Assessment Design Resources
Tools
Deeply understanding what knowledge, skills, and abilities are actually needed to meet the vision of the Framework or standards like the Next Generation Science Standards requires spending time analyzing the standards.
The beginnings of a practice brief and tool to support using student work in ways that build relationships.
Presenting phenomena in a way that highlights a productive uncertainty for students to figure out.
The task scenario supports 3D sense-making and is accessible to a wide range of students.
The task prompts support 3D sense-making and are accessible to a wide range of students.
Practice Briefs
A primary goal of science education is transfer. The ability to use prior learning to creatively solve new problems is especially important in the face of so-called “wicked problems” —complex issues such as climate change that will require interdisciplinary teams of innovative thinkers to resolve. Science education today must equip students to use their learning to tackle broad, intractable problems such as those laid out in the Millennium Project. However, achieving transfer is difficult for a number of reasons. Even once students are successfully instructed in ways that promote transfer, assessing that knowledge can prove difficult.
The criteria in this document distinguish between criteria for grades as a product and criteria for grading as a process. Grades are the result of the grading process and in order to have an equitable system, both the process of grading and the grades that are the result of that process must change.
This brief describes three ways that federal executive action can help states realize their visions for more meaningful assessments. To view the full report visit https://learningpolicyinstitute.org/ product/developing-assessment-systems-federal-support.
This practice brief elevates the CCCs as a meaningful pathway to engage each and every student in science.
Presenting phenomena in a way that highlights a productive uncertainty for students to figure out.
Learning Modules
The extended modules expand on the foundational modules by diving deep into task quality. Evidence Centered Design is a 3 part module.
The extended modules expand on the foundational modules by diving deep into task quality.
This AMSTI Bite-Sized Module, Working Towards a System, is the last of four Systematizing and Implementing Three Dimensional Science Assessments modules.
This AMSTI Bite-Sized Module, Introduction to Systems of Assessment, is the third of four Systematizing and Implementing Three Dimensional Science Assessments modules.
This AMSTI Bite-Sized Module, Rubrics, is the second of four Systematizing and Implementing Three Dimensional Science Assessments modules.
This AMSTI Bite-Sized Module, Student Work Analysis, is the first of four Systematizing and Implementing Three Dimensional Science Assessments modules.
This AMSTI Bite-Sized Module, Assessment Purpose and Use, is the last of four Foundations of Three Dimensional Science Assessment modules.
This AMSTI Bite-Sized Module, The Three Dimensions, is the second of four Foundations of Three Dimensional Science Assessment modules.
This AMSTI Bite-Sized Module, Phenomena and Problem Solving, is the first of four Foundations of Three Dimensional Science Assessment modules.
This Toolkit is a sustained and supported professional learning experience designed to shift the culture of assessment to one that is more caring. The tools and processes presented here are the result of a pilot with educators from Colorado and Connecticut. The six modules are designed for flexible entry points and pathways to support district teams on a journey to develop more equitable 3D assessment systems with learners at the center.