What will be assessed?

Utilize one of the templates below for deconstructing the standard.

1. Identify the purpose of the assessment

2. Identify the essential learning target(s) or PE(s) to be assessed (on the AR standards page)

3. Identify the DCI, SEP, and CCC being assessed (on the AR standards page)

RESOURCES FOR STEP 1

What phenomena or engineering design problem will be used?

Brainstorm possible phenomena or engineering design problems

1. Choose a phenomenon or a design challenge for the task—framed through a compelling scenario.

2. Scenarios should be engaging, relevant, and accessible to a wide range of students. 

3. Scenarios should be required to answer the questions that follow.

RESOURCES FOR STEP 2

Write a complete student explanation of the phenomenon or solution to the design challenge 

• It is beneficial to write a complete student explanation of the phenomenon or solution to the design challenge, in order to know what you expect your students to write.

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• This explanation is the “answers” to the questions or prompts that you will develop in your assessment. 

RESOURCES FOR STEP 3

Select the Science and Engineering Practice(SEPs)identified in the standard  

Use SEP Task Formats to build questions to engage students with the scenario.

RESOURCES FOR STEP 4

Select the Crosscutting Concept (CCCs) identified in the standard to build questions.

Use CCC Prompts to structure questions to make sense of the scenario.

(Van Horne, K., et al., 2018)

RESOURCES FOR STEP 5

Integrate questions to assess student interest and identification with science and engineering presented in the scenario

• Interest and identification with science can be gauged in the context of an assessment. 

• Gathering evidence of students’ perceptions of the personal or community relevance of a scenario can help you monitor equity goals. 

• Assessments can help build relationships with students 

RESOURCES FOR STEP 6

How will I know if the students have 

learned it? 

1. What would a proficient response look like for each item? (Proficiency)

2. What is the lowest level of response that a student might provide for each item? (No Proficiency)

RESOURCES FOR STEP 7 

How will I respond if they have or have not learned it?

1. What response would be in between the proficient and the lowest level? (Partial Proficiency)

2. What are the pedagogical actions the teacher should take based on the responses?

RESOURCES FOR STEP 8

Review and Revise

Use the Screening Tool to review your revised assessment.

RESOURCES FOR STEP 9

Analyze Your Data

After administering the assessment, analyze student responses and scores.

Ask yourself:

1. How many students scored HIGH?

2. How many students scored MEDIUM?

3. How many students scored LOW?

4. Which questions did the students score HIGH on?

5. Which questions did the students score MEDIUM on?

6. Which questions did the students score LOW on?

7. What interventions or challenges do I need to give each of the groups (HIGH, MEDIUM, & LOW?

RESOURCES FOR STEP 10