# data[].attributes.body
The prompts signal to students that the educator values their original thoughts and ideas. We're not asking them to spit up information, but to instead design and critically think about scientific concepts. It communicates to students that we care about their learning, not their grade.

# data[].attributes.body
These experiences make the student's thinking visible to the teacher because they require the student to explain their answers and thought processes. Their use of Science ideas also becomes clear with the second part of the assessment, as they have to create a sculpture and decide what materials to use. The teacher can see if they truly understand the SEP of their standard because the student has to use it to answer those questions.

# data[].attributes.body
The student is experiencing an application-based assessment. The questions are asking the student not only to recall information, but to then apply it to real-world situations. The questions are also all connected and build on each other, so the student is experiencing an assessment that better relates to what was covered in the lesson instruction.

# data[].attributes.body
This assessment goes farther than just multiple choice questions that students can remember and then forget once the unit is over. The prompts in the assessment require students to explain their thinking and we as educators get to know what exactly they know about the topic.

# data[].attributes.body
These experiences contribute to the understanding of a scientific idea because they must be able to use their deeper understanding in order to answer the questions correctly. By answering, they are showing what they know. what they are still trying to understand, and what they do not know. The written responses are also what makes this visible in knowing exactly what they are thinking.

# data[].attributes.body
The student is taking a formal written assessment. They will need to recall things learned in class and show how deep their understanding of the topic is.

# data[].attributes.body
The prompts in this assessment show students that the educator values deep thinking and understanding rather than simply memorization or recalling facts. When students notice that their deep thinking and thought processes are valued, they will become more engaged in the content and provide reasoning for their answers. It prompts students to become more creative and allows them to learn from their mistakes better. The teacher also provided opportunities for students to practice other skills, by including written-response questions. This allows the teacher to also assess students' writing and their ability to correctly explain their ideas.

# data[].attributes.body
These experiences allow for the teacher to assess whether or not the student has a deep understanding of the science concepts and how to apply them. The questions prompt deep thinking from the student and allows them to explain their understanding of the science concepts and how they should be applied in certain contexts. These experiences and questions allow for the student's thought processes to become visible as they work through their thinking and prove their answers with evidence.

# data[].attributes.body
The student is experiencing a written formal assessment. This assessment requires that the student think deeply about answers and not simply recall information. The student must apply the knowledge they learned in order to support their answers with evidence.

# data[].attributes.body
This test shoes that the teacher doesnt want them just memorizing things that they may or may not need or use as they get older . This shows that the teacher would rather the students be able to apply what they have learned . I saw while looking at the doccument that it incorperates other elements from different subjects . For example writting and even getting in some drawing on the assessment as well . I personally think this is a great way to keep the child focused on that they are doing and that it would keep them engaged long enough to get it done .

# data[].attributes.body
These types of experiences help contrubite to help the teacher understand and ensure that the student has an deeper understanding of the content .This is different from their homework .This makes the student try and recall about what they learned the topic and what that topic means and how they understood it from what i taught . By having this assessment it help them show their use of science topics

# data[].attributes.body
The student is taking a formal written asssment . This something that requires a deep understaning on what had been taught . By doing this it will help the students recall what they learned and be able to apply that to get the answer .

# data[].attributes.body
The prompts show that educators value a strong understanding of content, rather than memorizing facts and practicing recall skills. I noticed that the teacher built the assessment to where there were constructed response-type questions and supplied response-type questions. I think that a variety of questions can be good for the students and keep them engaged in the assessment.

# data[].attributes.body
These experiences contribute to the understanding of a scientific idea by ensuring the students have a deep understanding of the topic and can apply what they know without recall habits. By asking them to provide written responses, this allows them to dive deeper into their understanding and apply it within different contexts. This is what makes their thinking visible.

# data[].attributes.body
The student is experiencing a written formal assessment. The student may be experiencing recall information they could apply in the form of written answers. This type of assessment requires the student to think deeply about what they know about the topic and apply that knowledge to get the answer.

# data[].attributes.body
The prompts in the tasks signal to students that educators value explaining the logic behind answers and demonstrating an understanding of content. Something I was wondering is how will the teacher grade a sketch of a sculpture if a student used a property incorrectly?

# data[].attributes.body
These experiences contribute to the understanding of a science idea because the student must reflect on the content they learned as well as being able to apply it. Student thinking is made visible by these experiences because they must chose an idea and justify it. For example, choosing a property of bronze and explaining why it is suitable to rebuild a sculpture.

# data[].attributes.body
The student is taking a formal written assessment. They may experience mental readiness as they have to think deeply about the content they previously learned.

# data[].attributes.body
The prompts in the assessment signal that educators value a deep understanding of content rather than surface-level knowledge. Evidence and justification as to why a student thinks the way they think is important, and that is also made known through the prompts. I noticed that the assessment also provided multiple ways for students to express their learning, such as through writing and drawing. This is important as students are all unique and can express their ideas in individualized ways and still meet the criteria to show deep understanding of the content. On a multiple choice test or short answer prompts, students are bound to one answer and does not exactly allow the student to adequately express their understanding. On this assessment, students were able to make choices about how they were to demonstrate and justify their learning of the science ideas.

# data[].attributes.body
These experiences contribute to the understanding of a science idea by ensuring that the student has a deep understanding of the content, rather than just shallow knowledge. The questions asked require the student to reflect on their knowledge, but also apply it in various contexts, such as choosing materials for a sculpture or justifying why a certain material is the best choice. These types of assessment questions allow the student to see that what they learned is not just facts, but information that can be used in the real-world. By providing opportunities for creativity and explanation through drawing and justification, the student's thinking process and use of science ideas was made visible.

# data[].attributes.body
The student is experiencing what an assessment that is not just based on recall is like. This assessment requires a deep understanding of the content and the ability to connect ideas to explain their thinking. The student is experiencing this by interacting with the test and recalling their knowledge to apply it.

# data[].attributes.body
These experiences contribute to the understanding of a science idea by requiring the student to not only show what they know through written responses but also how they think, as most of the questions require an explanation. Having the students write out their explanations and requiring the students to draw a sketch and label their materials made their thinking visible. This also shows their use of science ideas.

# data[].attributes.body
The student is experiencing a formal assessment by taking a written test.

# data[].attributes.body
The prompts in the tasks signal to students that we as educators value explanations for thinking. We need evidence for why a student thinks a certain thing. As I was looking at the assessment, I began to wonder if the teacher cared what order the two properties of bronze were given in, or what he or she might consider a "wrong" explanation.