How to Write NYSSLS Three-Dimensional Science Assessment Questions

Understanding the Three Dimensions

NYSSLS assessment questions are designed to be three-dimensional, meaning they simultaneously assess a student's understanding of Disciplinary Core Ideas (DCIs), their proficiency in Science and Engineering Practices (SEPs), and their ability to apply Crosscutting Concepts (CCCs). This approach moves beyond traditional recall-based questions to evaluate a student's ability to think and act like a scientist or engineer, fostering a deeper, more integrated understanding of scientific principles and methodologies. The goal is for students to not just know scientific facts, but to be able to use those facts to explain phenomena, solve problems, and engage in scientific inquiry.

DCIs represent the foundational scientific knowledge students should learn, such as concepts in biology, chemistry, physics, and Earth science. For example, a DCI might be the structure and function of cells or the conservation of energy. SEPs are the behaviors scientists and engineers use in their work, like analyzing and interpreting data, constructing explanations, or designing solutions. An example of an SEP in action would be a student developing a model to illustrate the water cycle. CCCs are overarching themes that connect different scientific disciplines, such as cause and effect, systems and system models, or energy and matter. These concepts provide a framework for students to organize and connect knowledge across various scientific domains, helping them see the interconnectedness of science.

Integrating Science and Engineering Practices (SEPs)

Effective three-dimensional questions require students to actively engage in an SEP. Instead of asking students to state a fact, ask them to use that fact in a scientific practice. For example, rather than asking "What is photosynthesis?", a three-dimensional question might ask students to "Analyze data from an experiment to explain how changes in light intensity affect the rate of photosynthesis in a plant." This question requires students to not only recall the DCI of photosynthesis but also to apply the SEP of analyzing and interpreting data to construct a scientific explanation.

This type of question integrates the DCI (photosynthesis) with the SEP (analyzing and interpreting data) and implicitly involves a CCC (cause and effect). When crafting questions, clearly define which SEP students are expected to perform. Consider using action verbs associated with the SEPs, such as "develop a model to represent the flow of energy in an ecosystem," "plan an investigation to determine the factors affecting seed germination," "construct an argument based on evidence for why a particular design solution is optimal," or "evaluate a design solution for its effectiveness in addressing a specific environmental problem." The key is to move beyond simple identification or definition and require students to actively do science or engineering.

For instance, a question assessing the SEP of 'Developing and Using Models' could present a diagram of a food web and ask students to 'Develop a model to predict how the removal of a top predator would impact the populations of other organisms in this ecosystem.' This requires students to understand the DCI of ecological relationships and apply the CCC of 'systems and system models' to make a prediction based on their model, demonstrating a deeper level of understanding than simply labeling parts of the food web.

Incorporating Crosscutting Concepts (CCCs)

Crosscutting Concepts provide a lens through which students can understand DCIs and engage in SEPs. They help students make connections across different science domains and see the unifying themes in science. For instance, when assessing a DCI about chemical reactions, you could incorporate the CCC of "energy and matter" by asking students to trace the flow of energy and the transformation of matter during a specific reaction, such as cellular respiration or combustion. This moves beyond simply balancing an equation to understanding the underlying principles of conservation and transformation.

Ensure the CCC is not merely mentioned but is essential for students to fully address the question. A question might ask, "Using the concept of stability and change, explain how a feedback mechanism in the human body maintains a stable internal temperature." Here, the DCI (feedback mechanisms/homeostasis) and the SEP (constructing an explanation) are framed by the CCC (stability and change). Students must use the CCC to articulate how the body responds to deviations to return to a stable state, demonstrating an understanding of dynamic equilibrium. Another example could involve the CCC of 'patterns' by asking students to 'Analyze data on seismic activity to identify patterns that could indicate an increased risk of volcanic eruption,' connecting Earth science DCIs with data analysis and a fundamental CCC.

To effectively integrate CCCs, consider how they naturally apply to the DCI and SEP being assessed. For example, when teaching about plate tectonics (DCI), students could be asked to 'Develop a model to illustrate how the movement of Earth's plates (SEP: Developing and Using Models) leads to the formation of different landforms, emphasizing the cause and effect relationships (CCC: Cause and Effect) between plate motion and geological features.' This ensures the CCC is integral to the explanation and not just an add-on.

Crafting Coherent Three-Dimensional Questions

A strong three-dimensional question presents a scenario or phenomenon that students must explain or solve using all three dimensions. Start by identifying a specific Performance Expectation (PE) you want to assess. The PE itself is three-dimensional, providing a blueprint for your question. For example, if the PE is HS-LS1-5, which involves constructing an explanation for how photosynthesis transforms light energy into stored chemical energy, your question should directly align with this expectation.

Break down the PE into its DCI, SEP, and CCC components. Then, design a task that requires students to demonstrate their understanding of the DCI by engaging in the SEP, while making sense of the phenomenon through the lens of the CCC. For example, for HS-LS1-5, a question could provide data on plant growth under varying CO2 levels and ask students to 'Construct an explanation for the observed patterns in plant growth, using evidence from the data and the concept of energy and matter transformations during photosynthesis.' This question integrates the DCI (photosynthesis), the SEP (constructing explanations), and the CCC (energy and matter).

When developing the question, ensure that students cannot answer it correctly by relying on only one or two dimensions. The question should necessitate the simultaneous application of all three. This often involves presenting a novel scenario or data set that students have not encountered before, requiring them to apply their knowledge and skills rather than simply recalling memorized facts. The scenario should be rich enough to allow for a multi-faceted response that demonstrates a comprehensive understanding of the scientific concept in question.

Reviewing and Refining Assessment Items

After drafting a three-dimensional question, it is crucial to review and refine it to ensure clarity, scientific accuracy, and proper alignment with the NYSSLS. First, check if the question clearly identifies the phenomenon or problem students need to address. Ambiguous scenarios can lead to confusion and prevent students from demonstrating their true understanding. Ensure that any provided data, diagrams, or text are accurate and relevant to the task.

Next, evaluate whether the question genuinely requires students to integrate all three dimensions. Can a student answer the question by only recalling a DCI without engaging in an SEP or applying a CCC? If so, revise the question to strengthen the connections. For example, if a question about climate change only asks for a definition of the greenhouse effect (DCI), it needs to be expanded to include an SEP, such as 'Analyze data on global temperature trends to construct an argument about the human impact on climate change,' which also brings in the CCC of 'cause and effect.'

Finally, consider the cognitive demand of the question. Does it require higher-order thinking skills, such as analysis, synthesis, or evaluation, rather than just recall? The question should challenge students to apply their knowledge in a meaningful way, reflecting the depth of understanding expected by the NYSSLS. Pilot testing questions with a small group of students can also provide valuable feedback on clarity and effectiveness before widespread use.