling of Earth s materials x and the flow of energy x that drives this process. 136508A MC 2 MS-ESS2-4 x x x DOK: 2 182085A ID: ER 124432A 3 MS-ESS3-1 x x x 124432A Short Answer 2 In Development A model of a volcano is shown. Lava Volcano MS Earth s Systems Scoring Guide Earth s surface Magma Crust a. Describe how the model demonstrates the cycling of Earth s materials through part of the rock cycle. b. Explain two ways that the process you described in part (a) results in rock formation. 4

Alignment Each NGSS PE integrates Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts. The goal of instruction should be to incorporate these three dimensions, in a similarly integrated way, in order to provide an authentic learning experience for the students in science and engineering disciplines. Not only is integration encouraged but exposing students to multiple practices within a lesson is desirable, as it reinforces the true nature of doing science and engineering. This integrated, three-dimensional nature should also be reflected in assessments in order to give students the best opportunity to reach the full expression of the PE. Measured Progress STEM Gauge items incorporate these three dimensions of the PEs.* For example, this ER item was built to assess MS-ESS 1-4 as part of the History of Earth topic-based item set. Notice how each of the three dimensions is integrated into the item. Science and Engineering Practices Performance Expectations MS-ESS1-4 Geologists have been studying the rock layers in the hill shown below for clues about the area s history. Using the diagram, describe three events in this area s history that can be determined from the rock layers. In your description, be sure to identify evidence for the events and include the sequence in which the events occurred. Disciplinary Core Ideas Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth s 4.6-billion-year old history. Crosscutting Concepts Students use evidence and their content knowledge to construct an explanation of the relative temporal relationship among the Earth events. Student Learning Targets Student Learning Targets are I Can statements that clarify the PEs in student-friendly language. The sample below shows how two PEs have been rewritten as Student Learning Targets. The color coding shows how the three dimensions from each PE are blended into each Student Learning Target. Suggested Student Learning Targets are included with each topic-based item set for integrating into lesson plans. Performance Expectations Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth s 4.6-billion-year old history. Construct an explanation based on evidence for how geoscience processes have changed Earth s surface at varying time and spatial scales. Student Learning Target I can use evidence from rock layers to explain how the geologic time scale describes Earth s history. I can use evidence to explain how geoscience processes affected an area over time. *Note: Due to the complexity of some of the PEs, some of the assessment items may not address all three dimensions. 5

II. Highlighting the Science and Engineering Practices The focus of the NGSS on integration of the three dimensions requires a new approach to instruction and assessment. One way to start your NGSS transition is to consider ways to integrate or blend the Science and Engineering Practices with the Disciplinary Core Ideas and Crosscutting Concepts. Rather than presenting content and concepts in isolation, this approach integrates scientific knowledge with practice mirroring the way real scientists and engineers work. Engaging in the Science and Engineering Practices is essential for students to understand the relevancy of the content and skills they are learning. A Framework for K 12 Science Education states, Engaging in the practices of science helps students understand how scientific knowledge develops; such direct involvement gives them an appreciation of the wide range of approaches that are used to investigate, model, and explain the world. Engaging in the practices of engineering likewise helps students understand the work of engineers, as well as the links between engineering and science. Participation in these practices also helps students form an understanding of the crosscutting concepts and disciplinary ideas of science and engineering; moreover, it makes students knowledge more meaningful and embeds it more deeply into their worldview. * This section provides examples of how STEM Gauge items offer opportunities for students to engage in and use the Science and Engineering Practices while learning new science content. Some items in this section may require students to use a different practice than the one associated with the PE. This is intentional and supports the recommendation to integrate multiple practices. Recognizing how the crosscutting concepts and disciplinary core ideas are connected to the practices is a great first step to implementing the NGSS. In this Sampler we ve included four of the eight practices. The full Teacher s Guide includes all eight. The Eight Science and Engineering Practices 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information *A Framework for K 12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. The National Academies Press, 2012, p. 42. 6

