- Year 2023
- NSF Noyce Award # 1660135
- First Name Laura
- Last Name Beck
- Institution Lincoln Public Schools
- Role/Position Science Teacher
- Workshop Category Track 1: Scholarships and Stipends
- Workshop Disciplines Audience STEM Education (general)
- Target Audience Noyce Master Teachers, Noyce Teaching Fellows, Undergraduate and/or Graduate Noyce Scholars
- Topics Resources for Teachers, STEM Content Area and/or Convergent Description Skills Development
- Session Length 75 minutes minutes
- Additional Presenter(s)
Rachelle Haroldson, rachelle.haroldson@uwrf.edu
Goals
Participants will be able to explain equity across the three dimensions of NGSS, to design rubrics with a focus on equity, and to build and design equitable rubrics for 3D assessment tasks using assets-based language. Participants will be able to analyze the ways assessments can be used as a continuation of the learning process, not just a conclusion to a learning period.
Evidence
The Next Generation Science Standards (NGSS) three dimensions: Crosscutting Concepts (CCCs), Science and Engineering Practices (SEPs), and Disciplinary Core Ideas (DCIs) have elements that contribute to culturally relevant and equitable practices within science education. Utilizing three dimensional instruction and assessment tasks can help students to better understand what is expected of them in how they apply the knowledge they have learned in new and novel ways. While assessing using rubrics is a great start to an equitable grading practice, many rubrics are still written using deficit-based language or are utilized in a way that does not move students toward learning. Within this session we will be reframing rubrics to use assets-based language leading to a more equitable experience within the the content of the 3D framework.
Proposal
The Next Generation Science Standards (NGSS) three dimensions: Crosscutting Concepts (CCCs), Science and Engineering Practices (SEPs), and Disciplinary Core Ideas (DCIs) have elements that contribute to culturally relevant and equitable practices within science education. Utilizing three dimensional instruction and assessment tasks can help students to better understand what is expected of them in how they apply the knowledge they have learned in new and novel ways. Assessments done in this way can be used as a continuation of the learning process to help students transition between units rather than being a conclusion to a current unit. For these types of tasks, rubrics are helpful for breaking down the three dimensions within the task. While assessing using rubrics is a great start to an equitable grading practice, many rubrics are still written using deficit-based language or are utilized in a way that does not move students toward learning. If we instead want to move students toward learning, we need to focus on what students know and can do, which can be reflected in a rubric using assets-based language and a holistic grade for the task. Within this session we will be reframing rubrics to use assets-based language leading to a more equitable experience within the content of the 3D framework.
