Academic journal article Science Scope

Assessing Student Progress toward NGSS Learning Progressions

Academic journal article Science Scope

Assessing Student Progress toward NGSS Learning Progressions

Article excerpt

September 2014, submissions due April 1, 2014

One of the conceptual shifts that set the NGSS apart from earlier science education reform movements is its inclusion of learning progressions. These coherent progressions provide a vertical alignment of ideas, leading over time to a solid science knowledge foundation by the end of high school. Therefore the success of the NGSS depends heavily on students entering a grade prepared for the curriculum they will experience, mastering that curriculum successfully during the school year, and leaving the grade ready for the material that will be taught in the next grade. This means teachers will need to monitor students' proficiency with the designated disciplinary content, science and engineering practices, cross cutting concepts, and understandings of the nature of science to ensure they are ready for the next step of complexity in the progression.

While it is still early in the implementation of the NGSS and these learning progressions, it is likely that some states, districts, and teachers are already designing, experimenting with, and piloting assessments of student progress at each grade level. Share your early efforts at evaluation and assessment trials and experiences with our readers--we can all benefit and learn together. …

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