1. Asking questions (for science) and defining problems (for engineering) STEM Gauge items provide scenarios and data to promote curiosity and investigations of problems that need to be solved. NGSS ALIGNMENT PERFORMANCE EXPECTATION: MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. DOK: 2 ID: 184811A 184811A Multiple Choice D In Development The graph shows global temperature change, as measured by satellites, from 1980 to 2015. Change in Global Temperature Compared to the Average, 1980 2015 Change in Global Temperature Compared to the Average ( C) 0.8 0.6 0.4 0.2 0.0 0.2 0.4 0.6 0.8 1980 1985 1990 1995 2000 2005 2010 2015 Year In this MC item, students are asked to identify which question s answer will best support a claim. This item requires a student to understand how to clarify evidence concerning factors that may cause global warming. Based on the graph, Grace claims that global temperature changes are due to natural causes. Answering which question would best help support Grace s claim? A How did the satellites measure temperature in the atmosphere? B What was the amount of fossil fuels burned between 2000 and 2015? C What caused a decrease in the amount of CO2 emissions produced by humans? D How has the amount of energy received from the Sun changed from 2000 to 2015? NGSS ALIGNMENT PERFORMANCE EXPECTATION: MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. DOK: 2 ID: 183858A 183858A Extended Response (3 points) In Development Six students each make an electromagnet for an investigation. Each student wraps copper wire around a nail and attaches each end of the wire to a 9-volt battery. The students use their electromagnets to pick up paper clips. The table shows the number of paper clips each student picks up with their electromagnet. Electromagnet Investigation This two-part ER item moves beyond identifying relevant questions to asking students to develop their own questions based on conceptual understanding and data collected during an investigation. Student 1 2 3 4 5 6 Number of Paper Clips Picked Up 5 12 28 17 7 25 a. Write one question about how the electromagnets were made that the students could answer that would help explain the differences in the numbers of paper clips picked up by the electromagnets. Explain your reasoning. b. Identify one factor, other than how the electromagnets were made, that would affect the number of paper clips picked up by the electromagnet. Explain your reasoning. 7

2. Developing and using models STEM Gauge items provide opportunities for students to analyze, plan, or create, and/or modify models to communicate ideas and understanding. NGSS ALIGNMENT PERfORMANCE ExPECTATION: MS-ESS2-4: Develop a model to describe the cycling of water through Earth s systems driven by energy from the sun and the force of gravity. DOK: 2 ID: 176150A 176150A Short Answer 2 In Development Jackson creates the model shown in the diagram. He forms a clay mountain at the bottom of a plastic container and adds water to the container. Jackson then places a lid on top of the container and a petri dish filled with ice cubes on top of the lid. Next, he places a lamp over the container and turns it on. Ice cubes Clay mountain Lamp Water Plastic container This CR item asks students to use their knowledge of the water cycle to explain how a given model can be used to make observations and gather evidence of the water cycle. a. What observation would indicate to Jackson that water is being cycled within the model? b. Explain why the observation is evidence that water is being cycled within the model. Given a scenario with materials, students are asked to develop a model to show the formation of metamorphic rock and the energy that drives the rock cycle. NGSS ALIGNMENT PERfORMANCE ExPECTATION: MS-ESS2-1: Develop a model to describe the cycling of Earth s materials and the flow of energy that drives this process. DOK: 2 ID: 182082A 182082A Extended Response (3 points) In Development Alexander has a block of modeling clay, three heavy blocks, and a hot plate covered by a tray, as shown. HOT OFF NGSS ALIGNMENT PERFORMANCE EXPECTATION: MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. DOK: 3 ID: 183920A How could he use these items to model the process of an existing rock becoming a metamorphic rock, according to the rock cycle, and to model the flow of energy that drives this process? Extended-Response Rubric 183920A Extended Response (3 points) In Development Model X and model Y both represent particles of the same substance. This two-part ER item requires students to analyze a given model in order to identify the states of matter represented in the first part. Students then extend their thinking in the second part by describing another model that could represent a change in the state of the same matter. Model X Model Y a. Identify the states of matter represented by model X and by model Y. Support your answers using evidence from the models. b. Describe a third model that would represent particles of the same substance in a state of matter not represented by model X or model Y. Explain your reasoning. 8

