My Library

Phenomenon Checklist, Evaluating Through Lens of DCIs and Evaluating Through Lens of SEPs and CCCs

Please Note: This is a book - we refer to as the "purple book" - with copyrights, you are not permitted to share or post elsewhere.

End-of-Module Assessment Task, PhD Science Module 1 Matter, Grade 2 (This is an open educational resource.)

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 (TAPS) surfaced some features that routinely distinguish NGSS tasks from science tasks that are not designed for the NGSS. This resource describes the “must-haves” of any NGSS assessment.

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.??

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

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

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.

Modified Brown Bear Hibernation Task

Chapter 3, Helping Students Make Sense of the World Using Science and Engineering Practices

This document contains a nine-step process designed to help teams develop three-dimensional assessment tasks in science that connect to students’ interests, experiences, and identities.

Scroll to find "Tasks by Grade Band" for quality examples of three-dimensional assessment tasks.

Task Annotation Project in Science (TAPS)

Task Annotation Project in Science (TAPS)

Share assessments with this learning community; provide and receive feedback on revised or new assessment tasks.