Tennessee District Science Network Task Library
Expert NotesStrengths:Explicitly aligned to NGSS three-dimensional expectations and include clear connections to specific performance expectations
Cautions:Require significant instructional time to administer and discuss.
Topics: Student LearningThe elementary assessments developed through the Tennessee District Science Network (TDSciN) are a set of performance-based science tasks designed to measure students’ three-dimensional learning aligned with current science standards. Each assessment is structured around a phenomenon- or problem…Tennessee District Science Network Task Library
Expert NotesStrengths:Explicitly aligned to NGSS three-dimensional expectations and include clear connections to specific performance expectations
Cautions:Require significant instructional time to administer and discuss.
Topics: Student LearningThe elementary assessments developed through the Tennessee District Science Network (TDSciN) are a set of performance-based science tasks designed to measure students’ three-dimensional learning aligned with current science standards. Each assessment is structured around a phenomenon- or problem…Computational Thinking Assessment (Gane et al., 2021)
Expert NotesStrengths:Explicitly grounded in learning trajectories, allowing items to target different levels of students’ computational thinking development and capture progression in their understanding rather than just isolated skills.
Cautions:Closely tied to specific learning trajectories and the associated instructional sequence, so its effectiveness may depend on students having had aligned learning experiences
Topics: Student LearningThe learning trajectory-based computational thinking (CT) assessments are a set of paper-and-pencil instruments designed to measure upper elementary students’ CT knowledge and skills within integrated instructional contexts. Developed by Gane and colleagues (2021), these assessments are aligned…Assessment to Measure Students' Argumentation
Expert NotesStrengths:Uses both argument construction and argument evaluation tasks, allowing it to measure not only students’ ability to generate scientific arguments but also their ability to critically analyze and apply epistemic criteria to others’ arguments
Cautions:Relies on tasks and rubrics (e.g., scoring causal claims, evidence use, and justification), which may introduce subjectivity in scoring and limit comparability across studies or contexts.
Topics: Student LearningThis assessment consists of two complementary tasks designed to measure elementary students’ ability to construct and evaluate scientific arguments based on key epistemic criteria. The instrument targets four core components of argumentation: causal claims, coherence of explanations, use of…Assessment to Measure Students' Argumentation
Expert NotesStrengths:Uses both argument construction and argument evaluation tasks, allowing it to measure not only students’ ability to generate scientific arguments but also their ability to critically analyze and apply epistemic criteria to others’ arguments
Cautions:Relies on tasks and rubrics (e.g., scoring causal claims, evidence use, and justification), which may introduce subjectivity in scoring and limit comparability across studies or contexts.
Topics: Student LearningThis assessment consists of two complementary tasks designed to measure elementary students’ ability to construct and evaluate scientific arguments based on key epistemic criteria. The instrument targets four core components of argumentation: causal claims, coherence of explanations, use of…Assessment to Measure Students' Argumentation
Expert NotesStrengths:Uses both argument construction and argument evaluation tasks, allowing it to measure not only students’ ability to generate scientific arguments but also their ability to critically analyze and apply epistemic criteria to others’ arguments
Cautions:Relies on tasks and rubrics (e.g., scoring causal claims, evidence use, and justification), which may introduce subjectivity in scoring and limit comparability across studies or contexts.
Topics: Student LearningThis assessment consists of two complementary tasks designed to measure elementary students’ ability to construct and evaluate scientific arguments based on key epistemic criteria. The instrument targets four core components of argumentation: causal claims, coherence of explanations, use of…Science Concepts Pre–Post Assessment (Williams et al., 2012)
Expert NotesStrengths:Uses pre- and post-lesson measures with aligned content questions, allowing for direct comparison of students’ conceptual understanding before and after the instructional intervention.
Cautions:Uses relatively simple scoring (e.g., binary correct/incorrect for content questions), which may not capture partial understanding or nuances in students’ reasoning.
Topics: Student LearningThis science assessment consists of pre- and post-lesson survey instruments designed to measure students’ understanding of science concepts following participation in LEGO Mindstorms-based activities. The assessments include both content and evaluation questions and are administered immediately…Science Concepts Pre–Post Assessment (Williams et al., 2012)
Expert NotesStrengths:Uses pre- and post-lesson measures with aligned content questions, allowing for direct comparison of students’ conceptual understanding before and after the instructional intervention.
Cautions:Uses relatively simple scoring (e.g., binary correct/incorrect for content questions), which may not capture partial understanding or nuances in students’ reasoning.
Topics: Student LearningThis science assessment consists of pre- and post-lesson survey instruments designed to measure students’ understanding of science concepts following participation in LEGO Mindstorms-based activities. The assessments include both content and evaluation questions and are administered immediately…