5. Using mathematics and computational thinking STEM Gauge items include mathematical representations requiring students to integrate mathematical thinking with scientific reasoning to support an explanation. NGSS ALIGNMENT PERFORMANCE EXPECTATION: MS-LS4-6: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. DOK: 3 ID: 183178A 183178A Extended Response (3 points) In Development The medium ground finch is a seed-eating bird species that lives on a tiny volcanic island in the Pacific Ocean. Scientists measured the beak size of the adult birds on the island twice in the same year before and after six months of no rain. The birds that survived the dry period reproduced and had offspring. Scientists returned the next year and measured the beak size of the surviving offspring. All of the birds the scientists measured were adults. The graph shows the scientists results. Number of Finches 60 50 40 30 20 10 0 Ground Ground Finch Beak Size Size 7.3 7.8 8.3 8.8 9.3 9.8 10.3 10.8 11.3 Beak Size (millimeters) In this item, students combine their content understanding with data interpretation by making an inference in order to explain why the beak size of the finches changed before and after dry periods. Then they explain the pattern they observe in the data. For both explanations, the students analyze the data to support their content understanding. Key Adult birds before dry period Surviving birds after dry period Offspring of surviving birds Some of the seeds that medium ground finches eat are soft, small, and easy to eat. Other seeds are large, hard, and difficult to break open. a. Explain why the beak size pattern changed in the surviving population after six months of no rain. Provide evidence to support your answer. b. Explain the pattern of beak size in the offspring shown in the graph. Provide evidence to support your answer. NGSS ALIGNMENT PERFORMANCE EXPECTATION: MS-LS4-6: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. DOK: 2 ID: 124071A 124071A Multiple Choice B;B In Development A scientist studied a snail population that had a variation of shell colors. The number of each differently colored snail shell was recorded. The graph shows the data the scientist collected. This item requires students to combine their understanding of how natural selection will affect shell colors in a snail population with their knowledge of how changes in shell color can be accurately represented on a graph. Number of Snails Light Snail Shell Color Over time, the rocks on which the snails lived became covered with dark-colored seaweed. Which graph best represents the range of colors in the snail population that resulted from natural selection after the dark-colored seaweed covered the rocks? Dark A Number of Snails B Number of Snails Light Snail Shell Color Dark Light Snail Shell Color Dark C Number of Snails D Number of Snails Light Snail Shell Color Dark Light Snail Shell Color Dark 9

6. Constructing explanations (for science) and designing solutions (for engineering) STEM Gauge items provide authentic contexts for constructing scientific explanations from given evidence. NGSS ALIGNMENT PERfORMAnCE ExPECTATIOn: MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth s surface at varying time and spatial scales.. DOK: 2 ID: 182479A 182479A Extended Response (3 points) In Development The photo shows a fence that was once connected and straight but is now split into two halves, several feet apart. Scientists use changes on Earth s surface, like this fence, as evidence of earthquakes in the area. In addition to the information requested in parts a and b, this item could be used to prompt thinking about designing a solution for an earthquake-proof fence. Wikimedia a. Explain why the change in the fence can be used as evidence of earthquakes in the area. b. Compare the timescale of a single earthquake to the timescale of the forces that cause the earthquake to happen. Explain why there is a difference or similarity. This item provides students an opportunity to demonstrate their understanding of the interaction of forces and can be used as a springboard to designing a solution involving the collision of two objects in motion. NGSS ALIGNMENT PERFORMANCE EXPECTATION: MS-PS2-1: Apply Newton s Third Law to design a solution to a problem involving the motion of two colliding objects. DOK: 2 ID: 180209A 180209A Short Answer 2 In Development Jennifer and her father drive bumper cars at an amusement park and have a collision, as shown in the picture. Jennifer thinks that the force on her bumper car from the collision is greater than the force on her father s bumper car, because her father weighs a lot more than she does. Explain why Jennifer s thinking is not supported by Newton s third law of motion. 10

