
Science Assessments
Phenomenon-Based. Three-Dimensional. Designed to Reveal Student Thinking.
Phenomenon-Driven Tasks by Argument-Driven Inquiry are not your typical science assessments. They are carefully designed, standalone tasks that give students an opportunity to apply their own ideas along with the ideas and practices of science to an authentic phenomenon. Each task targets a specific three-dimensional performance expectation found in the NGSS and is designed to give students an opportunity to engage in sensemaking instead of simply recalling facts or selecting definitions.
Whether you teach elementary or high school, you’ll find phenomenon-driven tasks that are ready to use, easy to implement, and designed to help you understand what students truly know and how they think.
Why Choose Phenomenon-Driven Tasks?

Blurring the Line Between Assessment and Instruction
Our phenomenon-driven tasks are designed to make assessment feel like part of everyday science learning—not a separate, high-stakes event. By framing tasks as opportunities to explore and explain, students engage more fully and teachers gain deeper insight into their thinking.

Reduce Anxiety, Increase Insight
When students are invited to make sense of real-world phenomena without fear of failure, assessment becomes a meaningful learning experience. These tasks help students share their ideas and reasoning naturally, allowing teachers to support growth rather than simply assign grades.

Flexible for Any Stage of Learning
Use our tasks before, during, or after instruction. Whether you’re uncovering initial ideas, guiding ongoing learning, or evaluating mastery, the structure supports formative, educative, and summative assessment—while removing barriers so all students can show what they know in authentic ways.
What Makes Phenomenon-Driven Tasks Different?
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See What Your Students Really Understand.
These tasks aren’t just tests—they’re tools that help teachers see into student thinking and support deeper learning for all.
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