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This is the "end" of the NSTA presentation on sensemaking and assessing three-dimensional learning for NEEF (July 21, 2021)

Appendix D and the seven case studies about diverse student groups address what classroom teachers can do to ensure that the NGSS are accessible to all students. Appendices E (Disciplinary Core Ideas), F (Science and Engineering Practices), and G (Crosscutting Concepts) present the K-12 Learning Progressions of the three dimensions.

Seeing Students Learn Science is meant to help educators improve their understanding of how students learn science and guide the adaptation of their instruction and approach to assessment. It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information. It provides ideas and questions educators can use to reflect on what they can adapt right away and what they can work to

The Task Annotation Project in Science surfaced the significance of phenomena in science assessments, and what features define high-quality phenomena for assessments. This resource provides educators and assessment developers with recommendations for phenomena that can support all students and reveal students’ ability to sense-make using the three dimensions.??

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

The four assessment criteria adapted from Achieve’s Task Annotation Project in Science (TAPS) provide a common set of features to evaluate the quality of assessment tasks aligned with the NGSS or NRC Framework for K-12 education.