A Phenomenon-based Assessment System for Three-Dimensional Science Standards: Why Do We Need It and What Can It Look Like in Practice?

This paper describes the development of a three-dimensional (3D), phenomenon-based assessment system to support implementation and classroom assessment of the NGSS, and the challenges to its implementation. The system includes embedded assessments and transfer tasks as part of a long-term research-practice partnership. Our research addresses the challenge of how to create and implement assessment tasks that reflect the science learning envisioned in A Framework for K12 Science Education (National Research Council, 2012). There are few models of good 3D tasks; even rarer are models of how 3D tasks can be integrated into instruction for both formative and summative purposes.

Authors:

William R. Penuel

Kim Frumin

Katie Van Horne

Jennifer K. Jacobs