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MDE has released sample Science Item Cluster Assessments for grades 5, 8 and 11 .

Please try them out yourselves and have your students experience them as well. You will want to collect data on your students experiences with this new 3 dimensional assessment. Then you can create any needed interventions to prepare your students.

To access the assessments, go to

https://wbte.drcedirect.com/MI/portals/mi/

Then follow the instructions below:

1)      Click Online Training Tools

2)      Click Sample Item Sets

3)      Select either 5, 8 or 11

The login information is provided but it may be a little hard to read.

·         For example, for the 5th grade:

Username: sci5samp

Password: test1234

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DRC INSIGHT Online Assessments Tutorials

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Slides from Ed Camp Downriver Conference

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Slides from Ed Camp Downriver Conference

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Annotated Sample Items Book for M-STEP Science

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Annotated Sample Items Book for M-STEP Science

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Correct Responses can be Found Here For the Online Practice Test

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Concord Consortium

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Importance

The Next Generation Science Standards (NGSS) are written as Performance Expectations that integrate three dimensions: disciplinary core ideas, crosscutting concepts, and science and engineering practices. To measure student progress toward achieving proficiency in any standard, an assessment task must include all three dimensions. Technology is a uniquely adept tool for designing and delivering tasks that can meaningfully include the practices.

The Next Generation Science Assessment project is a collaboration between the University of Illinois at Chicago, Michigan State University, SRI International, and the Concord Consortium, with funding from the National Science Foundation and the Moore Foundation. We are currently developing technology-enhanced assessments for classroom formative use that address middle school physical and life science NGSS Performance Expectations. The Concord Consortium's online delivery platform allows us to take advantage of web-based tools and simulations that benefit students and teachers, as well as researchers on our team working to validate and improve the assessment tasks.

For more information, visit the main project site: nextgenscienceassessment.org

Research

We are incorporating principles of evidence-centered design and state-of-the-art psychometric methods within an integrated validity framework to develop, test, and analyze sets of technology-supported diagnostic classroom assessments for middle school physical science and life science. The validity studies address cognitive, inferential, and instructional aspects of validity and include expert reviews of alignment with the Framework and the NGSS, student cognitive analyses, classroom observation, teacher interviews, and psychometric analyses.

Publications

Activities

View, launch, and assign activities developed by this project at the STEM Resource Finder.

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The Next Generation Science Standards (NGSS) are written as Performance Expectations that integrate three dimensions: disciplinary core ideas, crosscutting concepts, and science and engineering practices. To measure student progress toward achieving proficiency in any standard, an assessment task must include all three dimensions.

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Research Brief: Designing an Assessment System that Measures Three-Dimensional Science Learning

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Research Brief: Designing an Assessment System that Measures Three-Dimensional Science Learning

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STEM Teaching Tools

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Research Brief 34 -- Topics: Implementation Assessment

Research Brief: Designing an Assessment System that Measures Three-Dimensional Science Learning

"Knowing" science entails more than students demonstrating knowledge of science facts. Students should be able to discuss and make arguments about science, develop and use models, generate and analyze data, and make connections to crosscutting concepts.

Current assessments use large-scale standardized tests that focus heavily on measuring student knowledge of discipline-specific ideas and concepts. These summative assessments do not consider multiple dimensions of student learning or classroom practices that facilitate student engagement.

Summary

Authors:

JULIE CAFARELLA

Designing a New Assessment System

At all levels, attends to equity and fairness by making the most of students' diverse linguistic and cultural resources and ensuring adequate opportunities for all students to learn science.

Starts with developing internal classroom assessments, so that formative assessment is used to inform instructional practices.

Includes various types of formative and summative assessments embedded into instructional practices.

Monitors effectiveness of science curricula, classroom practices, and opportunities to learn through student and teacher surveys, collected work of students, and observations.

Considers the critical role of technology in both student learning and assessment.

Refrains from attempts to assess every standard in every grade, for every child.

Requires a gradual, phased-in implementation that evolves alongside changes to curriculum, instruction, and professional development.

Implements state monitoring assessments at least once, but no more than twice per grade span (K-5, 6-8, 9-12).

Includes performance tasks within external monitoring tasks.

Analyzes costs, benefits, and tradeoffs of designing and implementing a new system.

NRC Consensus Research Report on Developing Assessments for the Next Generation Science Standards

Things to Consider

States face a challenge in determining student proficiency in science. The NRC Framework and Next Generation Science Standards (NGSS) call for three-dimensional science learning that integrates science and engineering practices, crosscutting concepts, and disciplinary core ideas. States currently rely on one type of large-scale summative assessment to both measure student-level proficiency and school-level performance. Because these monitoring assessments focus on measuring students' knowledge of discipline-specific ideas and concepts, they fail to attend to multiple dimensions of student learning or classroom practices that facilitate student engagement in science.

Policymakers must ensure that assessment systems are designed to account for the integration of these three dimensions. A broader assessment system of multiple and varied assessments is needed to measure various aspects of learning that collectively, and more accurately, demonstrate science proficiency. A comprehensive assessment system would value internal classroom assessments and student work samples that complement external statewide monitoring of school and district performance.

For students to demonstrate proficiency in science, they must be able to meet "performance expectations" at their respective grade levels. These expectations ensure that students are able to engage in science practices that apply crosscutting concepts to disciplinary content knowledge. Standardized assessments should include performance tasks, which students could demonstrate through a collection of work in a portfolio. Thus, designing multiple and varied forms of assessment is key to appropriately determining student proficiency in science and using assessments to improve instruction.

Traditional statewide assessments do not typically consider classroom practices, school resources, or teacher professional development opportunities that can impact student proficiency in science. An assessment system must audit and attend to equity in opportunities to learn, highlighting systematic differences in resources that inhibit equal access to three-dimensional science learning.

