We will present our work of using a research-based systematic approach to design tasks for assessing students’ knowledge-in-use of energy at the middle school level. By sharing technology-enhanced item examples (Energy MS-PS3-1,2,5), participants will learn how to design and use classroom-based assessments. The process includes: 1) unpacking performance expectations (DCI, SEP, and CCC separately), 2) creating learning performances, 3) specifying student proficiencies and evidence statements, and 4) creating assessment tasks and rubrics.
We will also share examples of students’ responses on various tasks along with our rubrics, and will invite participants to consider how student’ responses can be used as evidences to promote robust 3-dimensional learning. We will lead participants to discuss how to use these tasks to diagnose students’ science learning.
Research Associate at CREATE for STEM Institute; NGSS-align Curriculum and Assessment Designer, and PD facilitator; was also an assistant professor of chemical education in China.
