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Three-dimensional science standards based on A Framework for K-12 Science Education raise several questions about how to monitor student progress toward those learning goals. The Task Annotation Project in Science (TAPS) was launched to provide an answer to the questions "what does it look like to ask students to demonstrate progress toward three-dimensional standards?" and "what are the most important features of high-quality science tasks?" By asking a diverse set of experts to identify concrete features of three-dimensional assessment tasks across multiple domains of science across the K-12 spectrum, this project was designed to 1) collaboratively provide concrete, annotated examples of different kinds of three-dimensional assessments, highlighting features of high-quality science assessments and opportunities for improvement, and 2) surface lessons learned from looking across grades, domains, and task purposes.

This suite of resources includes annotated examples of assessment tasks for elementary, middle, and high school as well as a series of short resources that highlight the major takeaways across the whole project. These include:

Project-wide takeaways for educators, administrators, policy-makers, and assessment developers.

The "must-have" features of all three-dimensional science assessments.

Features of equitable science assessments.

Features of high-quality scenarios that drive three-dimensional assessments.

A practical definition of sense-making and its critical role in distinguishing three-dimensional assessments from more traditional science assessments.

Lessons-learned about how to assess science and engineering practices and crosscutting concepts.

Implications for science assessment systems, including large-scale assessments, and recommendations for decision-makers involved in assessment design.

Tasks by Grade Band:
Click the links below to explore the set of task annotations in each grade band:

Acknowledgements:
The Task Annotation Project in Science would not have been possible without the thought leaders, evaluators, and reviewers who contributed to this work. This diverse set of researchers, developers, partners, educators, and decision-makers lent their time and expertise to conceptualize the project, evaluate the assessments, and identify lessons learned and further questions from this process.

Achieve also thanks Chevron and the Hewlett Foundation for their generous support of this work.
Tools and Resources
Takeaways:
This resource describes key takeaways from the Task Annotation Project in Science for educators, administrators, decision-makers, and developers.

Non-negotiables:
Science assessment tasks designed for the Next Generation Science Standards (NGSS) and similar three-dimensional standards can-and should-come in all different forms. With so many different purposes and uses of assessments, it has been tricky to identify what really sets a three-dimensional assessment apart from a traditional assessment.

The Task Annotation Project in Science (TAPS) surfaced some features that routinely distinguish NGSS tasks from science tasks that are not designed for the NGSS. This resource describes the "must-haves" of any NGSS assessment.

Equity:
How can assessments be more equitable, and do assessments-classroom-based and external-have a role in promoting equitable approaches to science teaching and learning? By examining a wide range of tasks for how diverse learners can demonstrate progress, the Task Annotation Project in Science (TAPS) surfaced key ways science assessments can help make sure all students are supported in meeting their science learning goals.

Phenomena:
Are phenomena a "nice-to-have" engagement hook, or a "must have" feature of three-dimensional science assessments?  The Task Annotation Project in Science surfaced the significance of phenomena in science assessments, and what features define high-quality phenomena for assessments. This resource provides educators and assessment developers with recommendations for phenomena that can support all students and reveal students' ability to sense-make using the three dimensions.

Sense-making:
Three-dimensional tasks require students to make sense of phenomena and problems using science and engineering practices, disciplinary core ideas, and crosscutting concepts. This resource describes the lessons-learned about how tasks elicit sense-making.

Science and Engineering Practices:
This resource describes how science and engineering practices (SEPs) can be used in science assessments and tasks. This resource identifies common misconceptions around the use of SEPs in assessments, while also providing effective and meaningful ways assessment tasks can elicit evidence of students' engagement in SEPs.

Crosscutting Concepts:
This resource describes how assessment tasks frequently include crosscutting concepts (CCCs), and discusses which approaches are most effective for providing evidence of students' understanding and ability to use the CCCs.

Systems:
This guide describes the implications of the Task Annotation Project in Science for decision-makers and assessment systems, including both classroom-based and external (e.g., district- and state-wide tests and systems). The guidance document includes recommendations for decision-makers and developers involved in science assessment development efforts.