Implications for Practice

To measure the three dimensions of science learning:

To promote equity and fairness:

Sample Assessments

Classroom Formative Assessment of Three-Dimensional Learning During An Investigation: "What Is Going on Inside Me?," Middle School

Evidence-Centered Design of a Task Assessment Using Design Patterns: "Pinball Car Task," Middle School

Learning Progression on Data Modeling with a Classroom Embedded Task: "Measuring Silkworms," 3rd grade

Formative Assessment Analysis of Classroom Discourse: "Behavior of Air," Middle School

Formative Assessment of Student Understanding Using Clicker Technology: "Movement of Water," Middle School

Using Multiple Interrelated Tasks to Assess a Core Idea Across Multiple Practices: "Biodiversity in the Schoolyard," Middle School

Online Task Used for Formative and Summative Assessment: "Climate Change," High School

Using Embedded Computer Simulationbased Modules in Curriculum for Formative and Summative Assessment: "Ecosystems," Middle School

Mixed Item Format Items in Monitoring Test: "Photosynthesis and Plant Evolution," High School, AP Biology Exam Example

Swiss Example of Three-Dimensional Learning Performance Assessment Item Used for Monitoring: "Floating and Sinking," 2nd grade

Performance Task Used in the Classroom for Curricular Evaluation: "Plate Tectonics," Middle School

Reflection Questions

What are science assessments currently like in your state? What is missing from your state's science assessment system?

How does your state currently determine student proficiency in science? What are the science "performance expectations" within your state and how do those expectations align with NGSS?

Who should be involved in designing and implementing a three-dimensional assessment system for science learning?

How would you design an assessment system that accounts for science and engineering practices, crosscutting concepts, and disciplinary core ideas? In this system, how would multiple and varied forms of assessment be designed both to evaluate student proficiency in science and to use assessments to improve instruction? How would this assessment system link internal classroom assessments and external monitoring systems? See Chapter 4 and 5 in Developing Assessments for the Next Generation Science Standards.

How can a new assessment system attend to equity in science education? See NGSS, Appendix D, "All Standards, All Students" and NRC Framework, Chapter 11.

What teacher professional development models would you propose to build and refine formative classroom assessments?

What are the challenges and opportunities your state faces in adopting an assessment system for three-dimensional science learning? See Pellegrino, 2013.

References

National Research Council. (2014). Developing Assessments for the Next Generation Science Standards. Washington, DC: National Academies Press.

National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Research Council.

National Research Council. (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.

NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: National Academies Press.

Pellegrino, J. W. (2013). Proficiency in science: Assessment challenges and opportunities. Science, 340, 320-323.

ALSO SEE STEM TEACHING TOOLS

STEM Teaching Tools content copyright 2014-19 UW Institute for Science + Math Education. All rights reserved.
This site is primarily funded by the National Science Foundation (NSF) through the Research + Practice Collaboratory (Award #1238253). Opinions expressed are not those of any funding agency.

Work is licensed under a Creative Commons Attribution-ShareAlike 4.0 Unported License. Others may adapt with attribution. Funded by the National Science Foundation (NSF). Opinions expressed are not those of any funding agency.

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Research Brief: Designing an Assessment System that Measures Three-Dimensional Science Learning : StemTeachingTools (en-US)

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Research Brief 34 -- Topics: Implementation Assessment "Knowing" science entails more than students demonstrating knowledge of science facts. Students should be able to discuss and make arguments about science, develop and use models, generate and analyze data, and make connections to crosscutting concepts.

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NGSX

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NGSX

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links to assessment items are in the middle of the web page

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The Next Generation Science Standards (NGSS) have been adopted by many states, including California, but numerous questions remain about how state and local administrators, professional developers, developers of instructional materials and assessments, and teachers will implement the new standards.

The Stanford NGSS Assessment Project (SNAP), funded by S.D. Bechtel Jr. Foundation and Bill and Melnda Gates Foundation, focuses on ways that high-quality performance assessment can support the implementation process. Professor of Practice Physcs and Astrophysics, Emerita, Helen Quinn and Kamalachari Professor Of Science Education, Emeritus, Jonathan Osorne, were the leaders of SNAP work.

Dr. Helen Quinn discusses NGSS and the role of performance assessment.

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The Next Generation Science Standards (NGSS) have been adopted by many states, including California, but numerous questions remain about how state and local administrators, professional developers, developers of instructional materials and assessments, and teachers will implement the new standards.The Stanford NGSS Assessment Project (SNAP), funded by S.D. Bechtel Jr.

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The Advancing Coherent and Equitable Systems of Science Education (ACESSE, or "access") project

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The Advancing Coherent and Equitable Systems of Science Education (ACESSE, or "access") project

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Posted by Abby Rhinehart

On January 8, 2017

0 Comments

ACESSE, NGSS, research-practice partnership, Research-Practice Partnerships, STEM Education

The collaboration is bringing together learning scientists and educational practitioners to make science learning more coherent and more equitable.
New partnership aims to improve equity, coherence in science education

Learning scientists from the University of Washington and the University of Colorado Boulder, along with educators, are embarking on a national effort to make science learning more coherent and equitable.

The Advancing Coherent and Equitable Systems of Science Education (ACESSE, or "access") project has received a three-year, $1.5 million grant from the National Science Foundation that will bring together partners from educational research and practice to tackle the problem. The project is based on deep collaboration between the UW, CU Boulder and the Council of State Science Supervisors.

"Educators are frequently asked to perform a balancing act, trying to implement state and local initiatives that often don't coherently fit together," said Philip Bell, a co-principal investigator on the project and Shauna C. Larson Chair in Learning Sciences at the UW College of Education. "This disconnect can make it difficult to make improvements across school systems. With this project, we are attempting to address this need head-on."

