Having to select new curriculum and find appropriate NGSS-aligned assessment tools to support your transition to the Next Generation Science Standards (NGSS*) can be a challenge. According to a recent article in Education Dive, the hurdle is even higher: “Teachers should be assessing whether students get the core ideas, but they also need to know whether students understand the larger framework and the ways scientists and engineers approach questions about the world.” In other words, K-12 science education today has to go beyond confirming content knowledge, to helping students make connections across science disciplines. At the same time, students are tasked to figure out how to understand natural phenomenon and create solutions to design problems. That’s a tall order, for sure.
We all expect students to be open to learning better ways of doing things. But sometimes as adults, being open to new ideas about something you already know can be challenging—but ultimately invigorating and worthwhile.
Supporting the Students of Massachusetts
Stating the obvious, K–12 educational assessment is a complicated business. It’s not just because education standards and federal assessment requirements change. Throw in politics, state legislation, and the extremely public debates about testing, and it’s remarkable that progress is made at all.
Every summer Measured Progress welcomes a few standout doctoral students to join the psychometrics team, through the Nambury Raju Internship Program. The program gives up-and-coming psychometricians a chance to put their coursework to practical use, and keeps Measured Progress psychometricians connected to current university programs in the field. This year, we welcomed two accomplished students to the program.
The past 15 years have seen a lot of changes in statewide accountability testing. The No Child Left Behind Act (NCLB) increased federal control over state assessment programs and increased stakes associated with test results. The Obama administration’s Race to the Top program further raised the stakes by incentivizing the adoption of common college-readiness standards and assessments and the significant weighing of student test results in teacher evaluations.
If you work in assessment, you know that the answer to this question is far from simple. Early this month our director of Psychometrics, Dr. Jennifer Dunn, gave a talk at TEDxPiscataquaRiver in Portsmouth, NH. Titled “Using Data to Motivate Change,” Dr. Dunn described her own introduction to psychometrics, and how the challenge of measuring the intangible—what a person knows—captured her interest. Here are some of the main points of her talk.
The Next Generation Science Standards (NGSS*) demand a shift in how educators approach science education. This shift includes an emphasis on the integration of three dimensions: to incorporate an understanding of how scientists and engineers think and act with the learning progression of science content. Students need opportunities to engage in learning that blend all three dimensions of the standards:
Measured Progress is really excited about our new partnership with Activate Learning, the publisher of IQWST (Investigating & Questioning our World through Science & Technology). Activate Learning is one of the leading middle school science curricula providers in the US. Their inquiry-based approach engages students in doing science. The partnership was announced on March 31, 2016 at the National Science Teachers Association (NSTA) conference in Nashville. Since then, we’ve been working side-by-side on a correlation document to show how our two products, IQWST and STEM Gauge®, come together in the classroom to provide a complete solution for full NGSS* alignment.