• Skip to primary navigation
  • Skip to main content
SRI logo
  • About
    • Press room
  • Expertise
    • Advanced imaging systems
    • Artificial intelligence
    • Biomedical R&D services
    • Biomedical sciences
    • Computer vision
    • Cyber & formal methods
    • Education and learning
    • Innovation strategy and policy
    • National security
    • Ocean & space
    • Quantum
    • QED-C
    • Robotics, sensors & devices
    • Speech & natural language
    • Video test & measurement
  • Ventures
  • NSIC
  • Careers
  • Contact
  • 日本支社
Search
Close
STEM and computer science education publications May 1, 2016 Tech Report

Constructing Assessment Tasks that Blend Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices for Classroom Formative Applications

Citation

Copy to clipboard


Harris, C. J., Krajcik, J. S., Pellegrino, J. W., & McElhaney, K.W. (2016). Constructing assessment tasks that blend disciplinary core ideas, crosscutting concepts, and science practices for classroom formative applications. Menlo Park, CA: SRI International.

Abstract

How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts. In our design process, we first elaborate on, or “unpack”, the assessable components of the three dimensions. We then use these elaborations to specify a set of claims calledlearning performances that describe what students need to be able to know and do in order to meet knowledge-in-use learning goals, such as the performance expectations articulated in the U.S. Next Generation Science Standards. Learning performances are crafted as knowledge-in-use statements that integrate aspects of the three dimensions, but are smaller in scope than end-of-grade-band performance expectations. Next, we define task features to elicit from students the desired evidence of proficiency. Our final step entails using design patterns derived from specifying learning performances, specifying evidence, and defining task features to construct tasks that measure science proficiency. In this paper, we present our design approach, provide examples of tasks, and consider implications of this work for next generation science assessment.

↓ Download

↓ Download

Share this

How can we help?

Once you hit send…

We’ll match your inquiry to the person who can best help you.

Expect a response within 48 hours.

Career call to action image

Make your own mark.

Search jobs

Our work

Case studies

Publications

Timeline of innovation

Areas of expertise

Institute

Leadership

Press room

Media inquiries

Compliance

Careers

Job listings

Contact

SRI Ventures

Our locations

Headquarters

333 Ravenswood Ave
Menlo Park, CA 94025 USA

+1 (650) 859-2000

Subscribe to our newsletter


日本支社
SRI International
  • Contact us
  • Privacy Policy
  • Cookies
  • DMCA
  • Copyright © 2022 SRI International