Methodology:
This describes the approach used for the Task Annotation Project in Science.

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Three-dimensional science standards based on A Framework for K-12 Science Education raise several questions about how to monitor student progress toward those learning goals. The Task Annotation Project in Science (TAPS) was launched to provide an answer to the questions "what does it look like to ask students to demonstrate progress toward three-dimensional standards?"

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InnerOrbit ~ A Rigorous NGSS Assessment Platform

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An NGSS Formative Assessment platform for Science - do nows, exit slips, quizzes, and tests

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The performance assessments linked below were created by Paul Andersen and other science teachers implementing the NGSS. Many of these are first drafts and most of them have not been used with students. Electronic versions are available for all 194 performance expectations in the NGSS (K-12).

Our goal is to eventually have exemplar versions with rubrics and sample student work. Want to help us with this project? Contact me here. Thanks . -Paul

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Draft Assessments - The Wonder of Science

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The performance assessments linked below were created by Paul Andersen and other science teachers implementing the NGSS. Many of these are first drafts and most of them have not been used with students. Electronic versions are available for all 194 performance expectations in the NGSS (K-12).

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A model system of assessment of NGSS for California

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Middle Grades (6-8) Assessment Tasks

The tasks are organized according to clusters of Performance Expectations (PEs) within each disciplinary topic. Under each cluster of PEs, we present a set of less broad but more manageable three dimensional performance statements that we call Learning Performances (LPs), which collectively describe the performances that students need to demonstrate as they progress toward achieving a cluster of PEs. For more detail about the development of these tasks go to nextgenscienceassessment.org.
These tasks were developed through a collaborative effort of University of Illinois at Chicago, Michigan State University, WestEd, and the Concord Consortium, with funding from the National Science Foundation, the Moore Foundation, and the Chan Zuckerberg Initiative.

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The tasks are organized according to clusters of Performance Expectations (PEs) within each disciplinary topic. Under each cluster of PEs, we present a set of less broad but more manageable three dimensional performance statements that we call Learning Performances (LPs), which collectively describe the performances that students need to demonstrate as they progress toward achieving a cluster of PEs.

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3-ESS2-1 Assessment: Finding a Field Day

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Hundreds of scientific articles. Written for kids. Approved by scientists.

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Science News Explores publishes news from all fields of science for students and other curious individuals from middle school and up, with resources for parents and educators.

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This site is a curated collection of science phenomena for the NGSS, along with phenomenon based learning resources and help for how to use phenomenon to drive student questions in the classroom centered around 3 dimensional teaching and learning.

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Improving Science Education Through Three-Dimensional Learning

Quick Search Next Generation Science Standards

THE THREE DIMENSIONS OF SCIENCE LEARNING

Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard-or performance expectation-and each dimension works with the other two to help students build a cohesive understanding of science over time.

Crosscutting Concepts help students explore connections across the four domains of science, including Physical Science, Life Science, Earth and Space Science, and Engineering Design.

When these concepts, such as "cause and effect", are made explicit for students, they can help students develop a coherent and scientifically-based view of the world around them.

Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. The practices better explain and extend what is meant by "inquiry" in science and the range of cognitive, social, and physical practices that it requires. Students engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts.

Disciplinary Core Ideas (DCIs) are the key ideas in science that have broad importance within or across multiple science or engineering disciplines. These core ideas build on each other as students progress through grade levels and are grouped into the following four domains: Physical Science, Life Science, Earth and Space Science, and Engineering.

More about 3D Learning

GET TO KNOW

The Next Generation Science Standards (NGSS) are K-12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students.

A goal for developing the NGSS was to create a set of research-based, up-to-date K-12 science standards. These standards give local educators the flexibility to design classroom learning experiences that stimulate students' interests in science and prepares them for college, careers, and citizenship.

