Date Approved

7-30-2025

Graduate Degree Type

Project

Degree Name

Education-Instruction and Curriculum: Secondary Education (M.Ed.)

Degree Program

Teacher Education

First Advisor

Sherie Klee, Ph. D.

Academic Year

2024/2025

Abstract

This Master's project addresses the critical need for improved assessment strategies in science education, particularly within the context of the Next Generation Science Standards (NGSS). Traditional summative assessments, often relying on multiple-choice or fill-in-the-blank questions, frequently fail to evaluate students' higher-level thinking and comprehensive understanding as required by the NGSS's three-dimensional learning framework (science and engineering practices, crosscutting concepts, and disciplinary core ideas). This disconnect can hinder accurate student knowledge evaluation and limit the development of essential 21st-century skills like critical thinking, problem-solving, and collaboration. The project aims to enhance effective assessment by developing a high school Earth Science unit focused on the carbon cycle and human impact, specifically conforming to the NGSS, HS-ESS2-4, HS-ESS2-6, and HS-ESS3-6. This unit will incorporate activities that promote higher-level thinking and include both formative and summative assessments designed with the NGSS's three-dimensional criteria. The intended audience includes classroom teachers, science coordinators, and curriculum developers seeking to align their evaluations with current standards. By creating and implementing a unit that integrates rigorous instructional practices with robust, three-dimensional assessments, this project seeks to demonstrate a more effective approach to evaluating student learning and addressing gaps in comprehension, ultimately benefiting students, educators, and the broader educational system.

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