Science Assessment

Measuring Student Achievement in Science

To accurately evaluate student performance in science, it is essential to consider multiple levels of assessment. Classroom-based assessments, which are most closely aligned to the enacted curriculum, serve as valuable formative measures of student learning. Benchmark transfer tasks aligned to the rigor of the Iowa Academic Standards provide important evidence of students’ ability to apply their understanding. Finally, the Iowa State Assessment of Student Progress (ISASP) offers a broader, summative measure of student achievement across the state.

Together, close, proximal, and distal assessments provide a comprehensive picture of student achievement in science. Classroom assessments guide daily instruction, transfer tasks measure application and depth of understanding, and state assessments offer a broad, summative perspective. Using all three ensures a balanced and meaningful approach to assessing science learning.

Classroom Curricular Assessments (Close)

These assessments are embedded directly within daily instruction and are tightly aligned to the specific curriculum, lessons, and instructional materials being taught.

Purpose

• To monitor student learning in real time
• To inform instructional decisions and adjust teaching practices
• To provide immediate feedback to students and teachers

Why They Are Important

• They reflect what was actually taught (the enacted curriculum)
• They support formative assessment by identifying student conceptions early
• They allow teachers to measure progress toward specific learning targets
• They promote continuous improvement in student understanding of science concepts and practices

Science Classroom Assessment Examples

Contextus - A website focused on creating an assessment system for science teaching and learning assessment system, with a task inventory of an inventory of hundreds of open-education resource assessments.

Next Generation Science Assessment - Developed a collection of interactive assessment tasks based on the standards for elementary grades 3-5 and middle grades 6-8.

Three-Dimensional Science Performance Assessments - A collection of three-dimensional performance tasks that can be implemented in the classroom in one day or over multiple days.

Stanford NGSS Assessment Project Assessments - Three types of sample assessments designed for NGSS performance expectations.

Transfer Tasks (Proximal)

These assessments are not tied to a specific curriculum but are designed to measure students’ ability to apply scientific knowledge and practices to new, unfamiliar contexts. They are typically benchmarked to state standards.

Purpose

• To assess conceptual understanding and transfer of learning
• To evaluate how well students can apply science practices, reasoning, and problem-solving skills
• To provide a common measure across classrooms or schools

Why They Are Important

• They emphasize deeper learning rather than recall of content
• They align to the rigor and intent of the Iowa Academic Standards
• They provide evidence of students’ ability to use science knowledge in authentic situations
• They serve as a bridge between classroom assessments and large-scale standardized testing

Science Benchmark Assessments

The state of Iowa has vetted or developed sample exemplar transfer tasks that teachers could use in their classroom to measure student achievement at the rigor of the Iowa Academic Standards for Science.

Iowa educators interested in accessing the science benchmark assessments, contact Chris Like at chris.like@iowa.gov.

These  assessments:

• Are not required for students, but simply provided as an option for teachers to evaluate student achievement in years not covered by the ISASP exam.

• Should be used at the completion of a unit of study at different times throughout the year. 

• Are not tied to a specific curriculum, so teachers should feel comfortable using them regardless of the curriculum materials adopted by the district. 

• Are not formatted like the ISASP exam, which allows for more variation of assessment types that can be used with students. 

• Do not cover every standard in the grade level and are not guaranteed to represent the standards found on the ISASP exam.

• Are intended to be good examples of how all three dimensions can be assessed. 

• Are intended to to be used as assessments in ELA and Mathematics standards when appropriate. 

State Standardized Assessment (Distal)

Large-scale assessments, such as the Iowa State Assessment of Student Progress or ISASP, measure student achievement relative to statewide expectations.

Purpose

• To provide a summative evaluation of student learning
• To ensure accountability and comparability across schools and districts
• To inform state- and district-level decisions

Why They Are Important

• They offer a broad, standardized measure of science achievement
• They help identify system-wide trends and equity gaps
• They ensure alignment to state standards at scale
• They provide an external validation of student learning outcomes

Iowa State Assessment of Student Progress

The Iowa State Assessment of Student Progress (ISASP) is given to students in grades 5, 8 and 10. The assessment is given to all students in Iowa during a spring testing window.

ISASP Practice Tests - Practice tests can help students understand the format and types of questions they will find on the ISASP exam.

ISASP Results - Visit the Assessments – Proficiency Rates section to access several years of student state assessment results for public and nonpublic schools.