The Next Generation Science Standards are intended for all students and set high expectations for teaching and learning “three-dimensionally” during the investigation of relevant and engaging natural phenomena. Many efforts have been focused on creating experiences for students that align with NGSS but fewer have specifically addressed how to close learning gaps within NGSS expectations. Education research is conclusive on the essential role of feedback within formative assessment to increase learning and close learning gaps. However, the 3D structure of NGSS presents unique challenges for teachers who want to leverage feedback to help all students learn science. The three-dimensions expected by the NGSS are: Science and Engineering Practices (SEP), Disciplinary Core Ideas (DCI), and Crosscutting Concepts (CCC). 

Even as assessment tools and prompts emerge that adhere to NGSS guidelines that can measure 3D learning, there continues to be a deficit of resources to support teachers attempting to provide individualized, meaningful feedback based on those assessment tools. This can create frustration and disappointment for teachers striving for the success of all students and potentially derail NGSS instructional shifts. 

This 100Kin10 Project Team created a document that shares an overview of essential concepts associated with effective feedback in an NGSS classroom, suggested next steps to bridge the knowledge-practice gap, and classroom-level strategies that could be utilized in the classroom. The team had hoped to dig a bit deeper and provide more resources initially, but after the COVID-19 pandemic and the interruptions of 2020, they had to shift the goals for this project accordingly.

If you would like to contact the team, please reach out to: Kyle Kauffman (Curriculum and Instruction Specialist of Teacher Programs, Museum of Science & Industry).

This project addresses the work environment catalyst, a 100Kin10 priority area. Learn more here.