III. Instructional Strategies The STEM Gauge topic-based item sets can be embedded in instruction to fuel student learning and support ongoing formative assessment. Effective formative assessment practices are highly interactive and designed so that the same instructional activities that are intended to support students learning also yield evidence of students progress. This section of the guide presents a variety of sample items and instructional strategies that support each of the formative assessment practices featured in the figure below. Note that the strategies are applicable across items of similar format. This sampler includes strategies 1, 3, and 5. Measured Progress STEM Gauge 6 Scaffold new learning 1 Engage students in learning 5 Plan learning & instructional modifications 2 Elicit evidence of understanding 4 Gather & provide feedback 3 Interpret the evidence & identify gaps in understanding 11

1 Engage students in learning Student engagement directly affects student learning. Students become more invested in the learning process when they are encouraged to ask questions and actively participate in discussions about their own thinking. The Hawaiian Islands are located on the Pacific tectonic plate. Over time, the plate has moved in a northwest direction. Use MC items to provide students with an opportunity to discuss their answer choices with peers and enhance reasoning skills. Involve students in the process of analyzing and defending answer choices by sharing answer keys and distractor rationales from MC items. What is the best explanation for how the Hawaiian Island chain formed? A. A volcanic hotspot was pushed across the Pacific tectonic plate by convection currents in Earth s mantle. B. Volcanoes that formed at a hotspot below the Pacific tectonic plate erupted repeatedly, creating islands as the plate moved over the hotspot. C. The Pacific tectonic plate repeatedly crashed into another plate, causing islands to rise up at the crash boundary. D. As the Pacific tectonic plate moved, it broke apart, allowing magma from Earth s mantle to rise to the surface and form individual islands. Distractor rationales help identify misconceptions or clarify why a response is incorrect. Distractor rationales for all MC items can be found in the Scoring Guide in each topic-based item set. Distractor Rationales A. Hotspots do not move under tectonic plates; tectonic plates move over hotspots. B. KEY*: The plate is moving, causing islands to form in a chain from northwest to southeast. C. This would result in earthquakes and/or mountain uplift. D. This would not result in a chain of islands. *KEY=Correct answer 12

Extended-Response Rubric PE: MS ESS2-1 Develop a model to describe the cycling of Earth s materials and the flow of energy that drives this process. 3 2 1 0 Level of Understanding Demonstrating Expected Understanding Progressing toward Understanding Beginning to Develop Understanding Not Showing Understanding Evidence of Understanding Student response provides clear evidence of using the dimensions* to make sense of scientific phenomena and/or to design solutions to problems. Student is able to: describe how the model can be changed; AND include changes that would lead to the formation of sedimentary rock; AND explain why those changes lead to the formation of sedimentary rock. Student response provides partial evidence of using the dimensions* to make sense of scientific phenomena and/or to design solutions to problems. The response lacks some critical information and details or contains some errors. Student is able to: describe one way the model can be changed BUT the changes would not contribute to the formation of sedimentary rock; OR describe how the model can be changed and include changes that would lead to the formation of sedimentary rock BUT there is no explanation of why those changes lead to the formation of sedimentary rock. Student response is incomplete or provides minimal evidence of using the dimensions* to make sense of scientific phenomena and/or to design solutions to problems. Student does not respond or student response is inaccurate, irrelevant, or contains insufficient evidence of using the dimensions* to make sense of scientific phenomena and/or to design solutions to problems. * As outlined in the Performance Expectations (PE) of the NGSS, the three dimensions are the disciplinary core ideas (DCI), science and engineering practices (SEP), and crosscutting concepts (CCC). Note that due to the complexity of the PEs, individual assessment items may not address all three dimensions. Scoring Notes: Share rubrics with students to clarify PEs. For ER items, the 3-point description outlines the evidence students are expected to include in their response to demonstrate understanding of the PE. Frayer Model Use the Frayer Model to gather evidence of meeting lesson objectives or learning targets as part of a pre-assessment activity and/or exit slip strategy. This activity helps activate students prior knowledge, engages them in new learning, and/or helps them recognize what they know and can do. Directions: 1. In the oval in the middle, write the topic you will be learning about. 2. Write what you already know about the topic in the white part of each box. 3. At the end of the lesson, review your response, and revise it based on what you ve learned. Write your new responses in the shaded areas. Definition Essential Characteristics Instruct students to add the key idea from the lesson or topic to the center of the Frayer Model template. Prior to instruction, students respond to the prompt in the white part of each quadrant. After instruction, students revisit their responses and respond again in the shaded sections. Students may make changes based on their new understanding. Examples Non-examples Frayer Model template is included in the full Teacher s Guide. 13

