Local-Level Classroom STE Performance Assessment Tasks

DESE is currently developing local-level classroom STE performance assessment tasks, which will be posted below on a rolling basis. The tasks are designed to complement the new grades 5 and 8 STE MCAS performance tasks and to support DESE's deeper learning goals for all students.

The classroom tasks require students to apply their knowledge and skills to real-world problems. The tasks include hands-on investigations using computer simulations and manipulatives, group work, and individual student work.

Each classroom task includes a student version and a teacher guide.

If you have questions about these local-level classroom tasks, please contact DESE at iada_dese@mass.gov .

For Grades 3–5

Pulling A Sled — Physical Science and Earth and Space Science
This task assesses 3-PS2-1 and 3-ESS2-1. Students are presented with a story about pulling a sled. In order to determine why the sled is easy to move on snow but gets stuck on mud, students carry out an investigation using hands-on materials and then use a simulation to model the horizontal forces on the sled. Finally, students analyze and interpret weather data for three locations in Massachusetts to figure out the best location to play with the sled in winter.

Earthquake Drills — Earth and Space Science
This task assesses 4-ESS2-2 and 4-ESS3-2. Students are presented with the question: Should schools in Massachusetts conduct earthquake drills? They learn more about earthquake drills and analyze injury data to explain how earthquake drills keep people safe. Then, students use a simulation to observe patterns in earthquake activity location, analyze data to make predictions, and finally construct an argument to answer the central question.

Conserving Rainwater — Physical Science and Technology/Engineering
This task assesses 5-PS1-1 and 4.3-5-ETS1-5 (MA). Students are presented with the problem of drought in Massachusetts, and specifically the issue of a rain barrel that is losing water during a hot, sunny week. They analyze data, use a simulation to model what is occurring in the rain barrel on a particle level, and finally work in small groups to improve the design of the rain barrel to prevent water loss.

For Grades 6–8

Music Room — Physical Science
This task assesses 6.MS-PS4-1 and 6.MS-PS4-2. Students are presented with the problem of a school music room that needs a dividing wall to prevent sound transmission. Students conduct investigations using a simulation and hands-on materials, and they evaluate given information about wall designs. Finally, students use their gathered evidence to make an argument for which type of wall should be used.

Sharks on the Cape — Life Science and Technology/Engineering
This task assesses 7.MS-LS2-1, 7.MS-LS2-2, 7.MS-LS2-3, 7.MS-LS2-4, and 7.MS-ETS3-2(MA). Students are presented with information about increased white shark sightings on Cape Cod over the past several years and the work of the Atlantic White Shark Conservancy. Students analyze data from the White Shark Logbook and examine the underlying ecosystem dynamics and human behaviors that have affected the white shark population. Using the multiple data sources as evidence, students construct an explanation to answer the question: Why is the white shark population increasing in Cape Cod waters? Then, students work in groups to create a communication system of their own to educate the public about why the white shark population is increasing.

That's Using Your Head — Physical Science
This task assesses 7.MS-PS3-1, 8.MS-PS2-1 and 8.MS-PS2-2. Students are presented with the question: Will the number of concussions be greatly reduced by banning headers in youth soccer? They collect and analyze data about forces in a collision under various conditions from multiple investigations, including a simulation and hands-on investigation. Students use their collected data and analysis as evidence to support their argument in response to the central question. This task was adapted from an OpenSciEd 8.1 Contact Forces Unit transfer task in collaboration with Massachusetts educators.

Last Updated: April 18, 2024