Incoherence can serve to reinforce educational inequalities, as it provides an extra challenge for schools that are already struggling with accountability pressures or assessment systems. The ACESSE project aims to keep equity a focus in the work of state-level education systems. State leaders can work with local districts, schools, communities, parents and students to develop visions of inclusive instruction and commitment to providing more equitable opportunities to learn.

To that end, the ACESSE project is bringing together educators and researchers to co-develop, co-research and collaboratively pilot strategies, based off of this unique blend of expertise and experience.

Strategies and resources that come from this project will be shared around the country through a network of science supervisors. The ACESSE project aims to not just study of what is occurring in these states, but also to develop, test and improve on resources and strategies that educators and researchers design together.

"Through ACESSE, I've been able to have vital discussions in my state about how important it is that we critically analyze policies and initiatives to ensure they don't pull in opposite directions from the main goals we've already set for science education," said Oklahoma State Science Director and co-PI Tiffany Neill. "When we're evaluating an initiative, we're thinking more about the system in which this initiative has already worked and how that system may or may not be similar to our own."

This fall, 45 state-level educators from 13 states met with researchers from the UW and CU Boulder for the ACESSE all-team kick-off meeting, where they began brainstorming resources and building a network of partners to support one another in this work. The project will use an iterative approach called design-based implementation research to develop and refine strategies and resources.

ACESSE begins its work as educators are implementing the new vision for science education based on the National Research Council's A Framework for K-12 Science Education and the resulting Next Generation Science Standards. This vision calls for major changes to curriculum, instruction, assessment and involvement of community science resources, elements that all should align to make science more accessible and meaningful to all students.

"Ultimately, our aim is to benefit students across the country by increasing their abilities and knowledge in science and engineering, allowing all students to think scientifically, engage in public discussions about science, and decide their own futures," said Bill Penuel, principal investigator for the project and professor of learning sciences and human development at CU Boulder. "We want to expand diversity in STEM fields. And for that, we need to improve access to quality STEM education around the country by making learning opportunities more coherent and aligned."

This project is supported by the National Science Foundation's Education and Human Resources Core Research program (NSF Grant #1561300).
Follow @ACESSEProject on Twitter.

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New partnership awarded $1.5 million to improve coherence and create common vision in science curriculum, instruction, and assessment

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Posted by Abby Rhinehart On January 8, 2017 0 Comments ACESSE, NGSS, research-practice partnership, Research-Practice Partnerships, STEM Education The collaboration is bringing together learning scientists and educational practitioners to make science learning more coherent and more equitable.

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Steps to Designing a Three Dimensional Assessment

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Steps to Designing a Three Dimensional Assessment

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SHORT COURSE: How to Develop 3D Formative Assessments for the Science Classroom

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SHORT COURSE: How to Develop 3D Formative Assessments for the Science Classroom

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SHORT COURSE: How to Develop 3D Formative Assessments for the Science Classroom

Posted on April 05, 2016

This short course will help you learn how to develop and use 3D formative assessments in the classroom.

Background

Formative assessment in the classroom is crucial because everyone engaged in complex learning benefits from timely and focused feedback from more expert others. The process also promotes important processes of self-explanation, reflection, and learning. One powerful approach to formative assessment is to develop short tests of student understanding that get embedded into an unfolding curriculum unit-allowing for instruction to shift to support student understanding of specific learning goals.

The new vision for K-12 science education calls for a new three-dimensional model of science learning. From this 3D integrated perspective, research shows that students learn science best by engaging in science and engineering practices (SEPs) as part of sustained and meaningful investigations as they learn and apply disciplinary core ideas (DCIs) and cross-cutting concepts (CCCs). This integrated approach to learning has major implications for how formative assessments should be developed and used.

Here are some activities with linked resources that can help you learn how to develop or refine 3D formative assessments. The sequence assumes that you are familiar with the basics associated with the new vision and the associated equity goals for science education.

Formative Assessment Activities

Activity 1: Getting Oriented (30 min)

To learn more about the overall approach to assessment for K-12 science education, read about Designing an Assessment System that Measures Three-Dimensional Science Learning and think about what parts of the recommended "system of assessments" that you will be working on.

Activity 2: Learning about Formative Assessment (15 min)

If you need some background on formative assessment, skim this report on Attributes of Effective Formative Assessment and think through how the definition for formative assessment and five attributes relate to the work that you do or could do.

Activity 3: Learning About the Very Idea of 3D Assessment (20 min)

To get oriented to 3D assessment development, read about How teachers can develop formative assessments that fit a three-dimensional view of science learning and explore the embedded examples. How similar or different are they to the formative assessments you are familiar with?

Activity 4: Learning How to Build 3D Assessment Clusters (20 min)

To get started developing 3D assessment items, read How can assessments be designed to engage students in the range of science and engineering practices? and start to map out an assessment cluster you would like to build.

Activity 5a: Engaging in a Procedure to Develop 3D Assessments (30 min to orient plus ongoing work)

To get detailed guidance on a process you can use to develop assessment clusters, sink into Steps to Designing a Three-Dimensional Assessment and use the five steps to guide the development of your assessment cluster.

Activity 5b: Learning How to Design Assessments for All Practices (ongoing)

To design assessment items for the range of science and engineering practices in the new vision, use these Task Formats for Science & Engineering Practices to scaffold your design of specific assessment items. This tool get used in Step 3.

Formative Assessment Extension Activities

The following materials come from teacher workshops focused on the development of 3D formative assessments. The slides and resources are worth exploring and leveraging in your own work.

