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Validating an Assessment Tool to Assess Teacher Understanding on the Next Generation Science Standards
Jacobs, Tracy L
Jacobs, Tracy L
Abstract
Description
The Next Generation Science Standards (NGSS) were published in 2013 and science
standards went from a procedural process to an approach to science that aligns to real-life
applications. Understanding the depth and application of the NGSS presented challenges.
Organizations have developed and implemented NGSS-related professional development
workshops to help teachers with these challenges. The purpose of this study was to validate an
assessment tool to assess teacher’s knowledge on the NGSS after attending workshops. An
examination of the literature revealed a vignette was an assessment tool worth exploring. A
vignette is a short, written scenario of a realistic event (Leicher & Mulder, 2018). Validation was
the process of seeking input by two groups of experts for different perspectives. The experts,
Group A (workshop facilitators) and Group B (K-12 classroom teachers) all worked with the
NGSS for three to five years. They provided data to validate a specific vignette developed on
NGSS-aligned instruction; qualitative data was collected in two phases – Phase One and Two.
Phase One (the vignette) aimed for experts to identify the presence or absence of NGSS-aligned
instructional practices. Experts agreed the vignette showed a teacher using NGSS practices but
missed others. Phase Two sought feedback regarding the value and alignment of the vignette to
the intended use. The feedback included ideas to enhance the vignette to show growth overtime.
However, both Phase One and Two demonstrated that even “experts” interpret the NGSS
differently, which could be attributed to how recent the NGSS have been implemented
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Keywords
NGSS,Professional development,science,science standards,vignette,validations,Next Generation Science Standards,validating an assessment tool,assessment tool