Designing three dimensional equitable assessments is complex. The resources below provide support on a range of assessment design and implementation challenges and opportunities that have been encountered both in the ClimeTime work as well as more broadly during NGSS implementation efforts.
- #29 – Steps to designing a three dimensional assessment
- #30 – Integrating science practices into assessment tasks
- #26 – How can assessments be designed to engage students in a range of science and engineering practices?
- #41 – Prompts for integrating crosscutting concepts into assessment and instruction
- #33 – How to design assessments for emerging bilingual students
- NGSS Task Screening Tools
- ACESSE PD Modules
- Resource B: How to Assess Three-Dimensional Learning in the Classroom: Building Assessment Tasks that Work
- Resource C: Making science instruction compelling for all students: Using cultural formative assessment to build on learner interest and experience
- Resource D: How to craft 3D classroom science assessments
- #16 – The informal formative assessment cycle as a model for teacher practice
- #35 – How can I foster curiosity and learning in my classroom? Through talk!
- #48 – How can teachers guide classroom conversations to support students’ science learning?
- #25 – How can formative assessment support culturally responsive argumentation in a classroom community?
- Science Talk Primer
- #18 – How teachers can develop formative assessments that fit a three-dimensional view of science learning
- #34 – Designing an assessment system that measures three-dimensional science learning
- #65 – Using 3D interim assessments to support coherence, equity, and a shared understanding of learning
- #37: Beyond “misconceptions”: How to recognize and build facets of student thinking
- ACESSE Resource A: Introduction to formative assessment to support equitable 3D instruction