What is the difference between a DCI, SEP, and CCC?

A Disciplinary Core Idea (DCI) is the fundamental scientific content knowledge. A Science and Engineering Practice (SEP) is what scientists and engineers do (e.g., analyze data, construct explanations). A Crosscutting Concept (CCC) is a theme that connects across all science disciplines (e.g., cause and effect, systems and system models).

How can I check if my question is truly three-dimensional?

After writing a question, review it against the specific DCI, SEP, and CCC identified in the target Performance Expectation. Ask yourself: Does the question require students to use the specified practice? Does it address the core idea? Do students need to apply the crosscutting concept to fully answer it? If any dimension is missing, revise the question.

Should every question on an assessment be three-dimensional?

While the goal is to assess three-dimensional learning, not every single item on an assessment needs to be a complex three-dimensional task. However, a cluster of questions or a larger task should collectively assess all three dimensions of a PE. Short, formative checks can focus on individual dimensions, but summative assessments should integrate them.

NYSSLS assessment design

How to Align a Science Question to a NYSSLS Performance Expectation

Short answer

To align a science question to a NYSSLS Performance Expectation (PE), identify the core Disciplinary Core Idea (DCI), Science and Engineering Practice (SEP), and Crosscutting Concept (CCC) embedded within the PE. Then, design a question that requires students to demonstrate understanding across all three dimensions simultaneously, using evidence and reasoning to support their response.

Understanding the Three Dimensions of a Performance Expectation

A NYSSLS Performance Expectation (PE) is a three-dimensional statement that describes what students should be able to do to demonstrate their understanding of science. It integrates a Disciplinary Core Idea (DCI), a Science and Engineering Practice (SEP), and a Crosscutting Concept (CCC). For effective alignment, teachers must first deconstruct the PE to clearly identify each of these three components. This foundational step ensures that all aspects of the learning objective are addressed in the assessment design, moving beyond simple recall to deeper scientific engagement.

The DCI represents the core scientific content knowledge students need to apply, such as the structure and function of cells or the principles of heredity. The SEP describes the actions students should take, such as analyzing data, constructing explanations, or designing solutions; these are the 'doing' of science. The CCC provides a lens through which students can view the DCI, such as cause and effect, systems and system models, or energy and matter, helping students make connections across different scientific disciplines. A well-aligned question will require students to engage with all three dimensions simultaneously, not just recall isolated facts or perform a practice without conceptual understanding.

For example, consider the PE MS-LS1-6: "Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms." Here, the DCI is the role of photosynthesis in matter cycling and energy flow. The SEP is "Construct a scientific explanation based on evidence." The CCC is "Energy and Matter: Flows, Cycles, and Conservation." A question aligned to this PE would require students to explain photosynthesis, use specific evidence (like inputs and outputs), and discuss how energy and matter are conserved and transformed.

Deconstructing a Performance Expectation for Assessment Design

Before writing a question, break down the chosen PE into its constituent parts. This analytical process helps clarify the specific knowledge, skills, and conceptual frameworks students are expected to demonstrate. For example, consider HS-LS2-5: "Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere." Here, the DCI is the cycling of carbon through photosynthesis and cellular respiration, involving various Earth systems. The SEP is "Develop a model to illustrate," which implies creating a visual or conceptual representation. The CCC is "Energy and Matter: Flows, Cycles, and Conservation" (implied by the cycling of carbon and the transformation of energy).

Once these three dimensions are clear, the assessment task can be designed to explicitly elicit evidence of student understanding for each. The question should prompt students to not only recall information about carbon cycling but also to actively construct or interpret a model, and to consider the conservation and flow of matter within this complex system. This ensures that the assessment measures a holistic understanding rather than isolated components. For instance, a task might involve providing students with a blank diagram of the carbon cycle and asking them to label key processes (photosynthesis, respiration), identify the reservoirs (biosphere, atmosphere), and use arrows to show the direction of carbon flow, explaining how energy drives these transformations.

Another example is MS-PS1-2: "Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred." The DCI involves understanding chemical reactions and properties of substances. The SEP is "Analyze and interpret data." The CCC is "Patterns" (in properties) and "Cause and Effect" (interaction causing change). An aligned question would provide data tables showing properties like color, temperature, or pH before and after mixing substances, and ask students to determine if a new substance formed, justifying their conclusion with evidence from the data.