3 Interpret the evidence and identify gaps in understanding Teachers and students interpret the collected evidence to determine where the students are in relation to the learning goals. Analysis and interpretation of evidence is ongoing and is used to monitor progress and inform instructional next steps. The sticky notes represent a teacher s thoughts about the student response. Look for evidence of understanding and misconceptions in student responses. The diagram shows a partial model for respiration in the human body.? Cellular Respiration Water water loss through breathing, sweating, and waste removal? Food a. Identify the two missing parts of this model. b. Describe cellular respiration, as represented by this model. Energy The student demonstrates a gap in understanding about modeling the elements of human respiration. Student s response indicates confusion of cellular respiration with photosynthesis. b. Describe cellular respiration, as represented by this model. Student s response lacks evidence of understanding about the role of decomposers within a food web. 14

A. Identify the first and last events that occurred to produce this pattern of rock layers. ER items have multiple parts that increase in complexity and provide tiers of evidence of student understanding and misconceptions. B. For each event you identified in part (A), describe the evidence that supports the conclusion that the event happened first or last. Student uses provided data to support his or her conclusion. Using the diagram, describe three events in this area s history that can be determined from the rock layers. In your description, be sure to identify evidence for the events and include the sequence in which the events occurred. Student uses information from the diagram; however, does not clearly link the events with evidence to support the answer. Response shows a misconception about the sequence of events and how the hill formed. 15

Three-Fact Fold Chart List three ideas or facts that you remember from today s lesson and fold your paper to cover your responses. Exchange your list with a partner. Without looking at each other s ideas, you and your partner record your own three facts in the Partner Share section. Trade back your charts, and together discuss the ideas or facts you had in common. Record the commonalities in the space at the bottom of your own chart. Engage students in reviewing other students responses to look for evidence of common understanding and knowledge gaps. Student Name: 1. 2. 3. Fold back at this line Partner Share: 1. 2. 3. What Facts or Ideas Did You Have in Common? 1. 2. 3. Use the Three-Fact Fold Chart template to promote communication between peers about the similarities and differences in their thinking. This helps students recognize evidence of their own current levels of understanding and reflect on their understanding or misconceptions. Three-Fact Fold Chart template is included in the full Teacher s Guide. 16

5 Plan learning and instructional modifications Collected evidence and feedback can be used to inform and modify lesson plans while teaching and learning is still occurring. Instruction can be targeted to address specific misconceptions or learning needs. Share student responses as data for review and discussions with learning teams. Look for patterns and trends in the student responses to identify areas needing more instructional focus. Use evidence from student responses to group students and target instruction. Evidence Review Plan Date: Topic: Area of Focus: Students who have met the expectations: Strengths: Use the Evidence Review Plan template to summarize your analysis of student responses and to inform instructional next steps. Students who need more instruction: Misconceptions: Instructional Next Steps: Evidence Review Plan template is included in the full Teacher s Guide. 17

IV. Formative Support Tools The full Teacher s Guide includes the following tools and templates, which are geared toward engaging students and supporting teachers in the formative assessment process. The Instructional Strategies section of the Teacher's Guide offers ideas to integrate these formative tools and templates into lesson plans. Frayer Model This tool is useful as an individual exercise to help students deconstruct their understanding of a scientific concept before and after instruction. Pass the Question Protocol This tool gives students practice responding to constructed-response questions and expressing their understanding about scientific concepts and practices. Students also work together to compare and contrast their responses, providing opportunities for them to critically analyze their thinking. Three-Fact Fold Chart This tool provides students with opportunities to put scientific concepts into their own words and then to work with other students to discuss shared understandings of concepts. Student Self-Assessment Students add in specific learning targets they are focusing on and gauge their current level of understanding. This information is used as formative feedback for both teachers and students. Student Self-Reflection Research shows that students benefit from practicing self-reflection to increase their metacognition skills. Students fill in specific disciplinary core ideas to reflect on their understanding of the connections across the three dimensions. Evidence Review Plan Teachers use this template to plan instructional responses based on a review of student work or self-assessments. Curriculum-Embedded Performance Assessment (CEPA) Model This template provides a framework for planning and embedding STEM Gauge items into performance-based assessments. Items can be integrated into CEPA engagement and instructional activities geared toward gathering evidence of understanding during learning. Embed items into investigations or bundle items together to assess multiple PEs as part of the formative assessment component of the CEPA. Use the print-ready formative support templates as part of your formative feedback plans. 18

