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If you’ve asked yourself, what does it actually look like for students to demonstrate progress towards the 3D standards? Or what are the most important features of high-quality science tasks? Well, Achieve has answers! These were the questions that drove the Achieve’s Task Annotation Project in Science (TAPS) and associate director Aneesha Badrinarayan is on today’s episode to tell us all about it.
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"Different assessments designed for different purposes will look different. And we want that to be true. But we knew fundamentally that there was going to be some set of things that if you have these, this is what distinguishes an NGSS or a 3D assessment from a more traditional assessment." [7:15 - 7:35] Aneesha Badrinarayan
"The classroom is going to be the place where we can see and monitor student progress more effectively than through any other assessment. So if we implement the recommendations from TAPS well in the classroom, students should be really well set up to perform on any measure." [11:05 - 11:20] Aneesha Badrinarayan
"One of the things that I am thinking about all the time is, how do we go from diagnosing what is happening to making a recommendation for how we move forward?" [16:10 - 16:20] Aneesha Badrinarayan
"The idea was that if you really want to know if kids are proficient with something like modelling or analyzing and interpreting data, they have to use that practice in service of sense making. But a lot of assessments fall into those other categories of mechanics or representation." [28:53 - 29:10] Aneesha Badrinarayan
"The same things that we want to make sure that all learners can bring their ideas to the table and move forward--those are the things that end up making tasks more three-dimensional, that make them better aligned, that make them a better representation of these rigorous standards. And so I think for a really long time there was this idea that rigor in assessments and equity in assessment were at odds with one another, and that you had to go with the hard science, because that's what we really care about. And I think this project shows us that that's not true, that you can and you should do both, and it ends up with better, more meaningful, more rigorous assessments for all learners when you prioritize both. [51:55 - 52:40] Aneesha Badrinarayan
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