Indicator 1i

are three-dimensional learning objectives present? If so, do they detail element-level

specificity?

● How often do learning sequences or opportunities provide opportunities for students to use the elements

of the three dimensions in the learning objectives?

6-8 Science Evidence Guide v2.0 Updated July 2025

-- 22 of 91 --

Gateway 1: Designed for NGSS

Criterion 1.2 Three-Dimensional Learning and Assessment: Materials are designed for

three-dimensional learning and assessment.

Indicator 1i Materials include a formative assessment system that is designed to reveal

student progress on targeted learning objectives.

Scoring

4 points

● The formative assessments

are consistently designed to

reveal student progress on

the targeted learning

objectives.

2 points

● The formative assessments

are designed to reveal

student progress on the

targeted learning objectives,

but not consistently.

0 points

● Few to no formative

assessments are designed to

reveal student progress on

the targeted learning

objectives.

About this indicator:

What is the purpose of this Indicator?

This indicator

● examines whether the materials include formative assessments that are connected to and reveal student

progress on the targeted learning objectives.

Boundaries with other indicators:

● Indicator 1k determines if materials are designed to incorporate three-dimensional summative assessment

tasks that focus on uncertain phenomena or problems.

● Indicator 3g determines if the assessment system provides multiple opportunities to determine students’

learning and sufficient guidance to teachers for evaluating stude

---

ce learning (usually while instruction is

under way) or to obtain evidence of what students have learned for use beyond the classroom (usually at the

conclusion of some defined period of instruction). Whether intended for formative or summative purposes,

6-8 Science Evidence Guide v2.0 Updated July 2025

-- 23 of 91 --

evidence gathered in the classroom should be closely linked to the curriculum being taught. This does not mean

that the assessment must use the formats or exactly the same material that was presented in instruction, but

rather that the assessment task should directly address the concepts and practices to which the students have

been exposed.” (Developing Assessments for the Next Generation Science Standards, BOTA Report, p. 85)

Resources:

● Developing Assessments for the Next Generation Science Standards, BOTA Report

Indicator 1i Guiding Question:

Are the materials designed to include a formative assessment system that reveals student progress on

targeted learning objectives?

Evidence Collection

Locations to review:

● All identified formative assessment tasks in both student and teacher materials.

Resources to use:

● Review NGSS progression documents and standards as needed.