| Alaska | The plan is being developed with stakeholders' input. | A plan is being created.
|
| Arkansas | The ACT Aspire is the state assessment and it is not designed to assess all three dimensions of the Arkansas K-12 Science Standards. | Moving forward, the tasks developed working with the Center may be added to the assessment to include student application of the dimensions. |
| California | The California Science Test (CAST) high level test design was approved by the California State Board of Education on March 9, 2016 and board item can be found on the California Department of Education/State Board of Education Web page at http://www.cde.ca.gov/be/ag/ag/yr16/documents/mar16item02.doc | Still planning, pending contract negotiations and legislation. |
| Connecticut | Some use of assessment item clusters. | Unknown at this time. |
| Delaware | Our approach is modeled very closely with the recommendations of the BOTA report. Beyond that we are in developmental stages of our plan and not yet ready to share further information. | |
| District of Columbia | Design based on item clusters that target a performance expectation bundle and provide students with a scenario based on scientific phenomena or engineering design challenges | We are currently in the design of the assessment system. |
| Hawaii | Matrix design and stand alone items | Assess in grade 5 as a grades 3-5 assessment and in grade 8 as a grades 6-8 assessment; HS assessment will be a Biology 1 end-of-course exam. |
| Idaho | Use of item clusters but reporting at disciplinary core ideas only. | Development of summative assessment in end of grade spans with interim assessments in other grades. |
| Iowa | This has not yet been determined | |
| Kansas | Clustered and stand alone items as well as multiple choice and simulation tasks. | Projects to work on examples/supports for formative and summative assessment in science education. |
| Kentucky | Bundled PEs around a phenomenon will be used to develop a cluster, in which each item will assess as least 2 dimensions. | Plan is located at: http://education.ky.gov/curriculum/conpro/science/Documents/Next_Generation _Science_Assessment_System.pdf |
| Louisiana | Item sets, task sets, and standalone items will be used to assess bundles. | |
| Maine | Science assessments are built to distribute fairly evenly across science domains. If your question is more about the 3 dimensions including content, cluster items are currently planned. I hope to move Maine toward a performance assessment component in grade 5 and potentially grade 8, as well. | Training district teachers and administrators in developing meaningful classroom formative and performance assessments to combine with the state summative assessment for an improved portrait of a student's progress against the practices, content and dispositions of science. |
| Maryland | Phenomenon-based item sets which cover the 3 dimensions. | Instruction leading to a summative science assessment |
| Massachusetts | We will be assessing content and practices. | |
| Michigan | MI is working with the topic bundles as the PE bundles for assessment and using the CCCs, DCIs, and SEPs, as elements that can be used in any combination to address the phenomenon. | |
| Minnesota | Minnesota is currently researching its future approach. | |
| Mississippi | No blueprint for the new Science Standards are available at this time. | The Mississippi College- and Career-Readiness for Science were adopted in 2017. In the Fall of 2017, item writers were selected from Mississippi teachers. |
| Nebraska | Not determined yet. | Currently creating the vision. |
| Nevada | Assessment items are written to elicit evidence across dimensions. | |
| New Hampshire | We are hoping for a 3d assessment with clustered items. | The RFP is out now but what/how it will end up remains to be seen. |
| New Mexico | Item cluster model | We will use our legacy science assessment for operational assessment in spring 2019 while at the same time field testing an NM STEM Ready! assessment at grades 5, 8, and 11. |
| North Carolina | There are not definite plans for assessing science. | |
| North Dakota | TBD | Computer-based |
| Ohio | | State assessment plan is currently under review while Ohio puts together their ESSA plan for USDOE. |
| Oklahoma | Cluster based items containing three multiple choice questions related to a common stimulus or one multiple choice question and a TEI linked to a common stimulus. | The Oklahoma State Legislature and State Board of Education approved an Assessment and Accountability Plan that addresses recommendations for a state assessment system. See report and other related documents at
|
| Oregon | Students will be presented with clusters and stand alone items from all Disciplinary Core Idea areas. | Oregon will be delivering an online assessment aligned to the three dimensions of the 2014 Oregon Science Standards (NGSS) at grades 5, 8, and 11. Students will be presented with clusters and stand alone items from all Disciplinary Core Idea areas. Forms will be built in a matrix sampling across all standards in the grade band (3-5, 6-8, 9-11) with ETS standards interwoven into clusters that have an engineering components to the standard (PE). |
| Pennsylvania | At the 4th and 8th grade level, 50% of the assessments are based upon the Nature of Science which includes Inquiry and Design (Science Practices) and Unifying Themes (Crosscutting Concepts). | |
| Rhode Island | Use of clustered items | |
| South Dakota | Clusters of Science and Engineering Practices that allow disciplinary core ideas and crosscutting concept connections. | Implement a statewide assessment and focus on professional learning related to classroom assessment to build capacity for task development across the spectrum. |
| Tennessee | In development | In development |
| Utah | Standards are assessed using a cluster assessment type. | An assessment systems that assesses all three dimensions found in the K-12 Framework that will give actionable information back to teachers to improve classroom instruction. |
| Vermont | Assessment has been built with clustered items with the bulk of items being 2 dimensional. | Testing in grades 5, 8, and 11. Using existing online portal. Four 30 minute sections. Field test in 2018. |
| Virginia | Not sure at this time | Not sure at this time |
| Washington | Three-dimensional item clusters will be the base unit for the assessment, Two-dimensional and three-dimensional stand alone items will be included to meet test blueprint requirements. | More information will be provided at a later time. |
| West Virginia | Clustered items and stand alone items | |
| Wisconsin | New items or series of items will aim to assess both practices and content. Crosscutting concepts will be built into that as well as feasible. There will be clusters of assessment items around a particular scenario that use various technology-enhanced tools, though they'll all be computer scored. | We will have a state standardized test and provide supports to districts to create an assessment system. |
| Wyoming | Use of clustered items written to standards performance expectations | A system of science assessments are being developed for teachers to utilize for data reporting and analysis: modulars --> interms --> summative. |