Building on students' prior content knowledge is a key strategy for promoting deep learning in the classroom. The NRC Framework for K-12 Science Education -- that guided development of NGSS -- highlighted how it is equally important to build upon students' prior interests and identities during science instruction. Research has shown that building on student interests and experience can make science more relevant, help them identify with science, and learn how science is a human endeavor that has an important role in society. In this workshop, participants will learn how to use different formative assessment approaches to support interest-driven learning in their classroom. These general strategies help students make meaningful connections between the science concepts they are learning and the application of those ideas to their own lives and to other everyday situations -- including the many careers and pursuits that leverage STEM knowledge and practices. The approaches you'll learn in this workshop can be used with any curricula, at any grade level, and in all subjects of science and engineering.

How is assessing three-dimensional science learning different than we how we have thought of science learning in the past? How can we design assessment tasks that elicit the core ideas, practices, and crosscutting concepts in the NGSS performance expectations (PEs)? There are very few examples of elementary and middle school assessments completely aligned to NGSS, so people will need to adapt the ones that exist. Performance expectations also under specify the nature of evidence needed to draw inferences about student learning. This workshop aims to help participants identify assessment components that focus on individual practices, core ideas, or crosscutting concepts, and understand how, taken together, the components can support inferences about students' three-dimensional science learning as described in a given performance expectation. We guide participants through an analysis of common assessment tasks to identify components and qualities of these tasks that support assessment of practices, crosscutting concepts, and core ideas. Tasks examples will will be drawn from all four domains of disciplinary ideas linked across elementary and middle school. Through this activity, participants will review tasks that aim for assessing PEs, discuss strengths of these tasks and gain practice with adapting them to better elicit three dimensional science learning.

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SHORT COURSE: How to Develop 3D Formative Assessments for the Science Classroom

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Posted on April 05, 2016 This short course will help you learn how to develop and use 3D formative assessments in the classroom. Formative assessment in the classroom is crucial because everyone engaged in complex learning benefits from timely and focused feedback from more expert others.

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How to Assess Three-Dimensional Learning in the Classroom: Building Assessment Tasks that Work (ACESSE Resource B)

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How to Assess Three-Dimensional Learning in the Classroom: Building Assessment Tasks that Work (ACESSE Resource B)

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ACESSE Resource B: How to Assess Three-Dimensional Learning in the Classroom: Building Assessment Tasks that Work

How is assessing three-dimensional science learning different than past assessments of science learning? How can we design assessment tasks that elicit the core ideas, practices, and crosscutting concepts in the Next Generation Science Standards (NGSS) performance expectations?

There are very few existing examples of elementary and middle school assessments completely aligned to the NGSS. Instead, educators need to adapt their existing assessments.

This open educational resource provides an opportunity for educators to begin building or adapting three-dimensional formative assessments in a 60-70 minute professional development session. The module includes all of the resources that PD facilitators need to adapt and run the sessions-including slides, speaker notes, facilitator guide, and embedded resources.

The workshop aims to help participants identify assessment components that focus on individual practices, core ideas, or crosscutting concepts, and understand how, taken together, the components can support educators as they make inferences about students' three-dimensional science learning. Through this workshop, participants will review tasks that aim for assessing performance expectations, discuss strengths of these tasks, and gain practice adapting them to better elicit three-dimensional science learning.
Link to Open Educational Resource Version (on OER Commons)
Link to Facilitator's Guide for this Resource One-Page Description of this Resource (PDF)
Link to PowerPoint File Version

Depending on the audience, this resource can be customized to focus on the following set of performance expectations (from LearnDBIR.org):

This resource is an open educational resource (OER) and can be freely shared, modified, and used. This resource is brought to you by the Advancing Coherent and Equitable Systems of Science Education (ACESSE, or "access") project. It has been developed with guidance from science education experts from across 13 states to make it as broadly useful as possible. You can follow the work of the ACESSE project on Twitter.

Preferred citation: Stromholt, S., Van Horne, K., Bell, P., Penuel, W. R., Neill, T. & Shaw, S. (2017). How to Assess Three-Dimensional Learning in Your Classroom: Building Assessment Tasks that Work. [OER Professional Development Session from the ACESSE Project] Retrieved from http://stemteachingtools.org/pd/sessionb

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ACESSE Resource B: How to Assess Three-Dimensional Learning in the Classroom: Building Assessment Tasks that Work : StemTeachingTools (en-US)

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How is assessing three-dimensional science learning different than past assessments of science learning? How can we design assessment tasks that elicit the core ideas, practices, and crosscutting concepts in the Next Generation Science Standards (NGSS) performance expectations? There are very few existing examples of elementary and middle school assessments completely aligned to the NGSS.

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Science Assessment Item Collaborative High School Item Cluster Prototype

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Science Assessment Item Collaborative High School Item Cluster Prototype

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Center for Standards, Assessment, and Accountability

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The Center for Standards, Assessment, and Accountability (CSAA) at WestEd strives to support balanced, coherent, and efficient systems of teaching and learning. For this reason, we provide a comprehensive portfolio of research-informed resources, high-quality technical assistance, and services desig…

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Example of a technology enhanced item and pdf available

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The Center for Standards, Assessment, and Accountability (CSAA) at WestEd strives to support balanced, coherent, and efficient systems of teaching and learning. For this reason, we provide a comprehensive portfolio of research-informed resources, high-quality technical assistance, and services designed to support meaningful improvement of student learning. Read more.

Subscribe now to receive updates and information related to high-quality research, resources, and services from the Center for Standards, Assessment, and Accountability at WestEd. Review the archive for prior CSAA newsletters.

