High-Emphasis” Assessment Targets

The NECAP Science Assessment Committee utilized an extensive resource review to determine which assessment targets should receive greater instructional emphasis, and therefore receive greater assessment emphasis - meaning devoting more test items and/or more test score points to these targets, when choices need to be made. These high-emphasis targets, which represent about half of the total assessment targets per grade span, have been identified for potential multiple test score points (e.g., Constructed Response (CR) items, Extended Response (ER) items, or several Multiple Choice (MC) items). Table 1 lists the high-emphasis targets with their preliminary Depth Of Knowledge (DOK) ceiling levels.

Table 1 – High-Emphasis Assessment Targets with Unifying Themes and DOK Ceilings*
Science Domains by EK Statement
Grade 4
Targets with DOK

Grade 8
Targets with DOK

Grade 11
Targets with DOK

LS1Survival of organisms
1.1 (INQ+POC) – DOK 2
1.2 (SAE) – DOK 2
1.1 (INQ+SAE) – DOK 3
1.2 (SAE+FAF) – DOK 2
1.1 (INQ+SAE+FAF) – DOK 3
1.2 (FAF+POC) – DOK 3
LS2Matter and energy in ecosystems
2.6 (SAE) – DOK 2
2.5 (INQ+SAE)– DOK 2
2.6 (SAE) – DOK 2
2.3 (INQ+SAE) – DOK 2
LS3Organisms change over time

3.8 (MAS+FAF)– DOK 2
3.8 (INQ+SAE+FAF) – DOK 3
LS4Humans are similar, yet unique
4.8 (FAF) – DOK 2
4.11 (INQ+POC) – DOK 2

PS1Properties and structure of matter
1.1 (INQ) –DOK 3
1.1 (INQ) –DOK 2
1.2 (INQ+POC) –DOK 2
1.4 (SAE+MAS) –DOK 2
1.3 (POC) –DOK 2
1.4 (MAS+FAF) –DOK 3
PS2Energy

2.6 (SAE+POC) –DOK 3
PS3Forces and motion
3.7 (INQ+SAE) –DOK 2
3.8 (INQ+POC) –DOK 2
3.8 (POC+INQ) –DOK 3
3.9 (POC)–DOK 2
3.10 (SAE)–DOK 2
ESS1Earth and earth materials
1.1 (INQ) –DOK 2
1.2 (INQ) –DOK 3
1.4 (INQ+SAE) – DOK 2
1.5 (POC) –DOK 2
1.2 (INQ+POC)–DOK 2
1.3 (SAE) –DOK 2
1.5 (INQ+POC)–DOK 3
1.1 (POC+INQ) –DOK 3
1.3 (SAE+POC)–DOK 3
ESS2Solar system

2.6 (MAS) –DOK 2
2.8 (SAE+POC) –DOK 3

ESS3Universe and galaxies


3.6 (NOS) –DOK 3
3.7 (SAE)–DOK 3
3.8 (POC+SAE)–DOK 2
  • When considering the highest DOK Level as the ceiling the assessment target has the potential to be assessed at the Depth-of-Knowledge Level ceiling, and up to the ceiling, depending upon the expectations of the assessment target. This means that a target that has, for example, a ceiling of 3 could have assessment items written to DOK levels of 1, 2, or 3 but NOT DOK Level 4 to assess the target.

Unifying Themes:
Frame1
Frame1