October Focus Fundamental: Balanced Assessment

A Balanced Assessment System refers to a collection of varying types of assessments that provide feedback regarding instruction and student learning. It utilizes assessment as a measure for learning and of learning. Within the Kansas Assessment Program (KAP) we provide three types of assessments for science -- a summative (required), interims (optional), and mini-tests (optional).

Additional information about the KAP can be found at ksassessments.org  

A balanced assessment system should also include quality classroom based assessments for both formative feedback and unit-level summative feedback.

State Summative Assessment - Revised in 2025

11th grade assessment - where is the data?

What Happened?

To score the state assessment using the Bookmark Method, we must create a list of test questions ordered from easiest to most difficult, based on actual student performance.

For the 11th grade science assessment, student scores across individual questions were very similar—with only small differences in the percentage of students answering each item correctly  and with all questions clustered at a low correct response rate. When we attempted to order the questions using this data, the results formed a cluster rather than a clear progression of difficulty.

Because of this clustering, we were unable to determine valid “bookmark” points on the question list, which are essential for setting performance levels and scoring student tests accurately.

Note: There were NO outlier districts within the data, scores from across the state were very similar. 

Identifying the Problem

During the week of standard-setting for the other assessments, we brought together high school teachers from across the state to review the 11th grade test and help identify why the scores did not produce the expected spread.

During this week, teachers:

• Took the test themselves to experience the questions firsthand

• Compared each question to the corresponding standard and performance level descriptor

• Discussed why students may not have scored well on certain items

Key Outcomes from the Discussion

• Test items are well designed and standards-aligned: Teachers agreed the questions accurately reflected the expectations of the standards.

• Gaps in opportunity to learn content: Not all students have been exposed to all standards by the end of 11th grade.

• Gaps in opportunity to learn sensemaking: Many students have not experienced learning or assessment activities focused on making sense of phenomena, which limits performance on these types of questions.

• Difficulty accessing test tools: It was challenging for students to locate necessary tools, such as the calculator and periodic table.

• Cognitive load from technology-enhanced questions: Features like dropdowns, drag-and-drop, check boxes, and sorting added unnecessary complexity, increasing cognitive load beyond what is needed to assess the science content.

What about the 2026 Assessment?

Our current plan is to:

• Reduce cognitive load on technology-enhanced questions to make them more accessible

• Revise a few questions for clarity and stronger alignment to the standards

• Field test new items to support a wider spread of student responses

We plan to:

• Administer a slightly revised 11th grade test in Spring 2026

• Complete standard setting in Summer 2026

• Release 11th grade science scores in Fall 2026

Note: We are continuing to work closely with our Assessment Advisory Councils and assessment test developer to finalize plans for the 2026 11th grade science assessment and it is possible there will be changes to these current plans. 

How do We Address the Root Cause of the Assessment Results?

Immediate / Short-Term Actions

• Use high school mini-test items in Kite: Mini-test items can be used in grades 9–12 as long as educators have a login and students have been rostered.

Note: These items were developed by the Delaware assessment team and may differ slightly in format from Kansas assessments.

Purpose: Provides teachers with ready-to-use assessments to identify gaps in learning and target instruction right away.

Instructional Practices

• Ensure that student learning includes SEPs at the level of expectation outlined in the NGSS.

• Anchor learning in making sense of phenomena through the SEPs, DCIs, and CCCs. 

• Develop and use assessments that engage students in making sense of phenomena, including reading about a phenomenon and applying SEPs to interpret and analyze the information provided.

• Utilize the KS Unpacked Science Standards to support alignment of instruction to the expectations of the standards. 

Purpose: Supports consistent instructional practices that build student proficiency over time and strengthen learning aligned to NGSS.

System-Level Actions

1. Conduct a system-level standards alignment audit:

2. Identify which high school courses most students take and ensure alignment to NGSS, providing access to Life Science, Physical Science, and Earth/Space Science.

3. Examine all course “pathways” that lead to the three required graduation science credits and ensure students in each pathway have access to standards across all domains.

4. Review how students select and schedule science courses. Are students completing three science credits before the 11th grade assessment?