Formative Insights

This WestEd initiative empowers you to develop new practices to improve instruction and help students advance their own learning. You can find articles here on student agency, online learning, the role of evidence use in daily instruction, and more.
See All Insights

Content-Rich Library of Resources

The Resource Library contains curated knowledge, tools, and guidance to ensure all educators have access to high-quality information.
See All Resources

High-Quality Services from WestEd

WestEd creates customized, research-based solutions that fairly and accurately assess student performance, and provides guidance for educators and policymakers on making the best use of results.
See All Services

Spotlights

Spotlights provide targeted explorations of specific need areas or issues, providing helpful guidance in solving pressing challenges for states, districts, and schools.
See All Spotlights

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Center for Standards, Assessment, and Accountability

# data[].attributes.attachment_link.description
The Center for Standards, Assessment, and Accountability (CSAA) at WestEd strives to support balanced, coherent, and efficient systems of teaching and learning. For this reason, we provide a comprehensive portfolio of research-informed resources, high-quality technical assistance, and services designed to support meaningful improvement of student learning. Read more.

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MS-LS4 Biological Evolution: Unity and Diversity

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MS-LS4 Biological Evolution: Unity and Diversity

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3-D Assessment Task Evaluation
From: Angela Haydel  DeBarger (Lucas Education Research), Christopher Harris (SRI Education), and William Penuel (University of Colorado Boulder)

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How to Assess Three-Dimensional Learning in the Classroom: Building Assessment Tasks that Work (ACESSE Resource B)

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How to Assess Three-Dimensional Learning in the Classroom: Building Assessment Tasks that Work (ACESSE Resource B)

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Assessment item examples are linked toward the bottom

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ACESSE Resource B: How to Assess Three-Dimensional Learning in the Classroom: Building Assessment Tasks that Work

How is assessing three-dimensional science learning different than past assessments of science learning? How can we design assessment tasks that elicit the core ideas, practices, and crosscutting concepts in the Next Generation Science Standards (NGSS) performance expectations?

There are very few existing examples of elementary and middle school assessments completely aligned to the NGSS. Instead, educators need to adapt their existing assessments.

This open educational resource provides an opportunity for educators to begin building or adapting three-dimensional formative assessments in a 60-70 minute professional development session. The module includes all of the resources that PD facilitators need to adapt and run the sessions-including slides, speaker notes, facilitator guide, and embedded resources.

The workshop aims to help participants identify assessment components that focus on individual practices, core ideas, or crosscutting concepts, and understand how, taken together, the components can support educators as they make inferences about students' three-dimensional science learning. Through this workshop, participants will review tasks that aim for assessing performance expectations, discuss strengths of these tasks, and gain practice adapting them to better elicit three-dimensional science learning.
Link to Open Educational Resource Version (on OER Commons)
Link to Facilitator's Guide for this Resource One-Page Description of this Resource (PDF)
Link to PowerPoint File Version

Depending on the audience, this resource can be customized to focus on the following set of performance expectations (from LearnDBIR.org):

This resource is an open educational resource (OER) and can be freely shared, modified, and used. This resource is brought to you by the Advancing Coherent and Equitable Systems of Science Education (ACESSE, or "access") project. It has been developed with guidance from science education experts from across 13 states to make it as broadly useful as possible. You can follow the work of the ACESSE project on Twitter.

Preferred citation: Stromholt, S., Van Horne, K., Bell, P., Penuel, W. R., Neill, T. & Shaw, S. (2017). How to Assess Three-Dimensional Learning in Your Classroom: Building Assessment Tasks that Work. [OER Professional Development Session from the ACESSE Project] Retrieved from http://stemteachingtools.org/pd/sessionb

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ACESSE Resource B: How to Assess Three-Dimensional Learning in the Classroom: Building Assessment Tasks that Work : StemTeachingTools (en-US)

# data[].attributes.attachment_link.description
How is assessing three-dimensional science learning different than past assessments of science learning? How can we design assessment tasks that elicit the core ideas, practices, and crosscutting concepts in the Next Generation Science Standards (NGSS) performance expectations? There are very few existing examples of elementary and middle school assessments completely aligned to the NGSS.

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Integrating Science Practices Into Assessment Tasks

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Integrating Science Practices Into Assessment Tasks

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Integrating Science Practices Into Assessment Tasks

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Integrating Science Practices Into Assessment Tasks

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High School example is at the end

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links to assessment items are in the middle of the web page

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The Next Generation Science Standards (NGSS) have been adopted by many states, including California, but numerous questions remain about how state and local administrators, professional developers, developers of instructional materials and assessments, and teachers will implement the new standards.

The Stanford NGSS Assessment Project (SNAP), funded by S.D. Bechtel Jr. Foundation and Bill and Melnda Gates Foundation, focuses on ways that high-quality performance assessment can support the implementation process. Professor of Practice Physcs and Astrophysics, Emerita, Helen Quinn and Kamalachari Professor Of Science Education, Emeritus, Jonathan Osorne, were the leaders of SNAP work.

Dr. Helen Quinn discusses NGSS and the role of performance assessment.

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The Next Generation Science Standards (NGSS) have been adopted by many states, including California, but numerous questions remain about how state and local administrators, professional developers, developers of instructional materials and assessments, and teachers will implement the new standards.The Stanford NGSS Assessment Project (SNAP), funded by S.D. Bechtel Jr.

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How to Assess Three-Dimensional Learning in the Classroom: Building Assessment Tasks that Work (ACESSE Resource B)

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How to Assess Three-Dimensional Learning in the Classroom: Building Assessment Tasks that Work (ACESSE Resource B)

# data[].attributes.body
Assessment item examples are linked toward the bottom

# data[].attributes.attachment_link.readable_text
ACESSE Resource B: How to Assess Three-Dimensional Learning in the Classroom: Building Assessment Tasks that Work

How is assessing three-dimensional science learning different than past assessments of science learning? How can we design assessment tasks that elicit the core ideas, practices, and crosscutting concepts in the Next Generation Science Standards (NGSS) performance expectations?

