Resources for Implementing Three-Dimensional Science Assessments
As educators, districts, and states implement new science standards, they are faced with creating and implementing new three-dimensional assessments to help monitor student progress and provide feedback to students, parents, and teachers. Achieve has worked with teachers, states, and researchers to develop a variety of tools and resources to help design and implement assessments that are worth students’ and teachers’ time.
Task Annotation Project in Science: The Task Annotation Project in Science (TAPS) was launched to provide an answer to the questions “what does it look like to ask students to demonstrate progress toward three-dimensional standards?” and “what are the most important features of high-quality science tasks?” This suite of resources includes annotated examples of assessment tasks for elementary, middle, and high school as well as a series of short resources that highlight the major takeaways across the whole project.
Science Assessment Criteria: This document describes the most important features of statewide summative assessments designed for three-dimensional standards based on A Framework for K-12 Science Education, such as the NGSS.
Science Assessment Task Screening Tools: These two tools are intended to assist educators in evaluating science assessment tasks to determine whether they are designed for three-dimensional science standards based on the Framework for K–12 Science Education, such as the Next Generation Science Standards.
Transforming Science Assessment: Challenges and Recommendations for States: This brief describes some key challenges associated with developing assessments for new three-dimensional science standards and recommendations for states to consider.
Transforming Science Assessment: Systems for Innovation: This series of resources is designed to provide state education leaders with 1) information about how states are currently pursuing statewide assessment systems in science; 2) analyses of what features influence different approaches, with an eye to supporting state leaders as they make their own decisions regarding science assessment systems; 3) detailed state profiles that highlight how and why some states have made decisions regarding designing and enacting different examples of systems of assessment; and 4) a how-to guide for policymakers looking to enact systems of assessment in science.