Evidence across three dimensions
Assessment System
Use small, frequent evidence and meaningful transfer tasks to see how student models and explanations change.
01
A balanced evidence trail
Each room begins with an initial idea, includes formative checks during investigation and modeling, and ends with a performance task. The goal is to make SEP, DCI, and CCC reasoning inspectable without reducing learning to isolated recall.
- Opening probes reveal starting ideas and useful misconceptions.
- Mid-room checks connect a model feature to specific evidence.
- Performance tasks ask students to transfer, qualify, and communicate.
02
Use the analytic rubric
Score practice, disciplinary idea, and crosscutting reasoning separately. Feedback should name one successful evidence link and one high-leverage revision. Adapt response mode when needed while preserving the construct.
- Do not average away a major scientific gap.
- Invite revision after feedback.
- Avoid publishing answer keys or completed student responses.
Professional review remains essential
Adapt this guidance to district policy, adopted materials, actual learners, available facilities, and current authoritative sources.