NGSS Performance Assessment Rubric Development
Learn to develop and implement effective rubrics for science performance assessments aligned with NGSS standards in this collaborative course.
Learn to develop and implement effective rubrics for science performance assessments aligned with NGSS standards in this collaborative course.
This advanced course guides educators through SNAP's systematic process for developing multidimensional rubrics for science performance assessments. Participants learn to create educative rubrics that support equitable instructional practices and three-dimensional learning. The course emphasizes collaborative development, efficient assessment techniques, and using rubrics to foster positive classroom culture. Through a hybrid learning structure combining independent study, team collaboration, and peer feedback, educators learn to integrate performance assessments effectively into their instructional sequence while promoting student agency and engagement.
Instructors:
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What you'll learn
Understand the essential components of quality rubrics for NGSS performance assessments
Develop comprehensive three-dimensional rubrics for science assessments
Implement effective feedback and grading strategies using rubrics
Use assessment data to guide instructional decisions and improve learning outcomes
Create positive classroom assessment culture through effective rubric use
Analyze student work trends to enhance school-wide science learning
Skills you'll gain
This course includes:
PreRecorded video
Graded assignments, exams
Access on Mobile, Tablet, Desktop
Limited Access access
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Module Description
This course focuses on developing effective rubrics for science performance assessments aligned with Next Generation Science Standards (NGSS). Participants learn SNAP's principled design process for creating multidimensional, educative rubrics that support equitable assessment practices. The curriculum covers key elements of quality rubrics, strategies for providing effective feedback, and using assessment data to inform instruction. The course emphasizes collaborative learning through team-based activities and peer feedback sessions, helping educators develop skills to implement performance assessments that promote student engagement and three-dimensional learning.
Instructors
5 Courses
Distinguished Education Assessment Expert and Science Learning Innovator
Jill Wertheim currently serves as Director of SCALE Science at WestEd, where she specializes in advancing science education through innovative assessment practices. Her work focuses on building school, district, and statewide capacity to enhance student learning through student-centered, asset-based assessment approaches. Previously, she served as Program Director at the Stanford Center for Assessment, Learning, and Equity (SCALE), where she led the Stanford NGSS Assessment Project (SNAP). Her expertise centers on developing performance assessments that support the implementation of new science standards aligned with the Framework for K-12 Science Education. She has pioneered the development of exemplar performance assessments, rubrics, and professional learning tools, while focusing on identifying and removing barriers to students' understanding of core science concepts. Dr. Wertheim holds a Ph.D. in Geological Sciences and a BA in Geology from Middlebury College, bringing a unique blend of scientific expertise and educational assessment knowledge to her work in transforming science education.
5 Courses
Distinguished Education Researcher and Equity Advocate
Dr. Cathy Zozakiewicz serves as Project Manager for SNAP at SCALE, bringing extensive expertise in educational equity and assessment. Her twelve-year tenure as faculty at San Diego State University focused on multicultural education and closing achievement gaps in STEM fields, particularly working with elementary and middle school classrooms. At Stanford's Center for Assessment, Learning and Equity (SCALE), she leads the development and implementation of teacher and student performance assessments, including edTPA, which is used for initial teacher licensure in multiple states. Her work encompasses creating gender-inclusive and culturally responsive practices to increase participation of underserved groups in STEM fields. She has conducted numerous professional development workshops focusing on effective mentoring, science teaching for diverse populations, academic language, and performance assessment design. Her research through the Maxima Project demonstrated positive impacts on teachers' practices and girls' attitudes toward science and mathematics, particularly focusing on creating gender-inclusive and socially relevant learning environments.
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Frequently asked questions
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