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Classroom Science Assessment Examples

Three-Dimensional Science Assessments

Three Dimensions of Standards and Assessment
(image courtesy Achieve and
Georgia Science Teachers Association)

As Wisconsin implements new three-dimensional standards and assessments, educators will need to work together to understand what "three-dimensional" means for science instruction. Sharing initial resources and processes will be a critical piece of moving forward as a state. Generally, the three dimensions of the standards are: disciplinary core ideas - what students know; crosscutting concepts - how students think; and science and engineering practices - what students do. Just like in instruction, these three dimensions should be apparent in assessment, blurring the lines between general student work and assessment. Below are links to some initial work from Wisconsin and from across the country on 3D assessment, some ideas for creating these types of tasks, and tools for working with students' misconceptions in assessment

Classroom Assessment Examples - Wisconsin workgroup and groups from across the country

National Level Work on 3D Tasks

How might we go about writing or revising assessments?

What about students' "misconceptions" in science?

  • Before diving into a new unit, it can be very useful to determine which naive conceptions students have about the subject matter. The American Association for the Advancement of Science (AAAS) has been doing research on these "misconceptions" for years. Their website contains information about frequencies of various secondary student misconceptions, as well as see the actual test items students took. 
  • Paige Keeley has a series of books on formative assessment probes out through NSTA Press - Uncovering Student Ideas in Science. You can review sample chapters and introductory materials in earth, life, and physical sciences to see how these are set up. 


For questions about this information, contact Kevin Anderson (608) 266-3319