Comparing NAEP and the Next Generation Science Standards (NGSS) - - PowerPoint PPT Presentation

Comparing NAEP and the Next Generation Science Standards (NGSS)

Teresa Neidorf, Yan Wang, Alka Arora, and Kim Gattis American Institutes for Research June 24, 2015 – CCSSO/NCSA – San Diego, CA

The NGSS and NAEP Frameworks

K-12 Framework (NRC 2012) NGSS (Lead States 2013) NAEP Science Framework NAEP TEL Framework NAEP Mathematics Framework

I. Introduction

Goals of the study Overview of NGSS and NAEP frameworks

II. Methods I. Results

Science comparisons TEL comparisons Mathematics comparisons

II. Summary and Implications

Overview of the Session

3

• Determine the extent of alignment between the NGSS and

the NAEP STEM frameworks

• NAEP Science
• NAEP Technology and Engineering Literacy (TEL)
• NAEP Mathematics (supplements the science and TEL comparisons)
• Provide evidence of where NAEP includes measures of the

student understandings described in the NGSS

• Identify areas where NGSS and NAEP differ in content

coverage

• Inform ongoing discussions of NAEP’s role in emerging

national and state systems of STEM assessments

Goals of the Framework Comparison Study

Dimensions of the NGSS and NAEP Frameworks

5

NGSS NAEP Science NAEP TEL Disciplinary Core Ideas (DCIs) (Content Domains) Scientific & Engineering Practices Crosscutting Concepts Content Areas Science Practices Assessment Areas TEL Practices NGSS Peformance Expectations integrate all 3 dimensions

NGSS:

• Describe what ALL students should know and be able to do across grades K-12

NAEP Frameworks:

• Guide development of assessments at grades 4, 8 and 12
• Provide a measure of student proficiency (across achievement levels)

6

Example NGSS Performance Expectation Table

Source: NGSS lead states (2013)

Comparing the Content Dimension

NGSS

Content Domains

NAEP Science

Content Areas

NAEP TEL

Assessment Areas

Physical Sciences Life Sciences Earth & Space Sciences Engineering, Technology, and Applications of Science (ETS)

• Engineering Design
• Links Among Engineering,

Technology, Science, & Society

Physical Science Life Science Earth & Space Sciences Design & Systems Technology & Society Information & Communication Technology (ICT)

NGSS NAEP Science NAEP TEL

Content Domain Core Idea Component Idea Performance Expectation (PE) Content Area Topic Subtopic Content Statement Assessment Area Subarea Assessment Target

Organization of Content

8

Grades 4 & 8

Lower Elementary (grades K‐2) Upper Elementary (grades 3‐5) Middle School (grade 8) High School (grade 12) Lower Elementary (grades K-2) Upper Elementary (grades 3-5) Middle School (grade 8) High School (grade 12) Grades 4, 8 and 12

NGSS NAEP Content Domain Earth & Space Sciences Content Area Earth & Space Sciences Core Idea Component Idea Earth’s place in the universe Earth and the solar system Topic Subtopic Earth in space and time Objects in the universe Performance Expectation MS‐ESS1‐2: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Content Statement E08.02: Gravity is the force that keeps most objects in the solar system in regular and predictable motion. Those motions explain such phenomena as the day, the year, phases of the moon, and eclipses.

Organization of Science Content

9

Comparing the Practices Dimension

NGSS

Scientific & Engineering Practices

NAEP Science & TEL

Practices

1. Asking questions (science) and defining problems (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 (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

NAEP Science

1. Identifying science principles 2. Using science principles 3. Using scientific inquiry 4. Using technological design

NAEP TEL

1. Understanding technological principles

• 2. Developing solutions and achieving

goals

• 3. Communicating and collaborating

10

1. Science: How similar (or different) are the NGSS performance expectations in physical sciences, life sciences, and Earth and space sciences to the content and practices in the NAEP science framework at the corresponding grade levels? 2. TEL: How similar (or different) are the NGSS performance expectations in engineering, technology, and applications of science to the content and practices in the NAEP technology and engineering literacy framework at the corresponding grade levels? 3. Mathematics: To what extent are the mathematics-related NGSS performance expectations and practices aligned with the content and skills specified in the NAEP mathematics framework, and at which grade (s)?