Crafting Questions that Integrate All Three Dimensions

An aligned question requires students to use a SEP to demonstrate their understanding of a DCI, while also applying a CCC. Avoid questions that only ask for definitions or simple recall, as these typically only assess the DCI in isolation. Instead, present a scenario or problem that necessitates the application of scientific practices and conceptual understanding. For instance, instead of asking "What is photosynthesis?", ask students to "Analyze data from an experiment on plant growth and construct an explanation for how changes in light intensity affect the rate of photosynthesis, considering the flow of energy and matter." This question integrates data analysis (SEP), photosynthesis (DCI), and energy/matter flow (CCC).

The question should be open-ended enough to allow for varied student responses that still demonstrate the intended three-dimensional learning. Provide appropriate stimuli, such as data tables, graphs, diagrams, or short texts, to give students the necessary context to engage with the task effectively. The task should not be solvable by simply looking up an answer, but by applying scientific reasoning and demonstrating their ability to connect concepts. For example, a question might present a graph showing the population dynamics of a predator-prey relationship over time and ask students to "Construct an explanation for the observed population fluctuations, identifying patterns and proposing potential cause-and-effect relationships between the two species and their environment."

Consider the PE 3-LS4-3: "Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all." An aligned question could present students with descriptions of several organisms and a specific habitat (e.g., a desert environment). Students would then be asked to "Construct an argument, supported by evidence from the organism descriptions, explaining which organisms would survive well, less well, or not at all in the desert habitat, considering how their traits relate to the environmental conditions (cause and effect)." This requires argumentation (SEP), understanding adaptation (DCI), and applying cause and effect (CCC).

Using Evidence and Reasoning in Assessment Questions

NYSSLS assessments emphasize students' ability to use evidence and reasoning to support their claims or explanations. When designing questions, explicitly ask students to provide evidence from provided data, observations, or scientific principles, and to explain their reasoning. This ensures that students are not just stating conclusions but are also demonstrating their thought process and scientific literacy, which is crucial for developing robust scientific understanding. This approach moves beyond rote memorization to foster critical thinking and analytical skills.

For example, a question might ask: "Based on the provided graph showing global carbon dioxide levels over the past century, develop a claim about the relationship between human activity and atmospheric carbon. Support your claim with evidence from the graph and explain your reasoning using principles of the carbon cycle." This type of question directly assesses the student's ability to engage in scientific argumentation (a key SEP), while applying their DCI knowledge of the carbon cycle and CCC understanding of cause and effect and matter cycling. The expectation is not just to identify a trend but to articulate why that trend exists based on scientific principles.

Another example could be for a physical science PE like HS-PS1-2: "Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties." A question could provide students with the chemical formulas of two reactants and ask them to "Predict the products of the reaction between sodium and chlorine, providing evidence from the periodic table regarding their electron configurations and explaining your reasoning based on the patterns of reactivity and the conservation of atoms in a chemical reaction." This requires students to use evidence (periodic table), apply DCI (chemical reactions, electron states), and use CCC (patterns, conservation of matter).

Related NYSSLS standards

Common questions

What is the difference between a DCI, SEP, and CCC?: A Disciplinary Core Idea (DCI) is the fundamental scientific content knowledge. A Science and Engineering Practice (SEP) is what scientists and engineers do (e.g., analyze data, construct explanations). A Crosscutting Concept (CCC) is a theme that connects across all science disciplines (e.g., cause and effect, systems and system models).
How can I check if my question is truly three-dimensional?: After writing a question, review it against the specific DCI, SEP, and CCC identified in the target Performance Expectation. Ask yourself: Does the question require students to use the specified practice? Does it address the core idea? Do students need to apply the crosscutting concept to fully answer it? If any dimension is missing, revise the question.
Should every question on an assessment be three-dimensional?: While the goal is to assess three-dimensional learning, not every single item on an assessment needs to be a complex three-dimensional task. However, a cluster of questions or a larger task should collectively assess all three dimensions of a PE. Short, formative checks can focus on individual dimensions, but summative assessments should integrate them.