The Lawrence Hall of Science
The public science center of the University of California, Berkeley.
10:00 a.m.–5:00 p.m.
Closed December 24 & 25
We’ll bring our science programs to you.
We partner with school districts to support science learning. We offer district-wide elementary, middle, and high school programs, either virtually or in-person.
We collaborate with a range of partners to innovate in science education. Together, we go further.
These curriculum-independent items were developed for summative assessment of the NGSS Performance Expectations. They are intended for use with any curriculum that supports the NGSS. See the teacher support materials below for more details about implementation. Please contact the project coordinator (see below) for more information on obtaining access to item sets for additional PEs.
Earth ScienceSample Responses (PDF)Scoring Guides (PDF)Student Version (PDF)
EngineeringSample Responses (PDF)Scoring Guides (PDF)Student Version (PDF)
Life ScienceSample Responses (PDF)Scoring Guides (PDF)Student Version (PDF)
Physical ScienceSample Responses (PDF)Scoring Guides (PDF)Student Version (PDF)
Bridging the Gap: Evaluating a Design Approach for Curriculum-Neutral NGSS Benchmark Assessments in Middle School
By Maia K. Binding and Lauren Brodsky
This study focuses on the project approach to item design and eliciting three-dimensional student performances aligned to the NGSS middle school performance expectations. It also examines the curriculum-neutrality and accessibility of items for students, regardless of their curriculum of instruction.
Designing for Engineering: A Model for Integrating Engineering and Science NGSS Middle School Benchmark Assessments
This paper describes the project design approach for developing item sets for the NGSS engineering performance expectations (PEs) for middle school. It further examines how the design approach allows the integration of assessments for engineering PEs and for science PEs and how resulting item sets elicit three-dimensional responses from students for both PEs.
This project was made possible by a grant from Carnegie Corporation of NewYork. The statements made and views expressed are solely the responsibility of the authors.