Embedded Files
"Science assessment tasks designed for the Next Generation Science Standards (NGSS) and similar three-dimensional standards can—and should—come in all different forms." ~Task Annotation Project in Science (TAPS), Achieve
In short, the non-negotiables or 'must haves' to be considered designed for the NGSS include:
Phenomena
Sense-making
Science and Engineering Practices
Crosscutting Concepts
Sample Tasks by Grade Band
Sample Tasks by Grade Band
"Given the range of goals we have for student learning, it is no surprise that no single science assessment task or instrument, or any one particular approach to science tasks, is going to surface everything we want to know about student learning and performance. What is important is that we are clear about what is and is not being assessed, why those choices were made, and what inferences we should and should not make about student learning based on their responses to that task. ~ " From Classroom Tasks to Assessment Systems: Implications for Assessing Science Learning at a Scale, Achieve
Key Terms to Know
Key Terms to Know
Embedded or Near Transfer Assessment: tasks that focus on making sure that students understand recent learning goals in contexts that are the same as or very similar to the learning context
Far Transfer Assessment: tasks where students are asked to apply their learning to contexts that might be quite removed and different from the learning context
TAPS Resources
TAPS Resources
Takeaways: Describes the key takeawys from the project.
Non-Negotiables: Describes the "must haves" of any NGSS assessment.
Equity: Describes key ways science assessments can help make sure all students are supported in meeting their science learning goals.
Phenomena: Describes the significance of phenomena in science assessments.
Sensemaking: Describes lesson learned about how tasks elicit sense-making.
Science and Engineering Practices: Describes how SEPs can be used in science assessment tasks.
Cross Cutting Concepts: Provides effective approaches for providing evidence of students' understanding and ability to use the CCCs.
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