We are now a decade past the release of the NGSS —an event that has shaped the way we teach science. The NGSS, with its three-dimensional approach encompassing disciplinary core ideas (DCIs), science and engineering practices (SEPs), and cross-cutting concepts (CCCs), requires a shift in both pedagogy and assessment. Moving away from the traditional assessment fare of multiple-choice questions that focus on recall is not easy. The National Research Council (2014) recommends that teachers utilize a combination of constructed response, selected response (multiple choice), and projects to assess three-dimensional learning.