After 24 years in the K-12 education space, Achieve has shut its doors. Read the statement from Michael Cohen, President of Achieve here.
Our website www.achieve.org will remain available through December 31, 2020.
Former Achieve science team members have founded the NextGenScience project at WestEd where they will continue working with educators and partners across the nation to improve the quality of science education. Please visit their website and @NextGenScience to learn more about their work. They will continue to serve as stewards of the NGSS, sharing resources with the field through the nextgenscience.org website, NGSSNow newsletter, and @OfficialNGS.
All students should graduate from high school ready for college, careers, and citizenship.
As states and districts across the country have begun to implement new science standards in classrooms, they have turned to the question of how to best assess student learning in order to provide actionable information to student, teachers, and families. The criteria described here are intended to be a useful resource for anyone developing and/or evaluating statewide summative assessments aligned to their Framework-based three-dimensional science standards. The criteria balance the requirements of statewide summative assessments with the vision represented by new science standards by focusing on the most important shifts and innovations and defining qualities of three-dimensional learning and performance.
Each criterion includes a high-level summary of what it is included as well as detailed descriptors of what kind of evidence developers can provide and evaluators can look at to make judgements about how well a given statewide summative assessment represents three-dimensional science standards.
Achieve developed this document with extensive input from experts and practitioners in the science and assessment fields. It is grounded in our collective and evolving understanding of how best to assess multi-dimensional standards, in the research that defines what all students should know and be able to do in science, and in lessons learned from early state processes in developing three-dimensional assessments. Regardless of each state’s approach, this document is intended to be a useful resource for anyone developing and/or evaluating statewide summative assessments aligned to their Framework-based three-dimensional science standards.
Provide feedback on the criteria
The criteria represent the collective input, guidance, and efforts of many states, science education researchers, and assessment experts across the country. As their work continues, subsequent versions of the criteria will build on and incorporate their experience and be updated to include examples and scoring guidance. States, practitioners, researchers, and assessment developers are invited to share feedback and suggestions for how to improve subsequent versions of the criteria by emailing email@example.com and including “Assessment Criteria” in the subject line.