Research Questions

11

• 1. Content mapping (AIR research team)
• Grouped relevant portions of the NGSS performance expectations (PEs) with

NAEP science and TEL framework objectives that covered related content at the corresponding grade level

• Identified non-grouped NGSS PEs and NAEP objectives
• 2. Expert panel review and ratings (7 members)
• Content similarity
• Grade level alignment (science only)
• Practices alignment
• 3. Aggregation & Analysis (quantitative and qualitative)

Methods – Science & TEL

Content Mapping Example (Physical Sciences)

13

NGSS NAEP

HS-PS2-4 Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. P12.22 Gravitation is a universal attractive force that each mass exerts on any other mass. The strength of the gravitational force between two masses is proportional to the masses and inversely proportional to the square of the distance between them.

• P12.23

Electric force is a universal force that exists between any two charged objects. Opposite charges attract while like charges repel. The strength of the electric force is proportional to the magnitudes of the charges and inversely proportional to the square of the distance between them. Between any two charged particles, the electric force is vastly greater than the gravitational force.

Example Non-Grouped Science Objectives

14

NGSS NAEP 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways None None E08.07 The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has a different physical and chemical composition at different elevations.

• Content Similarity - Each NGSS/NAEP grouping of objectives at

the corresponding grade was reviewed and compared for similarity

• f content using a 4-point scale.

4 = Exactly or almost the same 3 = Quite similar, but with some differences 2 = Quite dissimilar, but with some overlap 1 = Substantially or wholly different

• Grade Level Alignment (science only) - Panelists identified

alternative objectives at other grade levels that covered similar content.

• Practices Alignment – Each NGSS performance expectation was

rated for alignment with a NAEP practice (primary/secondary)

Expert Panel Ratings

Example NGSS/NAEP Science Ratings

DCI NGSS

Performance Expectation

NAEP

Content Statement

Content Rating (1, 2, 3, 4) NAEP Science Practices Energy MS-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. P8.8 Objects and substances in motion have kinetic energy 2 ISP USP USI UTD

ISP Identifying Science Principles USP Using Science Principles USI Using Scientific Inquiry UTD Using Technological Design

• Content Overlap – NGSS and NAEP objectives judged as covering

related content at the corresponding grade level (final groupings determined by expert panel)

• Content Alignment – NGSS and NAEP objectives rated as

“similar” (two-thirds or more of panelists assigned a rating of 3 or 4)

• Practices Alignment – NGSS performance expectations whose

associated practices were aligned to a NAEP practice (most frequently identified by panelists as the “primary” practice)

Results

Science Comparison Results

18

Content Overlap of NGSS Performance Expectations and NAEP Science Content Statements

19

64% 84% 84% 29% 74% 88% 0% 20% 40% 60% 80% 100% Grade 4 Middle School High School NGSS NAEP

(14) (43) (67) (49) (33) (55)

Alignment by Content Area NGSS Performance Expectations Aligned to NAEP Science

20

36% 47% 46% 29% 42% 42% 50% 48% 54% 40% 53% 42%

0% 20% 40% 60% 80% 100% Grade 4 Middle School High School Overall Physical Sciences Life Sciences Earth & Space Sciences

Examples of Similar Content in Science

21

Grade 4 Middle School High School Forms of energy Structures & functions in

• rganisms

Effects of weathering & erosion Human use of natural resources Evidence of chemical reactions Particulate nature of matter Organs & organ systems Interactions in ecosystems Natural selection Model of the solar system Lithospheric plate movement Patterns in the periodic table Nuclear fission & fusion Gravitational & electric forces Role of DNA Energy flow through trophic levels Natural selection & evolution Big Bang theory Plate tectonics

Content & Grade Level Alignment NGSS Performance Expectations Aligned to NAEP Science

22

6% 36% 47% 46% 21% 9% 0.2 0.4 0.6 0.8 1 Grade 4 Middle School High School Lower Grade Corresponding Grade Higher Grade

Content & Grade Level Alignment NAEP Science Content Statements Aligned to the NGSS

23

47% 3% 23% 56% 71% 12% 16% 0% 20% 40% 60% 80% 100% Grade 4 Grade 8 Grade 12 Lower Grade Corresponding Grade Higher Grade

Content Emphasized at Different Grades

24

NAEP NGSS Basic properties of light & sound Daily patterns in movement of Sun and moon Magnetic properties Life cycles of organisms Properties & changes in states of matter Force of Earth’s gravity Relationship between energy and speed Periodic table Cell differentiation Earth’s layers and magnetic field Kinetic energy relationship to mass and speed Formula for electric force Genetic variation and effects of mutation Exothermic and endothermic reactions Grade 4 Grade 8 Grade 12 Grade 1 Grade 1 Grade 3 Grade 3 Grade 5 Grade 5 Grade 4 High School High School High School Middle School Middle School Middle School Middle School

Examples of Unique Content in Science

25

NAEP NGSS Grade 4: Descriptions of relative motion Grade 8: Properties of acids & bases Grade 12: Different types of particle motion (translation, rotation & vibration) Grade 4: Knowledge of the senses Middle School: Role of brain processing High School: Chemical reaction rates and equilibrium Across Grades: Waves and their application in technologies for information transfer

26

NGSS PE Rating Summary Statement MS-LS4-6: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations

• ver time.

Similar Both NGSS and NAEP include natural selection at grade 8. Both frameworks address the effects of natural selection on traits within a population. L08.11 Using Science Principles MS-LS3-1: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. NGSS Only Only NGSS includes the possible effects of genetic mutation in middle school. The concept of genetic mutation is included at grade 12 in NAEP (L12.09). Using Science Principles

Example Science Comparisons

NGSS Performance Expectations Aligned with NAEP Science Practices

27

4% 7% 3% 60% 57% 55% 64% 22% 21% 27% 18% 13% 21% 11% 13% 0% 20% 40% 60% 80% 100% Overall Grade 4 Middle School High School Identifying Science Principles Using Science Principles Using Scientific Inquiry Using Technological Design NAEP Framework Targets: 20 – 30% Identifying Science Principles 30 – 40% Using Science Principles 30% Using Scientific Inquiry 10% Using Technological Design

TEL Comparisons

28

• TEL aims to measure whether students are able to apply

their technology and engineering knowledge and skills to real-life situations.

• TEL is computer-based and uses interactive scenario-

based tasks to gauge what students know and can do

• National administration (8th grade) in 2014
• Introduction to TEL:

https://nces.ed.gov/nationsreportcard/tel/

TEL – Technology and Engineering Literacy Assessment

29

Content Areas: Design & Systems Technology & Society Information & Communication Technology (ICT) Practices: Understanding technological principles Developing solutions and achieving goals Communicating and collaborating

TEL – Content Areas and Practices

30

Students know that: D.8.2: Technology advances through the processes of innovation and invention. Sometimes a technology developed for one purpose is adapted to serve other purposes. Students are able to: D.8.4: Simulate tests of various materials to determine which would be best to use for a given application.

TEL – Assessment Targets

31

ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society Performance expectations in:

• Engineering Design
• Sciences with connections to ETS

NGSS – Performance Expectations

Engineering, Technology, and Applications of Science (ETS)

32

TEL Content Mapping Example (Engineering Design)

33

NGSS NAEP TEL Framework MS-ETS1-1 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. ETS1.B: Developing possible solutions ETS1.C: Optimizing the design solution D.8.5 Redesign an existing tool to make it easier to accomplish a task.

• D.8.9

Construct and test a model and gather data to see if it meets the requirements of a problem.

• D.8.18

Modify a moderately complicated system so that it is less likely to fail. Predict the extent to which these modifications will affect the productivity of the system. Design & Systems: Nature of Technology / Engineering Design / Maintenance and Troubleshooting

Example NGSS/NAEP TEL Ratings – Similar (ETS)

NGSS

Performance Expectation

NAEP

Assessment Target(s)

Content Rating (similar, not similar, NGSS only) MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. ETS1.B: Developing possible solutions D.08.07 D.08.08 D.08.09 Similar - Both include designing, constructing, testing, and defining models in the design process. NAEP TEL Practice: Developing solutions and achieving goals

Example NGSS/NAEP TEL Ratings – Not Similar (ETS)

NGSS

Performance Expectation

NAEP

Assessment Target(s)

Content Rating (similar, not similar, NGSS only) MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. ETS1.B: Developing possible solutions ETS1.C: Optimizing the design solution D.08.04 D.08.06 D.08.09 Not similar - Although both include generating multiple solutions and evaluating solutions, NAEP does not include identifying the best characteristics and combining them into a new solution. NAEP TEL Practice: Developing solutions and achieving goals

Example NGSS/NAEP TEL Ratings – Similar (Science 1)

NGSS

Performance Expectation

NAEP

Objective(s)

Content Rating (similar, not similar, NGSS only) MS-PS3-3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

ETS1.A: Defining and delimiting an engineering problem ETS1.B: Developing possible solutions PS3.A: Definitions of energy PS3.B: Conservation of energy and energy transfer

TEL: D.08.06 D.08.08 D.08.09 Science: P08.10 Similar - Both include designing, constructing, testing, and defining models in the design process. Items/tasks in NAEP TEL would provide the necessary physical science concepts. NAEP TEL Practice: Developing solutions and achieving goals Similar – NAEP science includes thermal energy transfer at grade 8. NAEP Science Practice: Using technological design

Example NGSS/NAEP TEL Ratings – Similar (Science 2)

NGSS

Performance Expectation

NAEP

Objective(s)

Content Rating (similar, not similar, NGSS only) MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

ETS1.B: Developing possible solutions ETS2.B: Influence of science, engineering, and technology on society and the natural world LS2.C: Ecosystem dynamics, functioning, and resilience

TEL: D.08.06 D.08.08 T.08.07 Science: L08.08 Similar - Both include generating and evaluating multiple solutions and considering the impact of humans and technology on the environment. Items/tasks in NAEP TEL would provide the necessary life science concepts. NAEP TEL Practice: Developing solutions and achieving goals Not similar – NAEP science does not have a focus on maintaining biodiversity at grade 8.

Example NGSS/NAEP TEL Ratings – Not Similar (Science)

NGSS

Performance Expectation

NAEP

Objective(s)

Content Rating (similar, not similar, NGSS only) MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

ETS2.A: Interdependence of science, engineering, and technology ETS2.B: Influence of engineering, technology and science on society and the natural world PS1.A: Structure and properties

• f materials

PS1.B: Chemical reactions

TEL: T.08.03 Science: None Not similar - NGSS focuses on the impact of synthetic materials produced from natural resources. TEL more broadly includes positive and negative impacts on society from the introduction of new or improved technology. NAEP TEL Practice: Understanding technological principles The production and impact of synthetic materials is not explicitly included in NAEP science.

Example NGSS/NAEP TEL Ratings – NGSS only

NGSS

Performance Expectation

NAEP

Objective(s)

Content Rating (similar, not similar, NGSS only) MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells

ETS2.A: Interdependence of science, engineering, and technology LS1.A: Structure and function

TEL: None Science: L08.01 NGSS only - Requires the use of specific technology to provide scientific evidence and is not included in the NAEP TEL framework. Similar – NAEP science includes the cellular makeup of organisms at grade 8. NAEP science practice: Using scientific inquiry

NGSS Performance Expectations in ETS Aligned with NAEP TEL Assessment Targets

Number and Percent Aligned with TEL Grades 3-5 Middle School High School Total Number Aligned Total Number Aligned Total Number Aligned Engineering Design 3 3 4 3 4 3 Science (with connections to ETS) 4 3 11 5 16 6 Total 7 6 (86%) 15 8 (53%) 20 9 (45%)

NGSS Performance Expectations in ETS Aligned with NAEP TEL Assessment Targets

86% 53% 45% 100% 75% 75% 75% 45% 38% 0% 20% 40% 60% 80% 100% Grade 4 (3-5) Middle School High School Total Engineering Design Science (ETS)

(3) (4) (7) (4) (11) (15) (4) (16) (20)

NAEP TEL Assessment Targets Aligned with NGSS Performance Expectations

Number and Percent Aligned with NGSS Grade 4 Grade 8 Grade 12

Total Number

Aligned Total Number Aligned Total Number Aligned

Design and Systems 19 6 19 6 19 5 Technology and Society 15 15 2 15 5 Information and Communication Technology 13 13 13 3 Total 47 6 (13%) 47 8 (17%) 47 13 (28%)

NAEP TEL Assessment Targets Aligned with NGSS Performance Expectations

13% 17% 28% 32% 32% 26% 0% 13% 33% 0% 0% 28% 0% 20% 40% 60% 80% 100% Grade 4 Grade 8 Grade 12 Total Design & Systems Technology & Society ICT

NGSS Performance Expectations Aligned with NAEP TEL Practices

44

14% 20% 5% 12% 86% 60% 55% 62% 15% 7% 0% 20% 40% 60% 80% 100% Grade 4 (3-5) Middle School High School Overall Understanding Technological Principles Developing Solutions & Achieving Goals Communicating & Collaborating 30% 30% 40% NAEP TEL Targets

• There was strong alignment between NGSS and NAEP TEL in

the area of engineering design

• Defining design criteria and constraints
• Generating and comparing multiple design solutions
• Developing and testing models to optimize design solutions
• There was also some alignment on “effects of technology on

society and the natural world”

Results - Similarities

45

• NAEP TEL is not aligned with NGSS performance expectations

in ETS that require the application of specific science concepts

• NAEP TEL covers a much broader range of content than what is

included in the ETS performance expectations in NGSS.

• Design & Systems:

Nature of technology; systems thinking; maintenance & troubleshooting

• Technology & Society

Interaction of technology & humans; effects of technology on the world of information & knowledge; ethics, equity, and responsibility

• Information & Communications Technology (ICT)

Results - Differences

46

Mathematics Comparisons

47

To what extent are the mathematics-related NGSS performance expectations and practices aligned with the content and skills specified in the NAEP mathematics framework, and at which grade(s)?

Research Question

48

Dimensions of the NGSS and NAEP Mathematics Framework

49

NGSS NAEP Mathematics Disciplinary Core Ideas (DCIs) (Content Domains) Scientific & Engineering Practices Crosscutting Concepts Content Areas Mathematical Complexity

NGSS

Scientific & Engineering Practices

NAEP Mathematics

Content Strands

• 1. Asking questions and defining

problems

• 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 and

designing solutions

• 7. Engaging in argument from

evidence

• 8. Obtaining, evaluating, and

communicating information Number Properties and Operations Measurement Geometry Data Analysis, Statistics, and Probability Algebra

Comparison of NGSS and NAEP Frameworks - Practices Dimension -

NGSS Crosscutting Concept: Scale, proportion and quantity

Mathematics Methodology

51

Method

52

Used the same three stages as Science and TEL however, the approach and procedures were different

• Standard Mapping
• Expert panel review and ratings
• Aggregation & Analysis (quantitative and qualitative)

AIR’s NAEP mathematics experts presented initial mappings between the NGSS mathematics-related performance expectations and the NAEP mathematics framework

• bjectives and levels of mathematical complexity to the

Science and TEL Expert Panel.

Step I

53

Example

NGSS NAEP Mathematics Cognitive Dimension Performance Expectation (PE) Content Area – Data, Statistics and Probability Levels of Complexity ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. Subtopics: Data Representation including specific types of graphical displays by grade level Characteristics of Data Sets Mathematical Reasoning with Data Low Moderate High

54

Step II

The Science and TEL Expert Panel proposed using the NGSS “Common Core State Standards Connections” for Mathematics as a starting point. AIR ‘s NAEP Validity Studies Panel had conducted a framework comparison between the CCSS Mathematics and the NAEP Mathematics Framework so AIR’s mathematics experts investigated using the results as a potential link between NGSS and NAEP.

“A Study of the Alignment Between the NAEP Mathematics Framework and the Common Core State Standards for Mathematics (CCSS-M).” available at air.org.

55

Mathematics Comparison Procedure

• AIR prepared an initial mapping document (NGSS – CCSSM – NAEP) for

NGSS performance expectations that have a mathematics related practice

• Expert Panel (3 NAEP experts; 1 NGSS expert)
• NGSS

Performance Expectations

(NGSS)

• Common Core

State Standards in Mathematics

(NVS report)

• NAEP

Mathematics Framework

Content Mapping Example

57

NGSS CCSSM NAEP

8-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [PE notes include examples of riding bicycle at different speeds or rolling different sized rocks downhill] 8-EE.A.2 Standard Description: Use square roots and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, when p is a positive rational number. Evaluate square roots of perfect squares and cube roots of small perfect cubes. Know that square root of 2 is irrational. Mathematical Practice: Reason abstractly and quantitatively 8-NOP-2a Establish or apply benchmarks for rational numbers and common irrational numbers in contexts. 8 –Alg-3c Perform basic operations, using appropriate tools, on linear algebraic expressions including grouping and order of multiple

• perations involving basic
• perations, exponents, roots,

simplifying and expanding.

• Reviewed each NGSS performance expectation to

determine the mathematics content and skill that might be involved in items that could be developed to assess it

• Determined by consensus if the mathematics identified

was included in NAEP- this involved removing or adding NAEP objectives to the initial groupings

• Considered adjacent grade levels in NAEP
• Identified some additional performance expectations that

did not have CCSSM connections specified

Expert Panel Procedure

58

Mathematics Results

59

Results

60

Most NGSS performance expectations involving mathematics- related practices were aligned to the NAEP framework. At grades 4 and 8, some portion of the mathematics involved was aligned with NAEP objectives at the next higher grade.

• Grade 4: Percentages & rates; geometrical models; large time scales;

physical attributes (area, volume, weight/mass)

• Grade 8: Non-linear relationships; rate of change; working with multiple

variables; mathematical reasoning with data.

NGSS Performance Expectations Aligned with NAEP Mathematics Objectives Across Grades

NGSS Grade Level NAEP Grade Level Grade 4 Only Grades 4 & 8 Grade 8 Only Grades 8 & 12 Grade 12 Only Grade 4 8% 92% Middle School 60% 27% High School 14% 83% 8% 92% 60% 27% 14% 83% 0% 20% 40% 60% 80% 100% Grade 4 Middle School High School

• Practice: Analyze and interpret data to make sense of

phenomena, using logical reasoning, mathematics, and/or computation.

• Performance Expectation: Analyze and interpret data from

maps to describe patterns of Earth’s features (4-ESS2-2)

• Aligned with: Grade 4 Number and Algebra objectives
• Related to graphing/ interpreting points on a grid and solving real

world problems involving numbers.

Example of ES PE-Aligned with the NAEP Fourth Grade Objectives

62

• Practice: Develop and/or use models to describe and/or

predict phenomena.

• Performance Expectation: Develop a model to describe

that light reflecting from objects and entering the eye allows objects to be seen (4-PS4-2)

• Aligned with: Grade 4 and 8 Geometry objectives
• Grade 4: Properties of paths between points, drawing angles, and

identifying images resulting from reflections, translations, and rotations.

• Grade 8: Describing the effect of reflection

Example of ES PE-Aligned with the NAEP Fourth and Eighth Grade Objectives

63

• Practice: Analyze and interpret data to provide evidence

for phenomena

• Performance Expectation: Analyze and interpret data to

provide evidence for the effects of resource availability on

• rganisms and populations of organisms in an

ecosystem.(MS-LS2-1)

• Grade 8: Number, Measurement, Algebra, and Data
• Grade 12: Algebra and Data objectives
• quadratic or exponential relationships, bivariate data

Example of MS PE-Aligned with the NAEP Eighth and Twelfth Grade Objectives

64

• Practice: Apply concepts of statistics and probability (including

determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.

• Performance Expectation: Apply concepts of statistics and

probability to explain the variation and distribution of expressed traits in a population.(HS-LS3-3)

• Aligned with Grade 12: Number, Geometry, Algebra, and Data
• bjectives
• geometric models, probability, reasoning with data, functions

Example of HS PE-Aligned with the NAEP Twelfth Grade Objectives

65

66

NGSS Practice NAEP Objectives Summary Statement Apply scientific reasoning, theory, and/or models to link evidence to assess the extent to which reasoning and data support the explanation

• r conclusion

Grade 12: Number, Measurement, Algebra, Data

NGSS includes applying scientific reasoning and evidence from ancient Earth materials, meteorites, and

• ther planetary surfaces to construct an account of

Earth’s formation and early history. (HS-ESS1-6) This is aligned with NAEP grade 12 objectives related to operating with many different kinds of numbers; measuring physical quantities involved in developing various models and assigning meaningful units to the measured values; using scale models; representing data in tables, charts, graphs, and spreadsheets appropriately and effectively; using statistical parameters to understand data sets; fitting a trend line

• n the data; reasoning with data; recognizing pattern in

the data including progressions (arithmetic and geometric); modeling relationship observed in the data as functions (linear, quadratic, exponential, trigonometric); and solving equations or inequalities.

Example Mathematics Summary Table

Summary and Implications

67

How much of the NGSS are covered by NAEP science and TEL?

68

Content Overlap with NAEP Science and TEL Frameworks (Percentage of NGSS PEs in each grade band)

69

56% 92% 90% 0% 20% 40% 60% 80% 100% Grades 3-5 Middle School High School

(59) (45) (71)

All Content Domains

36% 41% 44% 2% 3% 11% 10% 13% 0% 20% 40% 60% 80% 100% Grades 3-5 Middle School High School Aligned to science Only Aligned to both science & TEL Aligned to TEL Only 56%

Content Alignment with NAEP Science and TEL Frameworks (Percentage of NGSS PEs in each grade band)

70

49% 54%

All Content Domains

• About half of the NGSS performance expectations in the

sciences and engineering design were aligned with the NAEP science or TEL framework at the corresponding grade (upper elementary, middle school, and high school).

• Assessments based on the NGSS and NAEP assessments

would be aligned to some degree, but each would also have unique content and different emphases in terms of science and TEL practices.

• Alignment of NGSS-based assessments with NAEP science

assessments would likely be moderate at the middle and high school levels and lower at grade 4.

Summary and Implications

71

• The NGSS emphasize some content at different grades than the

NAEP science framework. While NAEP may include similar content, assessment items may differ in terms of reading load, depth/breadth, and cognitive load at the different grade levels.

• The content and practices embodied in NGSS performance

expectations involving engineering design are not fully covered by either the NAEP science or NAEP TEL framework.

• Both NAEP science and TEL assessments include interactive

computer tasks (as well as hands-on tasks in science) that provide for a deeper measure of students’ understanding of science and engineering principles and their ability to fully engage in the practices.

Summary and Implications (cont.)

72

• Tasks developed to assess the NGSS may require some

mathematics that is beyond the corresponding grade in the NAEP mathematics framework. This suggests that NGSS-based assessments may differ from NAEP science and TEL assessments in terms of the mathematics and quantitative skills required.

Summary and Implications (cont.)

73

This is a framework comparison. Assessment item comparisons that build on the results of this study can provide more complete information on the alignment between the NGSS and NAEP science, TEL, and mathematics.

Final Note

74

Teresa Neidorf 202-403-6194 tneidorf@air.org 1000 Thomas Jefferson Street NW Washington, DC 20007 General Information: 202-403-5000 TTY: 887-334-3499 www.air.org

75