NGSS: Three-Dimensional Learning and Assessment

Three-Dimensional Learning

Smithsonian Science for the Classroom was designed from the ground up for the Next Generation Science Standards (NGSS), in direct response to the need for new curriculum materials after the release of new standards. The NGSS, and any state or local standards significantly derived from them, require significant instructional shifts that most existing curriculum materials do not currently support.

The biggest shift associated with the NGSS is the articulation of the three dimensions that make up each standard. No longer can content knowledge stand alone as a standard. Content (referred to as Disciplinary Core Ideas, or DCIs) must always be blended with Science and Engineering Practices (SEPs) and Crosscutting Concepts (CCCs). In NGSS and similar standards, elements from each of these three dimensions are blended to create performance expectations (PEs). PEs are grade-level and grade-band end points. To successfully prepare students to meet these goals, instructional materials must provide learning experiences at the nexus of these three dimensions.

NGSS PEs can be thought of as a three-stranded rope.

Every Smithsonian Science for the Classroom lesson is designed to help students construct and use elements of the DCIs, SEPs, and CCCs. These elements are combined flexibly in a sequence of lessons that forms a storyline and ultimately prepares students to meet one or more three-dimensional module objectives. If all four modules are used within the year, students should be prepared to meet all the NGSS PEs at that grade level.

Three-Dimensional Assessment

Smithsonian Science for the Classroom treats three-dimensional learning and three-dimensional assessment as two sides of the same coin. The series embeds opportunities for pre-, formative, and summative assessments within the curriculum itself, and teachers are given tools to evaluate student performance across all three dimensions in every lesson.

Students complete a pre-assessment at the beginning of the module and at points in the module where students encounter a new concept. During pre-assessments students have an opportunity to provide their initial explanations of a phenomenon or their initial understanding of or solutions to a problem. The phenomena and problems in each module are purposely chosen because students need to understand key module concepts in order to explain or solve them. Reading, viewing, and/or hearing students’ initial ideas provides an opportunity to understand what students already know about these concepts.

Following the pre-assessment, subsequent lessons include tasks that require students to use their skills and knowledge in progressively complex ways. These tasks incorporate at least two and often all three NGSS dimensions. For at least one task per lesson, teachers are provided a table of indicators to assess students. Teachers can use this table to identify the extent to which students are meeting the lesson objectives and areas where they need additional support. Analysis of student work using these indicators can be used to inform future lesson planning as well as to provide specific, actionable feedback for students.

Smithsonian Science for the Classroom modules conclude with a summative assessment referred to as a science challenge or a design challenge. The challenge requires students to work collaboratively and engage in multiple practices. Science challenges are found in life science, earth and space science, and physical science modules. Students primarily use science practices to explain a phenomenon or solve a problem. Design challenges are found in engineering modules. Students primarily use engineering practices to solve a problem.

The science or design challenge provides an opportunity to assess students on the disciplinary core ideas, focal science and engineering practices, and focal crosscutting concepts of the module. In all modules except kindergarten, this collaborative performance assessment is complemented with an individual written assessment. Summative assessments are accompanied by scoring rubrics. These scoring rubrics may be incorporated into teachers’ grading systems as desired and should also be used to provide feedback to students.

Assessment tables provide guidance on what to look for in students’ work on the assessed task.