RUNNING HEADER: Domain B Literature Review

Domain B Literature Review

Mary Beth Adams
National University

In partial fulfillment of the requirements for

TED 690 Capstone Course
Dr. Clifton Johnson

RUNNING HEADER: Domain B Literature Review

Abstract
This paper reviews Proficiency in Science: Assessment Challenges and Opportunities by
Pellegrino (2013). The Next Generation Science Standards are a complex set of standards that
weave together the following three strands: Disciplinary Core Ideas, Science and Engineering
Practices, and Cross-Cutting Concepts. Old assessments focused on science content knowledge;
the NGSS demands new assessments that integrate content with skill.

RUNNING HEADER: Domain B Literature Review

Literature Review
With the introduction of the Next Generation Science Standards comes a challenge to
create assessment materials that support the goals of the NGSS. In the past, district science
standards focused on content acquisition. The NGSS focuses on skills development and the
ability to utilize the content in a variety of science and engineering practices. Pellegrino
discusses the challenges of creating NGSS aligned assessments in his article, Proficiency in
Science: Assessment Challenges and Opportunities.
The NGSS intertwines three strands into their goals. Disciplinary core ideas (DCI) are
the science content that students are to learn. Science and Engineering Practices (SEP) are the
skills that the students should be able to use while manipulating the science content. CrossCutting Concepts (CCC) are practical abilities that connect the core content with the science and
engineering practices. This shift away from a content only focus requires a new set of
assessments to accurately determine if students have achieved a sufficient level of academic
performance
Former assessments have tested students knowledge of science facts and procedures
(Pellegrino, 2013, 320). The NGSSs new direction promotes a need for a way to assess the
students understanding of how that knowledge can be applied through the practices of scientific
reasoning, argumentation, and inquiry (Pellegrino, 2013, 320). Students need to be able to
explain, predict, or model key concepts. They need to be able to develop inquiries and carry
them out while analyzing the resulting data.
A Claim-Evidence-Reasoning model is being used in many science classrooms. Students
are taught to make a claim at the end of an experiment or investigation. They then provide

RUNNING HEADER: Domain B Literature Review

evidences based on data that support their claim. The tie their evidences and claims together by
providing the reasoning and thought process behind their claim. This activity supports the goals
of the NGSS and provides an excellent assessment tool.
An organization known as Achieve has been formed to address the needs of the NGSS
(Pellegrino, 2013). Achieve has developed rubrics to match lesson plans with the three
dimensional nature, the combination of DCI, SEP, and CCC. Achieve has also attempted to
further the explanation of the expectations of the achievement level of the skills in the NGSS by
students at each grade level. The NGSS lays out a K-12 plan and splits up the content material,
but it is vague as to which level students should attain with the SEPs and CCCs. Standardized
assessments must keep the students grade level in mind.
The NGSS will take years to fully implement into classrooms. Currently, there are not
adequate materials available to address the demands of the NGSS. Districts are having to
formulate professional development to train science teachers, and often, science teachers are
identifying, modifying, or creating materials on their own. The National Research Council
repeatedly states that the implementation process of the NGSS will take time (2015). Pellegrino
warns that
Our greatest danger may be a rush to turn the NGSS into sets of assessment tasks
for use on high-stakes state accountability tests before we have adequately
engaged in research, development, and validation of the range of tasks and
tools needed to get the job done properly (2013).

RUNNING HEADER: Domain B Literature Review

Fully understanding how to teach the NGSS, develop lesson plans and support materials for the
NGSS, and assessing the skills demanded by the NGSS will take time. In the end, the students
be better prepared for careers in science-related fields than they ever have been before.
Conclusion
As I have begun implementing the NGSS into my Science 7 classroom, I have become
overwhelmed with the complexity of the standards and finding materials that support the NGSSs
purpose. I have attended trainings, and I seem to come away from them with more questions. To
help resolve some of my issues with the NGSS, I have purchased several books through the
National Science Teachers Association. I have begun reading them and am encouraged that the
National Research Council is aware that the process of transitioning to the NGSS will not happen
overnight. Pellegrinos article provides further evidence that this is a complex process and will
take time and careful consideration. Developing the corresponding assessments will be
challenging, but the students will benefit greatly from the skills that they will attain.

RUNNING HEADER: Domain B Literature Review

References
National Research Council (U.S.). (2015). Guide to Implementing the Next Generation Science
Standards. Washington, D.C.: The National Academies Press.
Pellegrino, J. (2013). Proficiency in Science: Assessment Challenges and Opportunities.
Science, 340(6130), 320-323.