When approaching test-taking season, it's easy to get lost in the weeds of preparation. What have students mastered? What content do we need to review? How are we ever going to cover everything in time?
This article unpacks 4 key considerations to help ground educators during the whirlwind of testing season. Not only will we help you focus on the real goal of state testing, but we'll provide some reframing tips to help you focus on what's important as you approach the state science test.
The goal of 3-dimensional learning is sensemaking: students explaining phenomena (new to them scenarios) using knowledge, conceptual understanding, and scientific practices.
State science tests measure students' proficiencies in sensemaking by providing NOVEL phenomenon for students to answer questions about. The questions on state tests ask students not only to apply their content knowledge (Disciplinary Core Ideas) to explain the phenomenon, but consider Crosscutting Concepts (like patterns and scale) and Science and Engineering Practices (like modeling and supporting arguments with evidence).
When considering what content to review during your test prep season, evaluate the assessment boundaries of your standards.
Each Next Generation Science Standard (NGSS) has assessment boundaries; they are in that red text! They define what is and is not "fair game" when assessing that standard. These boundaries can help YOU set boundaries not only in your assessments, but also in your instruction.
While preparing for a state test, educators might spend precious instructional time on something that is actually outside of the assessment boundary of that standard. Take a moment to review your standards to ensure you're not spending time on something that won't even be assessed.
The Science and Engineering Practices (SEPs) of 3-dimensional standards frame how students apply their content understanding to phenomena (ex: can you explain the flow of energy and matter of this marine ecosystem using a model?). SEPs spiral across many standards; for example, the SEP modeling shows up in life science standards, as well as physical and earth/space standards, too!
When picking what to focus on during test-prep season, you will make more of an impact supporting students with the SEPs as your FIRST priority. How well can your students identify evidence that matches a claim? Can they approach a new graph/data and make sense of it? How about analyzing an investigation and its results?
Focusing on growing students' SEPs will make a bigger impact in their test taking experience than spending large amounts of time remediating specific content.
Even though the months leading up to test-prep season have unique goals like building student confidence and conducting targeted review of standards, consider how you can "prep" for the test all year long (especially to avoid that last-minute scramble).
Including phenomena-driven 3-dimensional assessments throughout the whole school year will ensure students are ready to tackle "these types of assessments" come test time. You'll also gather more NGSS student data to help you make decisions on what to focus on during test prep season.
Consider using InnerOrbit's premade assessments during your units all year long:
