NASCAR 2022-23

2022 Chicago National Conference - Sessions




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Wednesday, July 20
8:30 AM - 11:30 AM
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SC-1: Developing and Using Three-Dimensional Assessment Tasks to Support NGSS Instruction

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Hyatt Regency McCormick Place - Hyde Park A/B

Ticket Price:

  • $75 earlybird
  • $100 advance

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Assessment tasks for NGSS classrooms are different from the typical tasks that require students to recall what they know. A Framework for K–12 Science Education and the NGSS call for assessment tasks that ask students to use and apply the three dimensions of science proficiency: disciplinary core ideas, scientific and engineering practices, and crosscutting concepts. With three-dimensional tasks, the expectation is that students will use and apply the three dimensions of science proficiency together to make sense of phenomena or solve problems.

In this session, we focus on designing three-dimensional assessment tasks for classroom use with an emphasis on assessment for teaching and learning. A good assessment task should provide actionable information of value to teachers and their students. Importantly, it should provide insight into how students are building toward an NGSS performance expectation.

How can we use performance expectations to construct assessment tasks that can be used during instruction? Participants will learn an approach for designing three-dimensional assessment tasks and explore how to use them formatively in classrooms to help students build toward the performance expectations.

Participants will also be able to preorder our assessment book Creating and Using Instructionally Supportive Assessments in NGSS Classrooms.

Takeaways: Participants will learn: 1. what is meant by three-dimensional assessment; 2. how to design classroom-based assessment tasks aligned with the NGSS; and 3. how to make use of formative assessment tasks to support instruction.


Joseph Krajcik (CREATE for STEM Institute, Michigan State University: East Lansing, MI), Christopher Harris (K-12 Alliance/WestEd: Redwood City, CA)

Friday, July 22
8:00 AM - 9:00 AM
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Approaches to Assessment and Grading that Support Student Sensemaking

McCormick Place - Skyline W375a

As educators shift their teaching practice to align with the Framework for K-12 Science and the NGSS, they face various challenges and barriers. One pressing challenge is how to align their new approach to teaching and learning with existing assessment and grading systems. In this session, we will present provide examples of 3D assessments and associated scoring guidance. Participants will review student work for these sample assessments and identify evidence of understanding. They will collaborate with others in the session and determine how they would give grades based on set criteria. The second part of the session will highlight different approaches to grading based on local grading expectations (e.g., standards-based grading, daily grade requirements, or 100 point-based systems). Participants will leave the session with approaches to assessment and grading that support student sensemaking and honor the diverse resources students bring to the classroom.

Takeaways: Participants will leave the session with approaches to assessment and grading that support student sensemaking and honor the diverse resources students bring to the classroom.


Sarah Delaney (OpenSciEd: San Francisco, CA)

Saturday, July 23
8:00 AM - 9:00 AM
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Asking the Students: Creating and Implementing a Metacognitive Data Tracker for Assessments

McCormick Place - W179a

Data meetings are as much of a reality to K–12 teachers and students as high-stakes testing. In this session we will share a data tool, as well as the surprising results we have collected so far, to help teachers in understanding students' struggles by asking the students directly what aspect of the assessment they struggled with the most. Our findings are serving students and teachers by improving Tier 1 instruction planning and delivery as well as leading to a much richer and in-depth conversation during data meetings.

Takeaways: Teachers will be given the knowledge and tools to implement our Metacognitive Data Tracker in order to improve Tier 1 instruction.


Rocco Williams (Fort Worth ISD: Fort Worth, TX)