Want to learn more about…
…how the NGSA team designed and developed 3-dimensional assessments using evidence-center design?
- Constructing assessment tasks that blend disciplinary core Ideas, crosscutting concepts, and science practices for classroom formative applications. We describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts.
…how the NGSA team developed 3-dimensional scoring rubrics for formative assessment tasks?
- Designing NGSS-aligned Assessment Tasks and Rubrics to Support Classroom-based Formative Assessment. We describe how principles of evidence-centered design inform the development of classroom-based science assessment tasks and rubrics that integrate three dimensions of science proficiency addressed in the Next Generation Science Standards (NGSS). The rubric development approach centers on the development of multiple rubric components, each of which corresponds to distinct aspects of proficiency of interest to teachers for classroom assessment.
…student and item performance on NGSA 3-dimensional tasks?
- Analysis of Student and Item Performance on Three-Dimensional Constructed Response Assessment Tasks. We report preliminary results from an assessment validation study with over 800 middle school students. We focus on understanding student and task performance on tasks aligned to aspects of two NGSS performance expectations.
…how the NGSA team designed and developed formative assessment tasks to promote equity?
- Designing and Developing NGSS-Aligned Formative Assessment Tasks to Promote Equity. We describe our process for designing NGSS-aligned instructionally supportive assessment tasks that elicit the three dimensions of science proficiency meant to provide equitable access and reduce barriers for a wide range of students, particularly linguistically and culturally diverse student populations.