This week, Dan and Sam are joined by Colleen LaMotte to talk about using 3D assessments in the classroom. Colleen shares how her thinking about assessment has shifted over the years -- from assessment OF learning to assessment FOR learning and ultimately to assessment AS learning. She gives us an in-depth look at the various formative and summative assessment opportunities she uses throughout the course of a unit, how she gains insight about what students can do at each moment in time, how she communicates that learning with students and caregivers at home using asset-based rubrics, and what ultimately goes into her gradebook.

Resources:

• @MsLaMomSci on Twitter


• Science in the City by Bryan Brown (More resources are available here.)


• Ambitious Science Teaching by Mark Windschitl, Jessica Thompson, and Melissa Braaten (More resources are available here.)


• The doorbell assessment Colleen refers to is part of OpenSciEd Middle School's Forces at a Distance Unit (8.3)


• Assessment as a Caring Practice with the SAGE Project (Washington State's Science Assessment Grounded in Equity Project)


• The unbreakable cell phone and designing helmets assessments Colleen refers to are part of OpenSciEd Middle School's Contact Forces Unit (8.1)


• Colleen's Grade Policy (with a look into how her gradebook is structured, a few sample assessments, and their asset-based rubrics)


• The 5D Assessment Project


• Wonder of Science Graphics

Upcoming Conference Opportunities:

• Going to the NARST conference in Denver this spring? Check out this thread of sessions from the folks at the 5D Assessment Project!


• Going to the NSTA conference in Denver this spring? Check out the Professional Learning Institute: What Makes a High-Quality, Equitable Three-Dimensional Science Assessment and How Can You Create and Use Them?

Follow along and send us the questions YOU have about science education!

@SciEdPod on Instagram and Twitter

unpackeverythingpod@gmail.com

Our music is 'Rainbows' by Scott Buckley released under CC BY 4.0.