Note: Additional guidance on conducting a high school system-level standards alignment audit is currently being developed.

Purpose: Ensures that students have equitable access to science learning opportunities across all domains, creating long-term improvements in readiness for the 11th grade assessment.

Performance Level Descriptors

Performance level descriptors are developed as part of our assessment design process. For each assessed standard, we write a description of what student performance could look like at level 2 (basic), level 3 (proficient), and level 4 (advanced). These descriptors are used to rate the questions, not the students.

When students receive a score of 1, 2, 3, or 4 on the state assessment, that score shows the highest level of questions the student was able to answer correctly.

In science, the level 3 (proficient) descriptor always represents the standard as it is written. A student who can meet the expectation of the standard is considered proficient.

The level 2 (basic) and level 4 (advanced) descriptors provide examples of what performance at those levels could look like, but they are not the only possible ways to demonstrate that level of understanding.

There is no level 1 (limited) performance level descriptor because level 1 represents a lack of evidence showing a basic level of performance.

Support for Science Quality Instructional Materials 

These cohorts are designed to support school and district leadership who support science teachers

These professional learning sessions will equip leaders with the tools and strategies to select new science instructional materials aligned to a shared vision of quality instruction, guided by KSDE’s Instructional Materials Selection Guidance for Science. We encourage you to attend with your selection committee, when possible. 

The focus of this cohort will be middle school science, but we welcome any district adopting resources k-12 in the near future.

Dates & Times:

Most sessions will occur virtually, with one in-person meeting in November. The sessions will not be recorded. 

The in-person session will provide participants with the opportunity to experience example lessons from 2–3 resources currently used in Kansas and aligned with the state science standards. This session is currently scheduled for November 20 in Hays, KS, but we are taking feedback on possible alternative dates. 

• Session 1: Developing a Lens for Science Materials Selection Virtual, November 3 9:30am-10:30am

• Session 2: Developing a Shared Vision for Quality Science Materials In Person- Hays, KS, November 20 9:30am-3:30pm

• Session 3: Knowing and Narrowing IM Choices Virtual, December 8 9:30am-10:30am

• Session 4: Lessons Learned and Making a Selection Virtual, January 19 9:30am-10:30am

• Session 5: Planning for Implementation Virtual, February 23 9:30am-10:30am

Registration:

To register, submit this form by October 27, 2025.

• If attending as part of a team, each member should submit a separate form.

• Feel free to share this opportunity with others who may be interested in learning more about the instructional materials selection process.

KSDE is hosting a professional learning network to support districts implementing OpenSciEd. This network will help leaders build the knowledge, tools, and strategies needed to support effective implementation and quality science instruction. While the focus will be on middle school resources, all K–12 OpenSciEd districts are welcome.

Participants should include district and school leaders supporting implementation (e.g., curriculum directors, principals, coaches, or lead teachers). Each district is welcome to bring a team of those who support implementation. 

Dates & Times:

Most sessions will occur virtually, with one in-person meeting in November. The sessions will not be recorded. We will establish the dates for the virtual meetings during the November 20th in-person meeting.. 

• Session 1: Developing a Shared Vision for Effective Implementation In Person - Hays, November 20 9:30am-3:30pm

• Session 2: Understanding the Model of Instruction Virtual, 1 hour,  TBD date in December

• Session 3: Supporting Unit and Lesson Internalization In Person - Topeka, January 29 9:30am-3:30pm

• Session 4: Monitoring Implementation  Virtual, 1 hour,  TBD date in February

• Session 5: Leveraging OpenSciEd to support School Improvement  Virtual, 1 hour,  TBD date in March

Registration:

To register, submit this form by October 27, 2025.

• If attending as part of a team, each member should submit a separate form.

• Feel free to share this opportunity with others who may be interested in learning more about the instructional materials selection process.

Virtual Collaboration and Support Options

Collaboration and Support Across Kansas

2024 KSDE Science Safety Guidance

2024  KSDE Science Constructive Coaching Tool (observations/walkthrough tool)

2023 Instructional Materials  Evaluation Tool