Research & Reports
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Selected SCALE Science Publications
Performance-based assessment
- Wertheim, J. A. (2021). Criteria for the design of engaging, educative, and equitable science performance assessments: Design Criteria for the Stanford NGSS Assessment Project (SNAP). Palo Alto, CA: Stanford Center for Assessment, Learning, and Equity.
- Stoll, L., & Schultz, S. E. (2019). How to design a performance task. Science Scope, 42(7), 40-45.
- Wertheim, J., Osborne, J., Quinn, H., Pecheone, R., Schultz, S., Holthuis, N., & Martin, P. (2016). An analysis of existing science assessments and the implications for developing assessment tasks for the NGSS. Palo Alto, CA: Stanford NGSS Assessment Project Team (SNAP).
Systems that include performance-based assessment
- Osborne, J., Pecheone, R., Quinn, H., Holthuis, N., Schultz, S., Wertheim, J., & Martin, P. (2015). A system of assessment for the Next Generation Science Standards in California: A discussion document. Palo Alto: Stanford University.
- Wertheim, J. & Osborne, J. (2019). Supporting Coherence Across a System of Assessment for NGSS. In American Educational Research Association (AERA) Annual International Conference.
- Badrinarayan, A. & Wertheim, J. (2019). Reconceptualizing Alignment for NGSS Assessments. In National Association for Research in Science Teaching (NARST) Annual International Conference.
Assessment Practices using performance-based assessments
See more publications about teacher learning on the IMPACT Project Page
- Wertheim (March, 2025). Leveraging District Leadership to Improve Science Education Outcomes.
- Wertheim & Tekkumru-Kisa (2024). Moving Beyond Design: Supporting teachers in implementing assessments to promote 3D teaching and learning.
- Wertheim, J. & Grace, J. (2024). Centering Students in Science Learning: A Professional Learning Success Story.
- Grace, J. & Wertheim, J. (2024). Science notebooks as tools for guiding instruction around students’ ideas. NSTA. Denver, CO.
- Tekkumru-Kisa, M. & Wertheim, J. (2024). Fostering Teachers’ Ambitious Teaching Practices for Supporting the Implementation of Performance Assessments in Science. NARST Annual Meeting. Denver, CO.
- Stoll, L., & Wertheim, J. (2023). Performance Assessment as Part of Efficient, Effective, and Equitable Instructional Practice. The Science Teacher, 90(7).
- Stoll & Wertheim (Oct, 2023). Student Work Is Gold Part II: How Can Student Work Be Used to Strengthen Assessments?
- Stoll & Wertheim (April, 2022). Student Work Is Gold Part I: Forming Professional Learning Communities Around Student Work Analysis
Project-based instructional materials
- Lucas Educational Research. (2021). Research Brief: Project-Based Learning Leads to Gains in Science and Other Subjects in Middle School and Benefits All Learners
- Deutscher, Rebecca R., Holthuis, Nicole C., Maldonado, Saúl I., Pecheone, Raymond L., Schultz, Susan E. & Wei, Ruth C. (2021). Learning Through Performance Project-Based Learning as a Lever for Engaging the Next-Generation Science Standards.
- Holthuis, N., Deutscher, R., Schultz, S. E., & Jamshidi, A. (2018). The New NGSS Classroom: A Curriculum Framework for Project-Based Science Learning. American Educator, 42(2), 23-27.