Get to Know the Standards

IMPLEMENT

The NGSS call for a three-dimensional approach to K-12 science instruction. This represents a significant transition from previous state standards. That's why effective implementation demands a great deal of collaboration and patience among states, districts, schools, teachers, and students.

Thoughtful and coordinated approaches to implementation will enable educators to inspire future generations of scientifically literate students. That is the vision of the NGSS. This website provides a range of high-quality resources that empower educators, administrators, parents, and the general public to help bring this vision to life.

Find Tools and Resources

WHY

Science-and therefore science education-is central to the lives of all Americans.

A high-quality science education means that students will develop an in-depth understanding of content and develop key skills-communication, collaboration, inquiry, problem solving, and flexibility-that will serve them throughout their educational and professional lives.

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Home Page | Next Generation Science Standards

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Improving Science Education Through Three-Dimensional Learning Quick Search Next Generation Science Standards Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard-or performance expectation-and each dimension works with the other two to help students build a cohesive understanding of science over time.

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Find a lesson plan

Anoushka Takla's fourth graders seek to answer the question: "What happens to our trash over time?"

Erica Katz's fifth graders seek to answer the question: "Why does the moon look different on different days?"

¡Únete a nosotros mientras nos acercamos a los árboles en nuestros barrios y trepamos a un gigante de las secuoy

Pages

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Science lesson plans for elementary, middle, and high school classrooms teaching life, earth, and physical sciences: activities for kids and students!

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Check out the guidance for the steps to designing a coherent NGSS aligned storyline. Explore unpacking, identifying phenomena, and sequencing investigations to help students build science ideas, step by step.

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Examples of data sets for storylines and templates

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Examples of data sets for storylines and templates

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The following data sets were used with students and/or teachers doing scientific inquiry. The first page is shared first as the phenomenon. This is usually followed with individual and then group questioning and modeling. The data on the other pages are used to test explanations and usually culminates with group arguments using the Claim-Evidence-Reasoning framework.

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Phenomenon Datasets - The Wonder of Science

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The following data sets were used with students and/or teachers doing scientific inquiry. The first page is shared first as the phenomenon. This is usually followed with individual and then group questioning and modeling. The data on the other pages are used to test explanations and usually culminates with group arguments using the Claim-Evidence-Reasoning framework.

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Home - OpenSciEd

Home - OpenSciEd

Our curriculum fosters deep, engaging science learning and is the only curriculum designed for the NGSS that has had every unit rated as quality -and it's freely available to anyone.

MAKING HIGH QUALITY SCIENCE EDUCATION AVAILABLE TO ALL STUDENTS

TEACHERS TESTED & APPROVED

GROWING NETWORK OF TEACHERS

What Educators Say

"My students have begun to realize they have the power and knowledge to plan and investigate how the world works around them."

-Kym Whitney, 7th Grade Teacher

"My students are more excited about science than ever, and they're connecting what they're learning to their lives and experiences."

-Megan Euler, 7th Grade Teacher

"OpenSciEd lessons are a lifesaver. They are standards-based, easy to implement, and, best of all, my kids LOVE them!"

-Taylor Halliday, Gifted Intervention Specialist

Adopt the Curriculum.

To make the shifts in science education that today's science standards demand, we've created high quality instructional materials paired with transformative professional learning. Tied to our mission of providing high quality science learning for all students, we also have partnered with a variety of organizations that can offer additional materials and support to ensure the long-term success of your implementation. Learn more about the different paths for adopting our instructional materials.

Learn More

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Asking Questions (for science) Defining Problems (for engineering) Developing & Using Models Planning & Carrying Out Investigations Analyzing & Interpreting Data Mathematics & Computational Thinking Construct Explanations (for science) Designing Solutions (for engineering) Engaging in Argument from Evidence Obtain, Evaluate, Communicate Information

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The Wonder of Science was created to support the next generation of science teachers. All of the resources are licensed under Creative Commons licensing.

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Science and Engineering Practices Progressions

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Science and Engineering Practices Progressions

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Warwick New NYS Grades 5 & 8 Science Tests

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.