Tools for Supporting Teachers to Build Quality 3D Assessment Tasks

This paper describes results from the initial phase of a design study examining the efficacy of tools for supporting teachers in designing three-dimensional science assessments aligned to the Next Generation Science Standards. The tools teachers used and that we examined support the integration of science and engineering practices and crosscutting concepts into phenomenon-based assessments. We compared the quality of assessments produced by teachers who received professional development in how to use the tools with the quality of assessments produced by teachers who used the tools without such professional development. Both groups of teachers' assessments improved in quality, but those receiving professional development were more likely to produce assessments that were anchored in phenomena and required application of all three dimensions.