Challenges in Interpreting Student Responses for Three-Dimensional Classroom Assessment

Abstract

Recent reforms in science education have emphasized the importance of students engaging in three-dimensional learning consisting of science practices, disciplinary core ideas, and crosscutting concepts. However, this kind of learning is challenging to assess, and necessitates multicomponent tasks that allow multiple opportunities for students to share their developing understandings. This paper explores the complexities that arise in interpreting student responses and planning for next instructional steps through the analysis of a three-dimensional, phenomenon-based task for high school students’ modeling of cellular respiration. We describe two approaches for looking at student responses, and analyze the affordances and constraints of each method. We conclude by discussing practical considerations for classroom teachers and implications for developing three-dimensional classroom assessments.