Tier 1 Instructional Strategies To Improve K-4 Reading Comprehension
Category: Student Learning
Instrument Overview
Expert Notes AvailableView expert commentary on strengths and cautions for this instrument
Strengths
These 3D assessments are not only aligned to the NGSS but also to Common Core ELA and Mathematics standards.
Cautions
Require multiple class periods, materials, and coordination (e.g., group work, presentations, and multi-day tasks), which may be difficult to implement within tight instructional schedules
The 3D Science Performance Assessment Tasks (3DSPA) are a suite of curriculum-embedded, performance-based assessments designed to measure elementary students’ three-dimensional science learning aligned with the Next Generation Science Standards (NGSS). Each assessment is organized around a specific topic (e.g., forces and motion, weather, energy, waves, ecosystems, or light and senses) and integrates disciplinary core ideas, science and engineering practices, and crosscutting concepts.
Each task set includes multiple components: a sequence of formative tasks and a culminating performance task. Formative tasks engage students in activities such as modeling phenomena, conducting investigations, analyzing data, and refining explanations. The final task requires students to apply their understanding in a real-world scenario, such as designing a solution, constructing a model, or developing an evidence-based argument.
Organization
Topic
Collection Category(ies)
Content
Grades
3rd Grade
Languages
English
Respondent
Student
Administration Information
Length
50 mins
Administration
Paper
Access and Use
Price
No fee
Contact
Email Raymond Pecheone at pecheone@stanford.edu
Use in Research
Harris, C. J., Penuel, W. R., D'Angelo, C. M., DeBarger, A. H., Gallagher, L. P., Kennedy, C. A., Cheng, B. H., & Krajcik, J. S. (2015). Impact of project-based curriculum materials on student learning in science: Results of a randomized controlled trial. Journal of Research in Science Teaching, 52(10), 1362–1385. https://doi.org/10.1002/tea.21263
Psychometrics (additional guidance)
Psychometric References
Harris, C. J., Krajcik, J. S., Pellegrino, J. W., & McElhaney, K. W. (2016). Constructing assessment tasks that blend disciplinary core ideas, crosscutting concepts, and science practices for classroom formative applications. Menlo Park, CA: SRI International.
Harris, C. J., Krajcik, J. S., Pellegrino, J. W., & DeBarger, A. H. (2019). Designing knowledge-in-use assessments to promote deeper learning. Educational Measurement: Issues and Practice, 38(2), 53–67. https://doi.org/10.1111/emip.12253
Item Type
Open response
Task