1. 2. 3. 1. 2. 3. 1. 2. 3. NGSS ALIGNMENT PERFORMANCE EXPECTATION: MS-LS4-1: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. DOK: 3 ID: 183063A 183063A Extended Response (3 points) In Development W X Y Z 2015 Measured Progress. All rights reserved. Web: measuredprogress.org Measured Progress COMMON CORE and its logo are trademarks of Measured Progress, Inc. B1 NGSS.Sci.2015.Set4.NaturalSelection TEACHER S GUIDE SAMPLER The STEM Gauge includes: 15 topic-based item sets of assessment items that come in print-ready PDF format and in QTI format for computer-based use. A Teacher s Guide with strategies for using the items to gather evidence of students understanding. Formative Support Tools that help teachers integrate the NGSS into classroom instruction and assessment. A Scoring Guide for each topic-based item set that includes answer keys, distractor rationales, rubrics, and scoring notes. Directions: Frayer Model 1. In the oval in the middle, write the topic you will be learning about. 2. Write what you already know about the topic in the part of each box with no shading. 3. At the end of the lesson, write what you learned about the topic in the part of each box that is shaded. Definition Essential Characteristics Student Name: Examples Nonexamples Partner Share: 2015 Measured Progress. All rights reserved. Measured Progress and its logo are registered trademarks of Measured Progress, Inc. STEM Gauge is a trademark of Measured Progress, Inc. What Facts or Ideas Did You Have in Common? Three-Fact Fold Chart List three ideas or facts that you remember from today s lesson and fold your paper to cover your responses. Exchange your chart with a partner. Without looking at each other's ideas, you and your partner record your own three facts in the "Partner Share" section. Trade back your charts, and together discuss the ideas or facts you had in common. Record the commonalities in the space at the bottom of your own chart. Fold down to here Scoring Guide Natural Selection and Adaptations The fossils in the diagram show how the forelimbs (front legs) of four ancestral horse species evolved over time. The table shows what scientists believe were the diets of the four species, based on structural changes of the teeth of each species. Evolution of a Forelimb Horse Diet, Based on Tooth Structure Species Diet W Soft leaves and fruits X Leaves and small amounts of grass 2015 Measured Progress. All rights reserved. Measured Progress and its logo are registered trademarks of Measured Progress, Inc. STEM Gauge is a trademark of Measured Progress, Inc. Deep Layer Location in Rock Layers Surface Layer Y Z Large amounts of grass, smaller amounts of leaves Grass only a. Describe how two structures in the forelimbs of horse ancestors changed over time. b. Using the information about diet in the table, explain why the forelimbs of horse ancestors may have changed over time. Measured Progress STEM Gauge helps collect evidence of students understanding of the NGSS* PEs. The topic-based item sets and tools included in this STEM Gauge will enhance instruction and support teachers in reaching formative assessment goals. The items were developed specifically to bridge the gap from traditional science assessment items, which assessed content separately from scientific practices, toward a full integration of scientific thinking, content mastery, and disciplinespanning concepts. Measured Progress STEM Gauge plays a valuable role as a formative component in a comprehensive NGSS assessment program. For more information on STEM Gauge, please visit our website. *Next Generation Science Standards (NGSS) is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product. 2016 Measured Progress. All rights reserved. Measured Progress and its logo are registered trademarks of Measured Progress, Inc. STEM Gauge is a trademark of Measured Progress, Inc. 19

It s all about student learning. Period. Measured Progress, a not-for-profit organization, is a pioneer in authentic, standards-based assessments. For more than 30 years, we have been connecting the K 12 educational community with innovative and flexible assessment solutions. Our goal is to provide meaningful information about student progress to improve teaching and learning. measuredprogress.org