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Articulating a Transformative Approach for Designing Tasks that Measure Young Learners’ Developing Proficiencies in Integrated Science and Literacy

By Alison K. Billman, Daisy Rutstein and Christopher J. Harris

As early elementary classrooms shift to implementing Next Generation Science Standards (NGSS) instruction, high-quality assessments are essential for providing teachers with information about where students are in the process of developing proficiency in science. In this paper, we introduce an approach for designing NGSS-aligned assessments that measure young learners’ science progress while also attending to the scientific language and literacy practices that are integral parts of the NGSS Performance Expectations.

Year: 2021

Pages: 18

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Topics:

  • Assessments
  • Literacy

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