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Instructionally-Embedded Assessments

Assessments integrated with instruction and learning experiences (3-5 days)

 

SNAP created a set of Instructionally-Embedded Assessments (IEAs). These are performance assessments that are woven into an instructional sequence. SNAP's IEAs  are designed to assess the three dimensions of a core performance expectation (PE), in addition to other dimensions, and in some cases other PEs.

The links below show a selection of SNAP's IEAs with the core performance expectation it is addressing. The IEAs include  student and teacher versions of the assessments, scoring rubrics, and sample student work (if available). The documents posted here are continually being revised and improved; please contact us if you have student work that we could use to guide our revisions or if you have recommendations for imrpovements.

Earth Science (K)

PE: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. (K-ESS2-2)

Download a zip file with the whole Environmental Change assessment

Or download each file individually using the links below.

Earth Science & Engineering (Grade 1)

Core PEs: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs (MS-ESS3-2)

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1)

Download a zip file with the whole Biomimicry assessment

Or download each file individually using the links below.

Calder Mobile
This task was adapted from an assessment designed by San Diego Unified School District teachers using the SNAP online courses and feedback from SCALE. See SNAP Course 4 for training in using the SNAP Multidimensional Rubrics to embed assessments into instruction.

Physical Science (Grade 3)

PE: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object (3-PS2-1).

Earth Science (5th grade)

Core PE: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. (5-ESS3-1)

Life Science (MS)

Core PE: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. (MS-LS2-1)

Download a zip file with the whole Got Tuna? assessment

Or download each file individually using the links below.

Earth Science (MS)

Core PE: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. (MS-ESS2-1)

Download a zip file with the whole Evolution of the Andes assessment

Or download each file individually using the links below.

Algae

Physical Science (MS)

Core PE: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. (MS-PS4-1)

Download a zip file with the whole Sound Scrubber assessment

Or download each file individually using the links below.

Flood

Earth Science (MS)

Core PE: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. (MS-ESS3-2)

Download a zip file with the whole Planning for Extreme Weather assessment

Or download each file individually using the links below.

Andes Mountains
This task was adapted from an assessment designed by San Francisco Unified School District teachers using the SNAP online courses and feedback from SCALE. See SNAP Course 4 for training in using the SNAP Multidimensional Rubrics to embed assessments into instruction.

Earth Science (HS)

Core PE: Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. (HS-ESS2-3)

Integrated Life Science & Earth and Space Science (HS)

This task was designed as part of a project focused on the future of performance assessment. SCALE designed a set of criteria around advances in teaching an learning that we used in addition to the SNAP criteria. This task was created to illustrate what these new criteria could look like when they are used to design an IEA. It has not yet been piloted and does not yet have rubrics. We are sharing it as an example of an NGSS performance assessment that reflects current views of the role that equity and social and emotional learning can play in science assessment design.