Indicator 1k

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?

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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 studen

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h of the various components of an

assessment within the summative process.

● Do not consider assessment of standards outside of the grade-band.

● Do not focus on supports for interpreting assessments. These are covered in the examination of the

assessment system in indicators 3g and 3n in Gateway 3.

Cluster Meeting

Discuss and answer the following questions to support consensus scoring conversations:

● How many assessments include information about what standards are addressed by the assessment or

individual assessment questions.

● How many of the claimed assessment standards are measured across the summative assessment

system?

● Describe the types of summative assessments used to determine individual student achievement

(performance tasks, multiple choice questions, written/constructed responses, etc.). Where are they

present? Are they always consistent in form and function or do they vary?

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Gateway 1: Designed for NGSS

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

three-dimensional learning and assessment.

Indicator 1k Materials are designed to include three-dimensional assessments that

incorporate uncertain phenomena or problems.

Scoring

2 points

● Assessments consistently

incorporate uncertain

phenomena or problems.

AND

● When incorporating uncertain

phenomena or problems,

assessments consistently

integrate the three

dimensions.

1 point

● Assessments incorporate

uncertain phenomena or

problems, but not consistently.

OR

● When incorporating uncertain

phenomena or problem

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d

effectively in new problem contexts—an important goal of science learning (National Research Council, 2000,

2007).” (Developing Assessments for the Next Generation Science Standards, BOTA Report, p. 31)

Resources:

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

● Critical Features of Instructional Materials Design for Today’s Science Standards

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● Task Annotation Project in Science

Indicator 1k Guiding Question:

Are the materials designed to incorporate three-dimensional assessments that incorporate uncertain

phenomena or problems?

Evidence Collection

Locations to review:

● All identified summative and formative assessments in both student and teacher materials.

Resources to use:

● Review NGSS progression documents and standards as needed. Use the Codes for NGSS Elements

document.

Record evidence:

● Use information about elements identified in formative and summative assessment tasks from indicators

1i and 1j.

● Describe when and how the assessments provide students the opportunity to apply their learning to an

uncertain phenomenon or problem.

○ An uncertain phenomenon or problem can consist of a completely novel scenario or a new

aspect of a phenomenon or problem students have already engaged with.

● Describe how elements of the three dimensions are used together in assessments and assessment

questions.

○ In a set of questions related to the same scenario or phenomenon, the three dimensions may

be present across the set.