The items linked below correspond to the intersections of content and WOTS shown above.
Hat Design
This multiple-selection assessment item focuses on science teaching practice (STP) 3.4 Generating or selecting diagnostic questions to evaluate student understanding of specific models and representations when teaching about the properties of matter. The task asks teachers to identify which questions would be appropriate to ask to scaffold the students’ thinking about their design for a hat.
A House for Pigs
This multiple-choice assessment item focuses on science teaching practice (STP) 7.2 Evaluating investigation questions for quality when teaching about the properties of matter. The task asks the teacher to identify which student question most effectively demonstrates that students are considering how the properties of a material will affect the strength of a house for pigs.
Parachute
This multiple-selection assessment item focuses on science teaching practice (STP) 4.3 Developing or selecting instructional moves, approaches, or representations that provide evidence about common student misconceptions and help students move toward a better understanding of the idea, concept, or practice when teaching about the conservation of matter. The task asks teachers to select appropriate questions to ask to best support the students’ understanding of how the properties of a parachute’s materials affect the time it stays in the air.
Freezing Water
This multiple-selection assessment item focuses on science teaching practice (STP) STP 4.3 Developing or selecting instructional moves, approaches, or representations that provide evidence about common student misconceptions and help students move toward a better understanding of the idea, concept, or practice when teaching about the conservation of matter. The task asks teachers to select appropriate instructional approaches that would help students gain a better understanding of the conservation of matter during a phase change.
Weighing Containers
This multiple-selection assessment item focuses on science teaching practice (STP) STP 1.2 Identifying the big idea or instructional goal of an instructional activity when teaching about the conservation of matter. The task asks teachers to identify which learning goals would be best supported by a given activity.
Water Droplets
This multiple-choice assessment item focuses on science teaching practice (STP) STP 3.1 Evaluating or selecting scientific models and representations that predict or explain scientific phenomena or address instructional goals when teaching about the conservation of matter. The task asks teachers to evaluate student analogies as evidence of understanding of a model.
Particle Models
This multiple-choice assessment item focuses on science teaching practice (STP) STP 6.1 Critiquing student generated explanations and descriptions for their generalizability, accuracy, precision, or consistency with scientific evidence when teaching about the small particle model of matter. The task asks teachers to evaluate student explanations to identify possible misconceptions.
Snap Blocks
This multiple-choice assessment item focuses on science teaching practice (STP) 1.2 Identifying the big idea or instructional goal of an instructional activity when teaching about the small particle model of matter. The task asks teachers to identify the concepts that would best be supported by enacting a particular activity.
Making Ice Cream
This multiple-selection grid assessment item focuses on science teaching practice (STP) STP 4.3 Developing or selecting instructional moves, approaches, or representations that provide evidence about common student misconceptions and help students move toward a better understanding of the idea, concept, or practice when teaching about changes in matter. The task asks teachers to identify instructional moves that will help students develop their conceptual understanding.
Using Materials
This mutliple-choice assessment item focuses on science teaching practice (STP) STP 7.1 Selecting investigations or demonstrations that facilitate understanding of disciplinary core ideas, scientific practices, or crosscutting concepts when teaching about changes in matter. The task asks teachers to select how to use the available materials to demonstrate an irreversible change.
Butter and Eggs
This mutliple-choice assessment item focuses on science teaching practice (STP) 6.1 Critiquing student generated explanations and descriptions for their generalizability, accuracy, precision, or consistency with scientific evidence when teaching about changes in matter . The task asks teachers to select a student response that demonstrates that the student accurately connects evidence to a claim about changes in matter.
Testing Metals
This mutliple-choice assessment item focuses on science teaching practice (STP) 4.3 Developing or selecting instructional moves, approaches, or representations that provide evidence about common student misconceptions and help students move toward a better understanding of the idea, concept, or practice when teaching about properties of matter and measurement. The task asks teachers to select an instructional move that would help students refine their explanations.
Cornstarch
This mutliple-choice assessment item focuses on science teaching practice (STP) 5.4 Supporting and critiquing students’ participation in and use of verbal and written scientific discourse and argumentation when learning about properties of matter. The item asks teachers to select questions that would best support students develop stronger argumentation skills.
Definition of a Liquid
This multiple-choice assessment item focuses on science teaching practice (STP) 2.2 Choosing resources that support the selection of accurate, valid, and age appropriate goals for science learning when teaching about the properties of matter. The item asks teachers to select materials that would best challenge students’ existing definitions of a liquid.