ABSTRACT
This chapter provides a quick review of the difference in – and the fundamental relationship between – content and process in science learning and assessment. The disciplinary core ideas, science practices, and crosscutting concepts create three-dimensional learning goals in the Next Generation Science Standards that fundamentally intertwine the process of science inquiry and science content. To explore approaches to assessing content and inquiry, it's useful to explore how international science assessments have approached them, as well as how those assessments have shifted over time. The Assessment Triangle was originally developed for those working on large-scale assessments, it is also a helpful resource to get more clarity on what we are trying to assess as science teachers. Teachers working together to engage in this kind of collaborative work over time can be supported in making sense of the demands framed in new science teaching reforms, as well as to design better assessment tasks over time.
