Module 5 - Designing Equitable 3D Assessment Tasks
This module helps educators learn about and engage in a multi-step process to develop a 3D assessment task that can be used in a classroom setting. Using a backwards design approach, they use identified assessment targets to design a sensemaking task where students demonstrate their understanding of a phenomenon/problem. The task to be designed includes a carefully constructed scenario and series of prompts to guide students as they engage in sensemaking using the three dimensions of NGSS. Peer feedback protocols are used throughout the process to help improve the designed task.
Module 5 consists of seven sessions:
In this session, participants are introduced to the design cycle that will be used to create a 3D assessment task. They study how the scenario and prompts elicit sensemaking through an engaging phenomenon that is interesting and relevant to students. Participants consider key ideas for equitable assessment design and make decisions about which ideas they want to highlight. Finally, they organize their resources to begin the assessment task design process.
In this session, participants clarify who is on their task design team (most likely already decided), identify peers who will provide feedback throughout the design process, identify the purpose of the assessment task, and consider the features that will impact the task design. Toward the end of the session, participants have an opportunity to use self-assessment and peer-feedback processes to inform their design work.
In this session, participants work to get clear on the assessment target for the task they are developing. They identify the phenomenon or design problem that will drive the assessment experience and write a gapless explanation of the phenomenon. Toward the end of the session, participants have an opportunity to use self-assessment and peer-feedback processes to inform their design work.
In this session, participants begin writing the assessment task. They will do this by crafting an engaging phenomenon-based scenario to set students up to demonstrate their understanding toward the established assessment target. Toward the end of the session, participants have an opportunity to use self-assessment and peer-feedback processes to inform their design work.
In this session, participants write a task storyline from the student perspective and create prompts to guide students through the assessment task. As they write the prompts they consider ideal student responses to those prompts. As in previous sessions, participants have an opportunity to use self-assessment and peer-feedback processes to inform their design work.
In this session, participants create the student facing materials and resources for the assessment task they have developed. They use peer feedback to make any revisions to the task before piloting it with a small group of students. Based on the initial pilot, they make any additional revisions to the task.
Session 5.6 - Phase 6 - Create Guidance Tools
In this session, participants create implementation guidance tools for the task they have developed. These guidance tools include descriptions about the purpose of the assessment task, when and how it might be used, and what instruction or student experiences should precede the use of the task. In addition, guidance tools include scoring guidance and answer keys teachers might need.
General Module 5 Materials
Module Handouts
Handouts from other modules used in Module 5
Module Resources
Unpacking NGSS (SDCOE web resource)
Resources developed in other modules to be used in Module 5
Knobs and Constants Chart (from Session 2.1)
Unpacked Dimensions (from Session 2.2 and Session 2.3)
Gapless explanation of a phenomenon (from Session 2.3)
Learning target/assessment target (from Session 2.3)
Path of Student Learning and Thinking across a Unit of Instruction (from Session 3.1)
Assessment Actions and Next Steps (from Session 3.3)