There are very few existing examples of elementary and middle school assessments completely aligned to the NGSS. Instead, educators need to adapt their existing assessments.

This open educational resource provides an opportunity for educators to begin building or adapting three-dimensional formative assessments in a 60-70 minute professional development session. The module includes all of the resources that PD facilitators need to adapt and run the sessions-including slides, speaker notes, facilitator guide, and embedded resources.

The workshop aims to help participants identify assessment components that focus on individual practices, core ideas, or crosscutting concepts, and understand how, taken together, the components can support educators as they make inferences about students' three-dimensional science learning. Through this workshop, participants will review tasks that aim for assessing performance expectations, discuss strengths of these tasks, and gain practice adapting them to better elicit three-dimensional science learning.
Link to Open Educational Resource Version (on OER Commons)
Link to Facilitator's Guide for this Resource One-Page Description of this Resource (PDF)
Link to PowerPoint File Version

Depending on the audience, this resource can be customized to focus on the following set of performance expectations (from LearnDBIR.org):

This resource is an open educational resource (OER) and can be freely shared, modified, and used. This resource is brought to you by the Advancing Coherent and Equitable Systems of Science Education (ACESSE, or "access") project. It has been developed with guidance from science education experts from across 13 states to make it as broadly useful as possible. You can follow the work of the ACESSE project on Twitter.

Preferred citation: Stromholt, S., Van Horne, K., Bell, P., Penuel, W. R., Neill, T. & Shaw, S. (2017). How to Assess Three-Dimensional Learning in Your Classroom: Building Assessment Tasks that Work. [OER Professional Development Session from the ACESSE Project] Retrieved from http://stemteachingtools.org/pd/sessionb

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ACESSE Resource B: How to Assess Three-Dimensional Learning in the Classroom: Building Assessment Tasks that Work : StemTeachingTools (en-US)

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How is assessing three-dimensional science learning different than past assessments of science learning? How can we design assessment tasks that elicit the core ideas, practices, and crosscutting concepts in the Next Generation Science Standards (NGSS) performance expectations? There are very few existing examples of elementary and middle school assessments completely aligned to the NGSS.

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Classroom formative assessment. Please scroll toward bottom to see HS examples.

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The Classroom Sample Tasks blend content, practices, and concepts from both the NGSS and the Common Core State Standards. Teachers across the disciplines have collaborated to write sample tasks, which are the result of a vision of integrating science, engineering, and mathematics for classroom use.

Currently, nine draft middle and high school tasks are available below. Additional tasks, including those for elementary grade levels, will be added as they become available. Educators are encouraged to modify these tasks for their needs and to let us know how they can be improved (via the website contact form). It important to note that these tasks are drafts and that they will be revised as we receive feedback from users.

Introduction and Overview: Learn more about the tasks and their development process and criteria.

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The Classroom Sample Tasks blend content, practices, and concepts from both the NGSS and the Common Core State Standards. Teachers across the disciplines have collaborated to write sample tasks, which are the result of a vision of integrating science, engineering, and mathematics for classroom use.

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The Next Generation Science Assessment project

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The Next Generation Science Assessment project

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Developing NGSS-aligned assessments and curricula for the next generation of K-12 students

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3rd-12th grade classroom assessments

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3rd-12th grade classroom assessments

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The Next Generation Science Assessment project

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The Next Generation Science Assessment project

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https://ngss-assessment.portal.concord.org/ngsa-collections
This resource offers a large number of MS technology enhanced items. You can sign up for free and take advantage of features such as data analysis, etc. https://ngss-assessment.portal.concord.org/

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Classroom formative assessment

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The Classroom Sample Tasks blend content, practices, and concepts from both the NGSS and the Common Core State Standards. Teachers across the disciplines have collaborated to write sample tasks, which are the result of a vision of integrating science, engineering, and mathematics for classroom use.

Currently, nine draft middle and high school tasks are available below. Additional tasks, including those for elementary grade levels, will be added as they become available. Educators are encouraged to modify these tasks for their needs and to let us know how they can be improved (via the website contact form). It important to note that these tasks are drafts and that they will be revised as we receive feedback from users.

Introduction and Overview: Learn more about the tasks and their development process and criteria.

# data[].attributes.attachment_link.description
The Classroom Sample Tasks blend content, practices, and concepts from both the NGSS and the Common Core State Standards. Teachers across the disciplines have collaborated to write sample tasks, which are the result of a vision of integrating science, engineering, and mathematics for classroom use.

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3rd-12th grade classroom assessments

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NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do.

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NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations.

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links to assessment items are in the middle of the web page

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The Next Generation Science Standards (NGSS) have been adopted by many states, including California, but numerous questions remain about how state and local administrators, professional developers, developers of instructional materials and assessments, and teachers will implement the new standards.

The Stanford NGSS Assessment Project (SNAP), funded by S.D. Bechtel Jr. Foundation and Bill and Melnda Gates Foundation, focuses on ways that high-quality performance assessment can support the implementation process. Professor of Practice Physcs and Astrophysics, Emerita, Helen Quinn and Kamalachari Professor Of Science Education, Emeritus, Jonathan Osorne, were the leaders of SNAP work.

Dr. Helen Quinn discusses NGSS and the role of performance assessment.

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The Next Generation Science Standards (NGSS) have been adopted by many states, including California, but numerous questions remain about how state and local administrators, professional developers, developers of instructional materials and assessments, and teachers will implement the new standards.The Stanford NGSS Assessment Project (SNAP), funded by S.D. Bechtel Jr.

