Developing Next Generation Science Standards–Aligned Tasks to Assess Elementary School Students' Ability to Explain Energy-Related Phenomena

• In Event: Assessing STEM: Examining Mathematics and Science Measures in Schools

Abstract

We developed assessment tasks aligned to NGSS that require students to use practices along with disciplinary core ideas to make sense of energy-related phenomena. Although the tasks were intended for upper elementary students, they were tested on students in grades four through twelve to get a wide range of responses. Our analysis revealed that students at all grade bands had difficulty writing coherent explanations for phenomena. Comments during interviews indicated that many students have at least some understanding of science ideas but are confused about what counts as evidence and how to use science ideas to link evidence to claims in explanations. These findings emphasize the need for instruction that better supports students in learning how to write scientific explanations.

Authors

• Cari F. Herrmann-Abell, BSCS Science Learning

• Joseph Hardcastle, American Association for the Advancement of Science

• George E. DeBoer, American Association for the Advancement of Science