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Classroom assessment project

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We tried to incorporate opportunities for students to have inquiry around the topic, work cooperatively to learn from others, use models to develop an understanding of phenomena, look at patterns in data, and then use what they learned to write a claim, supported by evidence and reasoning to show their understanding of concepts.

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We tried to incorporate opportunities for students to have inquiry around the topic, work cooperatively to learn from others, use models to develop an understanding of phenomena, look at patterns in data, and then use what they learned to write a claim, supported by evidence and reasoning to show their understanding of concepts.

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http://www.resa.net/scienceassessment

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3rd-12th grade classroom assessments

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Introduction to Formative Assessment to Support Equitable 3D Instruction (ACESSE Resource A)

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Introduction to Formative Assessment to Support Equitable 3D Instruction (ACESSE Resource A)

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ACESSE Resource A: Introduction to Formative Assessment to Support Equitable 3D Instruction : StemTeachingTools (en-US)

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The NRC Framework for K-12 Science Education and the resulting Next Generation Science Standards include a signature focus on engaging all students in integrated three-dimensional science learning using inclusive instructional approaches. This new vision calls for new approaches to classroom assessm…

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Lots of resources including NGSS bookmark and workshop resources

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PD: Professional Development Session Resources

Open Education Resources for PD

We are now posting open education resources for professional development! Our STEM Teaching Tools have been used to support extended professional development (PD) sessions. We are now posting open educational resource (OER) versions of those PD sessions. They include all of the resources that PD facilitators need to adapt and run the sessions-including slides, speaker notes, facilitator guide, and embedded resources. We are starting with PD focused on supporting 3D formative assessment. We will keep adding more over time.
PD Session Resources (developed through the ACESSE Project):
Webinars

STEM Teaching Tools PD "Playlists"

Here are STEM Teaching Tool Playlists! Our STEM Teaching Tools can be used for a range of purposes. The following are some specific uses that have been developed. You can think of them as 'playlists' of STEM Teaching Tools to orient yourself or different audiences to a particular topic in STEM education. We will keep adding more over time.

Suggested STEM Teaching Tool Uses, or Playlists:

General PD Resources

Our bookmarks were a hit at the NSTA conference, so we've posted them online for you to print yourself. They offer a concise list of the science and engineering practices, disciplinary core ideas, crosscutting concepts, and key definitions for easy reference as you familiarize yourself with the NGSS.

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We are now posting open education resources for professional development! Our STEM Teaching Tools have been used to support extended professional development (PD) sessions. We are now posting open educational resource (OER) versions of those PD sessions. They include all of the resources that PD facilitators need to adapt and run the sessions-including slides, speaker notes, facilitator guide, and embedded resources.

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Practice Briefs on Topic: "Assessment"

Topics:

Enter your email below to receive periodic updates about new tools. This is a low-volume email list, and we promise not to share your address with others.

Tweets by @STEMTeachTools

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Topics: Enter your email below to receive periodic updates about new tools. This is a low-volume email list, and we promise not to share your address with others. Tweets by @STEMTeachTools

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Multiple examples, 4th grade-HS assessments 

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Multiple examples, 4th grade-HS assessments 

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Traverse Bay Area ISD

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Classroom Formative Assessment of Three-Dimensional Learning During An Investigation: "What Is Going on Inside Me?," Middle School

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Classroom Formative Assessment of Three-Dimensional Learning During An Investigation: "What Is Going on Inside Me?," Middle School

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Investigating and Questioning our World through Science and Technology (IQWST)

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Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education.

The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12.

Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another.

Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.

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Read "Developing Assessments for the Next Generation Science Standards" at NAP.edu

# data[].attributes.attachment_link.description
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS).

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Evidence-Centered Design of a Task Assessment Using Design Patterns: "Pinball Car Task," Middle School

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Evidence-Centered Design of a Task Assessment Using Design Patterns: "Pinball Car Task," Middle School

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Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education.

The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12.

Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another.

Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.

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Read "Developing Assessments for the Next Generation Science Standards" at NAP.edu

# data[].attributes.attachment_link.description
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS).

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Learning Progression on Data Modeling with a Classroom Embedded Task: "Measuring Silkworms," 3rd grade

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Learning Progression on Data Modeling with a Classroom Embedded Task: "Measuring Silkworms," 3rd grade

# data[].attributes.attachment_link.readable_text
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education.

The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12.

Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another.

Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.

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Read "Developing Assessments for the Next Generation Science Standards" at NAP.edu

# data[].attributes.attachment_link.description
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS).

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Formative Assessment Analysis of Classroom Discourse: "Behavior of Air," Middle School

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Formative Assessment Analysis of Classroom Discourse: "Behavior of Air," Middle School

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scroll down to see example 4 (IQWST)

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Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education.

The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12.

Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another.

Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.

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Read "Developing Assessments for the Next Generation Science Standards" at NAP.edu

# data[].attributes.attachment_link.description
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS).

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Formative Assessment of Student Understanding Using Clicker Technology: "Movement of Water," Middle School

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Formative Assessment of Student Understanding Using Clicker Technology: "Movement of Water," Middle School

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The formative assessment activity is more than just the initial question posed to students; it also includes the discussion that follows from student responses to it and teachers’ decisions about what to do next, after she brings the discussion to a close.

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Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education.

The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12.

Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another.

Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.

# data[].attributes.attachment_link.title
Read "Developing Assessments for the Next Generation Science Standards" at NAP.edu

# data[].attributes.attachment_link.description
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS).

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Using Multiple Interrelated Tasks to Assess a Core Idea Across Multiple Practices: "Biodiversity in the Schoolyard," Middle School

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Using Multiple Interrelated Tasks to Assess a Core Idea Across Multiple Practices: "Biodiversity in the Schoolyard," Middle School

# data[].attributes.attachment_link.readable_text
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education.

The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12.

Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another.

Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.

# data[].attributes.attachment_link.title
Read "Developing Assessments for the Next Generation Science Standards" at NAP.edu

# data[].attributes.attachment_link.description
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS).

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Online Task Used for Formative and Summative Assessment: "Climate Change," High School

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Online Task Used for Formative and Summative Assessment: "Climate Change," High School

# data[].attributes.attachment_link.readable_text
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education.

The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12.

Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another.

Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.

# data[].attributes.attachment_link.title
Read "Developing Assessments for the Next Generation Science Standards" at NAP.edu

# data[].attributes.attachment_link.description
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS).

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Using Embedded Computer Simulation-based Modules in Curriculum for Formative and Summative Assessment: "Ecosystems," Middle School

# data[].attributes.subject
Using Embedded Computer Simulation-based Modules in Curriculum for Formative and Summative Assessment: "Ecosystems," Middle School

# data[].attributes.attachment_link.readable_text
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education.

The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12.

Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another.

Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.

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Read "Developing Assessments for the Next Generation Science Standards" at NAP.edu

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Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS).

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Mixed Item Format Items in Monitoring Test: "Photosynthesis and Plant Evolution," High School, AP Biology Exam Example

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Mixed Item Format Items in Monitoring Test: "Photosynthesis and Plant Evolution," High School, AP Biology Exam Example

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scroll down to example 9

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Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education.

The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12.

Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another.

Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.

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Read "Developing Assessments for the Next Generation Science Standards" at NAP.edu

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Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS).

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Swiss Example of Three-Dimensional Learning Performance Assessment Item Used for Monitoring: "Floating and Sinking," 2nd grade

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Swiss Example of Three-Dimensional Learning Performance Assessment Item Used for Monitoring: "Floating and Sinking," 2nd grade

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Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education.

The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12.

Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another.

Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.

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Read "Developing Assessments for the Next Generation Science Standards" at NAP.edu

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Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS).

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Performance Task Used in the Classroom for Curricular Evaluation: "Plate Tectonics," Middle School

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Performance Task Used in the Classroom for Curricular Evaluation: "Plate Tectonics," Middle School

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scroll down to example 11

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Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education.

The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12.

Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another.

Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.

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Read "Developing Assessments for the Next Generation Science Standards" at NAP.edu

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Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS).

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Workshop: How to Make Science Instruction Compelling to Students: Designing Formative Assessments to Build on Learners’ Interest AND Knowledge

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Workshop: How to Make Science Instruction Compelling to Students: Designing Formative Assessments to Build on Learners’ Interest AND Knowledge

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Philip Bell & Shelley Stromholt

University of Washington

Bill Penuel& Katie Van Horne

University of Colorado, Boulder

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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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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do.

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NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations.

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Graphic Organizer Tools to Support the Crosscutting Concepts

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Graphic Organizer Tools to Support the Crosscutting Concepts

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You should check out this google doc to see assesment items connected to certain CCC, SEP, and DCI's. None for K-2, sorry.

Angie Arends has put together a Google sheet to collect/organize NGSS assessments.  It is organized by tabs at the bottom for each grade/band

It's a work in progress. If you have some ideas, please send them to Angie Arends aarends@clackesd.k12.or.us

(Note:  she doesn't have any for K-2 so it looks blank. Check out the other tabs).  If you click on the name, it will take you to the assessment.  If you click at in row 1, you can sort by CCC/SEP/PE.

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Achieve

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The Classroom Sample Tasks blend content, practices, and concepts from both the NGSS and the Common Core State Standards. Teachers across the disciplines have collaborated to write sample tasks, which are the result of a vision of integrating science, engineering, and mathematics for classroom use.

Currently, nine draft middle and high school tasks are available below. Additional tasks, including those for elementary grade levels, will be added as they become available. Educators are encouraged to modify these tasks for their needs and to let us know how they can be improved (via the website contact form). It important to note that these tasks are drafts and that they will be revised as we receive feedback from users.

Introduction and Overview: Learn more about the tasks and their development process and criteria.

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The Classroom Sample Tasks blend content, practices, and concepts from both the NGSS and the Common Core State Standards. Teachers across the disciplines have collaborated to write sample tasks, which are the result of a vision of integrating science, engineering, and mathematics for classroom use.

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Also contains common topic misconceptions

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https://wbte.drcedirect.com/MI/portals/mi/

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https://wbte.drcedirect.com/MI/portals/mi/

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https://wbte.drcedirect.com/MI/portals/mi/

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NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations.

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Draft Evaluation Rubric for 3D Assessment

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Draft Evaluation Rubric for 3D Assessment

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TJ Smolek, Michigan Dept. of Ed

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Alternative Model, TJ Smolek

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TJ Smolek (MDE) and Achieve

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Deer Populations (MS Life Science)

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A very quick survey.  The purpose is to collect information about K-12 science curriculum materials in Wayne County. WRESA Science consultants will use this information to plan professional development and provide continuing support for review, adoption, and implementation of materials aligned to the 3-Dimensional Michigan Science Standards for all schools.

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The purpose of this survey is to collect information about K-12 science curriculum materials in Wayne County. WRESA Science consultants will use this information to plan professional development and provide continuing support for review, adoption, and implementation of materials aligned to the 3-Dimensional Michigan Science Standards for all schools.

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Course 6370 Engineering Design Professional Learning

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Course 6370 Engineering Design Professional Learning

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FREE for 4th & 5th grade teachers

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MiSTEM Advisory Council Report #1 - March, 2016

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MiSTEM Advisory Council Report #1 - March, 2016

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MiSTEM Advisory Council Report #2 - December, 2016

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MiSTEM Advisory Council Report #2 - December, 2016